Modern Foreign Language Teaching Research Articles

Лингводидактический потенциал электронных образовательных платформ, программ и приложений в обучении студентов вуза иностранному языку

The aim of the study is to identify the linguodidactic potential of electronic educational platforms, programs and applications in teaching foreign languages to university students. The paper examines various notions such as “digitization”, “e-learning”, “electronic educational platform” and “e-learning application”, reveals their essence and defines their content. The scientific novelty of the study lies in justifying the need for incorporating e-learning into modern higher education and the validity of using electronic didactic tools in teaching foreign languages to students. As a result, the linguodidactic scientific value of the examined electronic platforms, programs and applications has been determined, allowing for effective and modern foreign language education in the university setting.

MODERN LANGUAGES IN THE EDUCATION SYSTEM IN THE BALKANS IN THE XVIII – FIRST THIRD OF THE XIX CENTURIES (SOCIOLINGUISTIC ASPECT)

Purpose. The article is devoted to the analysis of the formation of regional and local centers of teaching modern foreign languages in the Balkans in the XVIII-XIX centuries. The socio-historical conditions that were crucial in the formation of language education in this region and determined its character and main actors are investigated.
 Methodology. The methodological basis of the study is a comparative historical method based on the cultural and historical interpretation of the data and systematization of the emerging linguistic situations and conditions on the territory of the studied areas.
 Results. The analysis made it possible to determine that the poly-linguistic area under study, despite certain national differences in language education in the XVIII-XIX centuries, also reveals a number of common features. These include the rather late formation of language schools and educational centers. Another important feature is the mediating role of the Greek elite in the development of language education and the dissemination of Western European didactic samples in this territory.
 Practical implications. The results of the research can be used in scientific and educational activities in the sections of historical sociolinguistics devoted to the analysis of the socio-historical conditions of the formation of national education systems, their didactic ideas and the social circumstances of their implementation.

Cultural factors in foreign language teaching and their linguistic interpretation

Systemic functional linguistics, intercultural communication and linguoculturology systematically explain the relationship between language, culture and communication. They are the main theoretical basis for modern foreign language teaching research. Based on the framework of the relationship between language and culture from the perspective of three disciplines, their cultural views are analyzed. General scientific methods of analysis and comparative study are utilized for conducting research. We propose that foreign language teaching includes three kinds of cultural factors, namely, symbolic resource culture, communicative norm culture and cognitive psychology culture, and point out the adaptation relationship between different theories and foreign language teaching research directions. Each subject has its emphasis, and the combination of the three can form a closed-loop research on language teaching and culture teaching in foreign language teaching.

Motivoimalla monikieliseksi maailmankansalaiseksi

This article reviews one of the key concepts involved in the learning and teaching of Modern Foreign Languages (MFL), namely, motivation. The article attempts to define motivation and other closely related terminology and outlines developments in research on the issue over the past few decades by summarizing empirical research carried out in Finland and elsewhere. The article draws on the framework of the Douglas Fir Group (2016), and thus, motivation is approached from a variety of starting points: individuals, groups of people, and society, or the concept is viewed from micro, meso and macro levels of society. The article concludes by discussing some practical applications and indicating a need for further education of those involved in MFL teaching to ensure their agency in classrooms and to empower them in pursuing their professional careers.

Theoretical and empirical prerequisites for university foreign language classrooms (based on the opinions of Russian and Chinese university teachers)

Introduction. In the course of time and due to the development of science and technology, the understanding of the effective university foreign language classroom has changed. The most significant change took place during the pandemic when all the students had to attend online classes. Nevertheless, our assumption is that in view of the nature of the subject itself, teaching and learning languages either online or offline to science or humanitarian majors has common characteristics relevant to any type of the classroom. It has specific characteristics related to different educational traditions, ethnic cultures, learning environments, and primarily to the agents (both teachers and students) involved in the process. The purpose of this article is to explore what ideas are frequently proposed by researchers worldwide and their implementation in university foreign language classrooms in Russia and China both in online and offline types of teaching and learning. Materials and methods. The study involved 61 university teachers of foreign languages from Russia and China who answered the questions of the questionnaire. A combination of both qualitative and quantitative methods of action research was used in the study. The methods included a literature review, the development of teacher questionnaires, a comparative study, data analysis and data visualization. Results. The study has revealed the major trends that are apparent in university foreign language teaching and learning both online and offline. They are related to learner-centered (60% of Chinese teachers / 23% of Russian teachers), interactive (15% of Chinese teachers / 30% of Russian teachers) and fostering learners’ engagement (55% of Chinese teachers / 25% of Russian teachers) with an emphasis on the development of overall students` communication, social and thinking abilities (100% of Chinese teachers / 95% of Russian teachers). Among the didactic tools used by foreign language teachers in both countries interactive tasks are prevalent with 95% и 100% of the Chinese and Russian teachers choosing them respectively. Conclusion. The differences revealed during the study need further research due to a limited number of the teacher participants. The conclusions obtained in this study will help to understand the main trends in modern foreign language teaching and learning, and assist foreign language teachers in choosing appropriate classroom techniques for their practices in line with more specific aims and content.

Methodology and Organization of Professional Research and Academic Integrity in the Formation of a Modern Foreign Language and Literature Teacher

The study is devoted to the issue of methodology and organization of professional research and academic integrity (AI) in the formation of a foreign language and literature teacher. The purpose of the article is to characterize the role of the educational component «Methodology and organization of professional research and academic integrity» in the formation of the personality of a foreign language and literature teacher and his/her compliance with the principles of AІ, to offer methodological advice for studying the course, to reveal the policy of academic integrity in higher education institutions on the example of Hryhorii Skovoroda University in Pereiaslav. Methods. To achieve the goal, the author used the following methods: theoretical (analysis, synthesis of normative and scientific-pedagogical sources) and empirical (observation of the educational process). Results. The author considers that the study of the educational component «Methodology and organization of professional research and academic integrity» by students of the second (master's) level of higher education under the Еducational programs «Secondary education (English language and literature)» and «Secondary education (German language and literature)» to be an important element of their professional training as highly competent teachers of foreign language and literature and a necessary tool for countering violations of AІ principles. The main elements of the course were considered (goal, tasks, general and professional competences that are formed during study, program learning results, content components of the course, a list of indicative topics and tasks for independent work, etc.), the certain methodical tips for studying the course are offered, the policy of academic integrity in Higher Education Institutions on the example of Hryhorii Skovoroda University in Pereiaslav are defined. Then article states that Higher Education Institutions have a number of documents that highlight the policy, standards and procedures for compliance with academic integrity, certain tools are in place to counter AІ violations, and a set of preventive measures is used. Conclusions. The educational component «Methodology and organization of professional research and academic integrity» for applicants of the second (master's) level of higher education under the Educational programs «Secondary education (English language and literature)» and «Secondary education (German language and literature)» is an important element of their professional training, which together with other components of the Educational programs and certain tools of the higher education institution to counter violations of academic integrity, with the support of non-formal education and self-control regarding compliance with the principles of AІ, will be able to ensure the formation of the future foreign language and literature teacher as a highly competent scientist, professional and virtuous pedagogue. A detailed study of online services for assistance in processing the results of professional research of future foreign languages and literature teachers is defined as the perspective of further investigations.

THE PECULIARITIES OF ELICITATION TECHNIQUES’ USAGE IN DEVELOPING FOREIGN LANGUAGE SKILLS

The article highlights the importance of elicitation in modern foreign language teaching. The author states that eliciting various language skills, such as vocabulary development, grammar structures, speaking, listening, writing, and cultural understanding, plays a vital role in providing students with meaningful opportunities to produce language. The problem is to create a dynamic and interactive learning environment through elicitation, which fosters active participation, fluency, and the practical application of language skills within authentic contexts. In the context of language teaching, elicitation can be used interchangeably with eliciting. In this article elicitation is defined as a number of techniques used in teaching to gather (or elicit) knowledge from the students as well as to get them to actively produce speech or writing. These techniques are useful when you want to encourage and prompt students to produce language, express their ideas, or provide responses. It involves the teacher’s deliberate efforts to draw out or elicit language from students rather than directly providing the answer or information themselves. The author emphasizes that by eliciting students’ responses and actively involving them in the learning process, teachers facilitate a learner-centred approach that empowers students to gain confidence and proficiency as language users. It was noted that taking into account the integration of technology in foreign language teaching, current works have begun to explore the use of digital tools and online platforms for elicitation purposes. That is why, the article also mentions the effectiveness of virtual tasks, and online communication tools in eliciting language production and promoting learner engagement. The findings of this article underscore the significance of incorporating elicitation techniques in language teaching. Ultimately, elicitation serves as a powerful range of techniques in language classrooms, enabling students to develop essential foreign language skills and succeed in authentic communication situations.

Linguodidactic Representation of the Secondary Linguistic Personality in the Linguoculturological Aspect (Based on the Material of Teaching Russian as a Foreign Language)

The article examines the theory of secondary linguistic personality in the prism of the linguoculturological approach as one of the significant aspects of modern foreign language education. In the process of teaching a foreign language, it is not enough to form only a language competence. To understand national thinking, in-depth knowledge of an extralinguistic nature is necessary, related to the peculiarities of the national mentality, its values and linguistic culture, which are reflected in communicative norms and traditions, features of speech etiquette. The paper examines the relevance of integrated learning of a foreign language and national linguoculture. The problem of the content of linguistic and cultural information in textbooks on Russian as a foreign language is analyzed. The paper describes the ways of introducing educational material through national culture in the process of interaction of educational and extracurricular activities. The use of the linguoculturological approach as a model of teaching Russian as a means of intercultural communication makes it possible to form an idea of the national picture of the world among foreign students through the specifics of culture in its verbal embodiment. The ability to perform adequately and successfully communicative activities in a non-native language is the result of the formation of students’ secondary linguistic consciousness.

TEACHING PROFESSIONAL DISCOURSE IN A FOREIGN LANGUAGE THROUGH EDUCATIONAL SPEECH SITUATIONS AND ROLE-PLAYING GAMES

This article explores the methodology and effectiveness of teaching professional discourse in a foreign language through educational speech situations and role-playing games. By integrating traditional and innovative teaching methods, the study aims to enhance students' competence and fluency in professional communication. Key components of the methodology include the introduction of speech models, language exercises, and the application of knowledge in various professional situations. The research involved experimental work with 2nd year students in the “Foreign Language” specialty of Kh. Dosmukhamedov Atyrau University. The results indicated that this interactive and immersive approach yielded a positive trend in the development of foreign language professional discourse. The study concludes that the success of mastering a foreign language in the context of professional communication heavily relies on the right approach, making the learning process interesting and dynamic. This methodological organization offers valuable insights into modern foreign language teaching methods, particularly in professional discourse training.

Gamification and learning Spanish as a modern language: student perceptions in the university context

Abstract Gamification is a methodological strategy that has been applied for several years in the field of modern language learning. It is employed primarily to increase students’ motivation by incorporating game elements into an otherwise didactic context. Research into the use of gamification in language teaching has focused largely on characterizing the specific practices involved and on determining the degree of motivation elicited in students. There has been little examination of students’ perceptions of gamification or their assessment of its effectiveness for learning a modern language. This study analyses learner perception and motivation among a group of sixteen university students of Spanish as a modern foreign language following participation in a gamified learning experience. Analysis of the information gathered from student perception questionnaires and non-participant observation indicates that the students perceive progress in vocabulary learning but not in grammatical knowledge. The students also report a high level of motivation for the proposed learning activities due to the possibility of working collaboratively with their classmates. The article concludes with reflections on the relevance and didactic implications of gamification as a methodological strategy in modern foreign language teaching at higher education level.

PROFESSIONAL METHODOLOGICAL TRAINING ACTIVITIES FOR DEVELOPING PRE-SERVICE ENGLISH TEACHERS’ PROJECT COMPETENCY

A modern foreign language teacher is expected to practice using skillfully a variety of teaching approaches, methods, forms, techniques, and tools, including project-based learning method. Practical application of project-based instruction is emphasised in Ukrainian national educational standards and teacher training curricula. According to the Ukrainian national curriculum of external independent evaluation of in-service primary teachers’ professional development, a school teacher needs to know about the projectbased pedagogy, project-based instructional methodology, teaching techniques at project-based model steps, and be able to engage pupils into project work, make up driving questions, use Socratic discussion method, prepare project-based lesson plans, assess pupil project works, i.e. must be ready to implement project-based learning in school. In this regard, the problem of developing foreign language teachers’ project competency as an integral part of their professional methodological expertise is a current isssue. The aim of the elective course “English language teaching through pupils’ project-based learning” from the curriculum for students majoring in specialty 014 Secondary education is to familiarise pre-service English teachers with the theory and practice of project-based teaching methodology and to develop their professional methodological skills of planning, organising, coordinating, and assessing pupil project works. This publication briefly describes the objectives and contents of the elective course, specifies suggested instructional types, teaching and assessment methods. Examples of theoretical and practical professional methodological training activities are given.

МЕТОДИЧНА РОЗРОБКА З АНГЛІЙСЬКОЇ МОВИ НА ТЕМУ «ДОЗВІЛЛЯ (КІНО ТА ТЕАТР)» ДЛЯ КУРСАНТІВ ПЕРШОГО РОКУ НАВЧАННЯ СПЕЦІАЛЬНОСТІ «ПСИХОЛОГІЯ» АКАДЕМІЇ ДЕРЖАВНОЇ ПЕНІТЕНЦІАРНОЇ СЛУЖБИ

The article deals with the problem of teaching English in cadets of the first year of the “Psychology” specialty at the Academy of the State Penitentiary Service, that is positioned as foreign language education. The latter is considered in terms of formation of a new intercultural consciousness in language users as the ability to see themselves and their interlocutor as speakers of certain cultures, ready to understand a different way of life and thinking, to respect the right to cultural “otherness”, to be tolerant to values and behavioral patterns of another culture, counteract stereotypes and prejudices, rethink one’s own cultural baggage. The paradigm of modern foreign language education is built on the principle of cultures dialogue; critical attitude to established statements; open exchange of ideas based on mutual understanding and respect for cultural diversity. A vision of modern foreign language classes as a source of multicultural information is formulated. The methodical strategies of foreign language learning, which will contribute to the effective formation of cadets’ professional communicative competence and optimize the process of learning a foreign language in groups with different levels of speech preparation, have been defined and substantiated. Psychological and pedagogical and methodical literature on the researched topic is studied and analyzed; empirical methods are applied: purposeful observation of the educational process; interviewing and comparing. Methodical strategies for organizing the work of the first-year cadets majoring in “Psychology” of the Academy of the State Penitentiary Service on the basis of a differentiated approach are proposed. Key words: the English language, cadets of the first year of study, specialty “Psychology”, methodical development, foreign language education.

THE POSSIBILITIES OF USING PODCASTS THE DEVELOPMENT OF LISTENING AND SPEAKING SKILLS IN TEACHING CHINESE

The article discusses the use of podcasts in teaching a foreign language to high school students. The dynamism of the development of modern foreign language education has led to the expansion of the range of foreign languages studied at school. Chinese is becoming one of the most popular languages today. It is studied in schools and universities mostly as a second foreign language. Due to its specificity, it requires the development of integrated approaches to its study, to which the works of Yu.E. Arekeeva, K.V. Volkov, N.A. Demina, I.V. Kochergin, etc. are devoted.
 The study of the methodology of teaching Chinese in such areas of speech activity as speaking and listening is relevant nowadays.
 The problem of the study is the choice of an algorithm for working with podcasts. The purpose is to consider the potential of podcasts in the development of oral speech activities when teaching Chinese in high school and to determine the algorithm for working with them. The study was conducted on the basis of authentic podcasts in Chinese. The used methods of research, such as theoretical analysis of literature, study of normative documents, observation of the educational process, comparative analysis, led to the following results: the theoretical foundations of the use of podcasts are described; the concepts of “podcast” and its didactic functions are defined; practical aspects of the development of oral speech activities in teaching Chinese are proposed; an algorithm for working with a podcast in a Chinese language lesson is given. The authors concluded the effectiveness of the use of podcasts in teaching Chinese.

TRAINING FUTURE FOREIGN LANGUAGE TEACHERS AS INNOVATIVE UPBRINGING WORK MANAGERS (BASED ON THE COMPETENCE APPROACH, INDEX OF SATISFACTION AND PROFESSIOGRAM)

The paper investigates the training future foreign language teachers as innovative upbringing work managers based on the competence approach, index of satisfaction and professiogram in the context of Ukrainian higher education reforming. The research questions whether future foreign language teachers are satisfied with the upbringing work at pedagogical universities and pragmatically competent in it, and what the reasons of their dissatisfaction are. The authors developed the blocks of indicators that characterize the level of the future teachers training for innovative upbringing activity, including a questionnaire related to determining the level of their satisfaction with the upbringing work. The self-esteem of 148 students (2-3 study years) of the Faculty of Ukrainian and Foreign Philology of Hryhorii Skovoroda University in Pereiaslav showed that the majority of respondents (85%) expressed satisfaction with the upbringing work at the faculty and University; 15% of respondents expressed their indifference and dissatisfaction, giving the thought about the reasons of that, which could be their incompetency in it and not involving in the upbringing activity, the absence of interest and motivation for it (because of old upbringing methods, forms and approaches etc.). On the ground of the results of the research, the authors defined the professiogram of a modern foreign language teacher as a manager of innovative upbringing work, grounding on the key competences required of a European teacher. Moreover 5 main reasons for designing the program of the future foreign language teachers training to innovative upbringing work (based on a competence approach, index of satisfaction and professiogram) were identified as: the necessity of the education quality improving by the way of reforming it; the need of raising the level of students’ satisfaction with educational and upbringing process, and with a future profession in general; the new European demand for teachers in their key competences; the changing role of a teacher into a manager of curricular and extracurricular process at school, according to a new professiogram of a modern foreign language teacher as a manager of innovative upbringing work; the need to transform the upbringing process into the innovative one, according to the modern time period. The research results of this pre experimental stage will allow forming the future teachers’ readiness for an innovative upbringing work.

PROFESSIONAL METHODOLOGICAL TRAINING ACTIVITIES FOR DEVELOPING PRE-SERVICE ENGLISH TEACHERS’ PROJECT COMPETENCY

A modern foreign language teacher is expected to practice using skillfully a variety of teaching approaches, methods, forms, techniques, and tools, including project-based learning method. Practical application of project-based instruction is emphasised in Ukrainian national educational standards and teacher training curricula. According to the Ukrainian national curriculum of external independent evaluation of in-service primary teachers’ professional development, a school teacher needs to know about the projectbased pedagogy, project-based instructional methodology, teaching techniques at project-based model steps, and be able to engage pupils into project work, make up driving questions, use Socratic discussion method, prepare project-based lesson plans, assess pupil project works, i.e. must be ready to implement project-based learning in school. In this regard, the problem of developing foreign language teachers’ project competency as an integral part of their professional methodological expertise is a current isssue. The aim of the elective course “English language teaching through pupils’ project-based learning” from the curriculum for students majoring in specialty 014 Secondary education is to familiarise preservice English teachers with the theory and practice of project-based teaching methodology and to develop their professional methodological skills of planning, organising, coordinating, and assessing pupil project works. This publication briefly describes the objectives and contents of the elective course, specifies suggested instructional types, teaching and assessment methods. Examples of theoretical and practical professional methodological training activities are given.

ETHICAL COMPETENCE IN PROFESSIONAL PEDAGOGICAL ACTIVITY OF MODERN FOREIGN LANGUAGE TEACHER: THEORETICAL ASPECT

The article presents theoretical approaches to the consideration of the ethical competence of a modern foreign language teacher in his/her professional pedagogical activity. The essence of the concepts “competence”, “professional-pedagogical competence” is revealed, the content of the concept “ethical competence” is characterized. Ethical competence of modern foreign language teacher is defined as an integrative quality of a person, that includes a complex of his/her moral and ethical values and personal characteristics determining the choice of models of teacher’s behavior in various situations of his/her professional pedagogical activity. It has been established that ethical competence as a basic component of professional pedagogical competence of foreign language teacher reflects his/her spirituality and morality, internal culture, the ability to act in accordance with the norms of pedagogical ethics and to take adequate moral decisions.The components included in the model of ethical competence of foreign language teacher are defined, namely: ethical knowledge, communicative skills, psychological position, moral and psychological qualities. The article states that the process of ethical competence formation of foreign language teacher goes through several stages and is a synergistic result of three important components of the educational process: socio-cultural, subject and professionally subjective.The formation of ethically competent teacher is a socially significant problem. The success of education system humanization, the improvement of general culture in society, and the prospects for the development of modern human depend on the solution of the problem mentioned above. Ethical development of a teacher is a continuous process of personal and professional growth, which involves raising of moral awareness level, carrying out professional reflection and formation of the system of attitudes towards the subjects of educational process in accordance with the norms and rules of pedagogical ethics. It was defined that unformed ethical competence leads to ethical and pedagogical errors in pedagogical activity and, accordingly, negatively affects educational process as a whole.

Language teaching and learning in Ireland: 2012–2021

AbstractThe language teaching landscape in Ireland has changed considerably over the last 30 years as a result of substantial and sustained inward migration into the country during this period. These social and demographic developments have added to the country's already bilingual context and created a much more varied multilingual landscape than had existed in previous decades. They have also impacted various aspects of language teaching policy, provision and methods for both indigenous and foreign languages. This article reviews research on language teaching and learning in Ireland published during the period 2012–2021. We discuss relevant work disseminated primarily in peer-reviewed journals (national and international), as well as in books, commissioned reports and chapters in edited volumes. The research and policy documents presented concern the teaching and learning of Irish, English and Modern Foreign Languages as second and/or additional languages across all levels of education. They address language teacher training contexts as well. We believe that this review of research demonstrates the extent to which recent inquiries in these domains have advanced knowledge and practice in the Irish context, and have also informed the international research community more generally.

Оn developing intercultural citizenship in education

This scientific article is a review of the literature on the definition of the concept of intercultural citizenship. The article considers the emergence and origin of intercultural communication, its impact on modern foreign language education. The concepts of citizenship are discussed from different points of view. The definition of intercultural citizenship as an important aspect of modern foreign language education is given. The paper considers the component composition of the concept of intercultural citizenship in the context of education. Also, the authors propose components that should be included in the concept of intercultural citizenship. Moreover, it describes the expected stages of the formation of communication skills and abilities that reflect these components, and also reflects the logarithm of constructing a block of tasks on this aspect. Key words: intercultural citizenship, citizenship, intercultural communication, foreign language education

Emotional value technology of foreign-language education and its use for the formation and improvement of speech communication skills

The problem for the research. Modern foreign-language education is designed to harmoniously develop not only the intellectual, but also emotional, volitional, as well as value spheres of a student’s personality. However, the analysis of program documents on foreign languages revealed that the so-called emotional value component is present there mainly as a component of content. The contradiction between the prospects of increasing the effectiveness in achieving personal, meta-subject and subject results of foreign-language education in a comprehensive school in the context of the inclusion of this component in its structure and the lack of emotional value technology that ensures its implementation in the process of mastering foreign-language speech communication by schoolchildren is revealed. Methods of investigation. Experimental work on the use of emotional value technology of school foreign-language education was organized at the junior stage of teaching foreign languages in a comprehensive school (64 third-graders of schools in Kirov and Kirov region). The methods of predicting the results of the experiment, the ascertaining and formative experiment, experimental training, analysis of the results of students’ academic work, mathematical statistics (standard deviation, Fisher criterion), tabular and graphical representation of the results were used. The findings of the study. At the end of the experimental training, the indicators of mastering “intellectual” in combination with the emotional value component of foreign-language education increased in 97 % of third-graders, and in 3 % they remained at the same level. Differences in the average Mx, minimum Xmin, maximum Xmax values, standard deviation σ with a probability of 0.05 are explained not by random factors, but by experimental training. The indicators of the Fischer criterion Ff/Fcr were 1.89/1. These facts confirm the validity of the conceptual positions of the article, as well as the prospects for further research of the emotional value technology of school foreign-language education. Conclusions. For the first time, the characteristic of the emotional value technology of foreign-language education is presented. Its features are described and the effectiveness is proved for formation and improvement of students’ speech communication skills. Adaptation of the technology can be continued for the subsequent mastering of foreign-language speech activity (development of speech habits, functioning of communication), and also for various stages of school foreign-language education.

Comprehensive Preparation for the English Language Olympiad as Part of Improving the Quality of Language Education in Russia

Modern foreign language education in Russia is riddled with various challenges, ranging from the forced introduction of interactive technologies to complications imposed by the political agenda. The article analyses Olympiad tasks and their peculiarities at different Olympiad stages, considering various competitive projects, both university Olympiad projects and the All-Russian Olympiad of schoolchildren. The author offers some recommendations on better preparation for the regional and final rounds of the All-Russian School Olympiad, which the author trialled while working with groups and individual students from Moscow and which have proven to be successful. The article specifies manuals which can be used for this purpose as well. Empirical material for the study comprises a survey, aimed at students who attended the courses to prepare for the Olympiad to determine their attitudes toward online courses. The suggested system can function in any region of Russia, which will help the development of young talent throughout the country.