Features of creating distance learning technologies in teaching foreign languages at university: Analysis of experience

Abstract

Introduction. For the effective organization of the educational process during distance learning of foreign languages in the conditions of a pandemic, special technical, psychological, and pedagogical retraining is required for the transition to distance learning for both teachers and students.Purpose setting. Thus, it is necessary to study the current state of distance learning in foreign languages, both in Russia and abroad, and analyze the prospects for the development of this form of education, taking into account factors that positively affect the acquisition of a foreign language. To date, a lot of attention is paid to distance learning, as, probably, none of the many ways of learning using technology. Modern research in education, and in particular in information and communication technologies, tends to use technological resources to the maximum and use them effectively in pedagogy. In the field of foreign language teaching, much has been done to cover various languages of the world, but attempts are constantly being made to find new solutions, taking into account the specific needs of language learners.Methodology and methods of the study. This article is based on our experience of creating and implementing distance English courses at the Siberian Institute of Management – a branch of the Russian Academy of National Economy and Public Administration, which uses distance learning and provides academic programs both traditionally and remotely. The article presents the technological aspect of the distance learning system, common to all courses and discuss the main features of teaching a foreign language. The process of developing and implementing English language courses is considered from the point of view of the overall design of the course, the choice of teaching materials, technological and pedagogical processing of course materials, the role of the teacher, support and motivation of students, assessment of academic performance, evaluation of the course and key differences between the two methods of provision that need to be taken into account.Results. The article notes shortcomings and difficulties of a technological and pedagogical nature, as well as problems and new steps in improving English language courses.Conclusions. In conclusion, the complexity of the related technological, organizational and, no less importantly, pedagogical problems is emphasized, but we also hope to provide a reliable starting point for more ambitious projects related to distance learning and teaching foreign languages.