Guidelines for Creating Effective Content When Developing Online English Language Courses

In the context of the active digitalization of education, the creation of effective online English courses requires scientifically based methodological solutions. This article is devoted to the problem of developing high-quality content. Due to the growing demand for distance learning and the lack of practical recommendations for their design, the question of the optimal structure of online courses is particularly relevant today. The purpose of the article is to develop methodological recommendations for creating pedagogically effective content. The presence of a logical structure of online English language courses that would take into account modern digital technologies contributes to high-quality learning of the material. It is also necessary to highlight the peculiarities of information perception by the modern generation of students (generation Z (“zoomers”), “Alpha”). The article sets and solves the following tasks: to analyze the current requirements for the development of digital English courses, identifying existing problems and methodological gaps; to determine the optimal structure of an online course that corresponds to the principles of modern pedagogical design; to develop practical recommendations for creating effective educational content, taking into account multimedia; to study the peculiarities of information perception by the modern generation of students (for optimal adaptation of educational materials). The research methods included an analysis of scientific literature on digital pedagogy and language teaching methods; a review of successful cases of online foreign language teaching. The results allowed us to formulate the key principles of content creation: modularity, multimedia, interactivity and gamification. A three-level course structure is also proposed (introductory module, main content, final control). Conclusions. The conducted research has confirmed the effectiveness of the developed methodological recommendations for creating online English language courses. The application of the proposed principles (modularity, multimedia and interactivity) in the courses considered in the case studies demonstrates a significant increase in student engagement and improved learning outcomes. These results are important in the context of the mass transition to distance learning. The data obtained are consistent with the conclusions of modern research in the field of digital didactics. However, we believe that additional adaptation of the methods is necessary for different levels of language training. Special attention needs to be paid to the development of differentiated approaches to teaching students with different initial levels of English language proficiency. This moment opens up new directions for further research.

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