The presented article describes the experience of the practical creation and use of online courses for learning a foreign language in a non-linguistic university. It is noted that the use of modern technologies meets the needs of the economy and society and is relevant for improving the methods used in education. The author describes the main structure of the online course, as well as the tools and elements of the Moodle platform, with the help of which the content of the online course is filled. The author points out the need to select the main criteria for evaluating the effectiveness of the course. As a result of the data presented, the author comes to the conclusion that the created online course meets the main goals and objectives of teaching professional communication in English, while there are some difficulties in organizing online learning. In the future, it is important to find effective ways to integrate online courses into the distance learning model.

he article contains the description of various ways of visualizing educational information as a prerequisite for successful foreign language teaching. The data contained in the article are based on the analysis of digital visualization services of educational content, on the results of studying the methodological foundations of using various information visualization tools at various stages of foreign language teaching. The article highlights in detail the most modern ways and means of visualizing information, including mental maps, time scales, etc. 

This article discusses cooperative learning as a pedagogical technology based on two different pedagogical approaches. One based on Inquiry-Based Learning (IBL) and structured in steps to guide the learner through the learning process. The second one is based on Gamification, applied as an integrated teaching and learning strategy, and includes the definition of formative assessment, student classification and learning experience, based on traditional practice tasks and educational games. The author emphasizes that these approaches and cooperative learning strategies have a positive effect on building higher-order skills, such as communication skills, critical thinking and cooperation.

In the context of the COVID‑19 pandemic, distance learning has become the only way to maintain a continuous educational process. The author shares the experience of improving the efficiency of organizing distance learning in a foreign language through the use of original methods for the development of all types of speech activity: listening, speaking, reading, and writing. The purpose of the improvements was to reduce the costs caused by the lack of personal contact between a teacher and a student, and to take advantage of students’ constant access to Internet resources. The original approach to working with scientific literature gave Bachelor students a favorable opportunity to create a base for further research at the Master’s and postgraduate levels. The proposed methods were tested in two Russian universities: the Financial University under the Government of the Russian Federation and Moscow City University.

The article is devoted to the analysis of problems related to the emotional competencies of students and teachers in the educational process carried out in a remote format using digital communication technologies. The article discusses various views of researchers on the influence of emotional intelligence on the effectiveness of pedagogical activity, academic performance of students, the development of professional and research skills, personal development of all the subjects of the educational process. Distance learning technologies form challenging situations, successful solutions of which are largely determined by the abilities to identify, control and regulate emotional states of students and teachers. The article concludes that emotional competencies development level is one of the key factors responsible for productive communicative interaction in the conditions of distance learning based on indirect information transmission.

The purpose of the study is to identify under what circumstances FL teachers use code switching in speech and what communicative intentions are expressed in this phenomenon. The findings of the analysis showed that the functions of code switching in the FL teachers’ speech are caused by the need to both regulate the educational process and manage pedagogical activities, and maintain interpersonal skills. An analysis of the communicative functions of the FL classroom code switching can lead to awareness and revision of their own didactic techniques and contribute to the further discussion of the need for greater use of the foreign language in the classroom in various situations. For the successful practice of FL teaching, lecturers should take into consideration what and what age category they are teaching at the moment, as well as the students’ foreign language proficiency level.

As a result of the sudden onset of a pandemic around the world many problems have arisen that no one has met before. One of these problems was the threat of liquidation of higher education as a social institution. Therefore, this article presents the results of a study of possible actions on the part of states, academic communities and all interested parties, including administrative and financial resources in the context of a sudden outbreak of a pandemic around the world. The consistent measures that the states should take when pursuing a certain state educational policy are analyzed. 

Pandemiс situation has set the scientific and methodical problems, related to distance (online) learning. In this regard, reconsideration and analysis of the existing educational system, the educational technologies aimed at realizing the educational content and personal upbringing, have become urgent. In professional language training we consider a student (a graduate) as the language-and-culture person who has mastered the language in unity with the culture and shows the personal features of citizenship (Russian citizen position). Digital learning requires an assessment of the capacities of the educational impact on the language-and-culture personality in the Internet environment. Appeal to national self-identity acts as one of the possible ways of solving the given problem. The author considers the national self-identity as the conscious understanding and acceptance of belonging to the certain national and cultural community by a person, who acts as a citizen of their state. The results of the questionnaire survey for the study of the students’ national self-identity in the digital environment have made it possible to conclude that the world community has found itself in the new conditions which cause necessity of changing and correcting the content of the educational technologies.

This article dwells on storytelling as a technique of teaching foreign languages, as well as its features, advantages, and provides information about the origin and development of this technique in the context of education development in general. The modern demand of society for constantly improving educational methods involves taking into account various factors and students’ needs. Storytelling is a universal technique suitable for any level and age of students, it develops critical thinking, improves teamwork skills, motivates students, helps improve intercultural communication skills, and also allows the teacher to explain complex material in an interesting and accessible way. Storytelling also creates conditions for students for the complex development of four types of activities: listening, speaking, reading, writing.

The article expands on the specifics of the educational scaffolding in content and language integrated training for specialized disciplines. It is revealed that the methods of stimulating foreign language communicative activity of students are based on the use of active learning methods in combination with interdisciplinary interaction and the use of modern digital educational technologies. The possibilities of scaffolding technology for the implementation of an individual approach to learning by building educational “footing” are presented. The value of scaffolding techniques for the formation of students’ motivation and the creation of a comfortable educational environment is emphasized. The hypothesis is put forward that two directions should be integrated into the process of professionally oriented foreign language teaching using scaffolding: linguistic and professional. The role of interdisciplinary cooperation and interdisciplinary code switching is revealed, in which students receive multilateral support and a significant competitive advantage.

The article discusses the methods of intensification of monologue and dialogic speech of students. Emphasis is placed on some progressive ways of organizing classroom work in English classes to improve the communicative and speech competence of students. The author gives example of the introduction of modern digital educational technologies into the process of teaching a foreign language in order to develop student’s speaking skills, increase motivation for learning a foreign language and the quality of education.

The article deals with the peculiarities of teaching a second foreign language in non-linguistic universities and resolving the specific problems that accompany the process. The leading role of the teacher in this educational process is argued. The criteria for evaluating the work and the level of training of students are analyzed. Recommendations are given on the use of automated and other technical teaching aids in order to compensate shortage of study time. Examples of noteworthy Internet resources are given. The importance of research work on the analysis and improvement of the existing experience in teaching this optional discipline is highlighted.

The article reveals the influence of classroom and extracurricular projects on the motivation of students of non-linguistic directions of higher education to learn a foreign language. The phenomenon of motivation is considered in the article as an important part of modern education in higher school. Also, in this scientific report, the methods of project and problem-based teaching of a foreign language are described and a comparative analysis of the presented methods is carried out. A feature of these teaching techniques is that students are involved both in a team (at the same time they are involved in the creative process, since there is an element of competition) and individually. The article talks about the importance of using both presented methods, without mutual exclusion, to increase students’ interest in learning a foreign language.

The issue in question is organizing and running foreign language classes for non-linguistic postgraduates in order to meet the requirements of new educational standards when training PhD students for professional, academic and intercultural communication in a foreign language. Students should also be prepared for the postgraduate foreign language examination which, in reverse, mainly focuses on checking the postgraduates’ ability to read, comprehend and translate academic texts related to their specialty. The issue of choosing relevant learning and teaching materials is also addressed. The authors claim that using “Learning Journey Map” technology could be helpful not only in analyzing the current problems in teaching foreign language to postgraduates but also in choosing the ways to improve it both from organizational and methodological standpoints.

The given article highlights the topicality of mobile learning resources in foreign language teaching. The author points out the necessity of structuring current digital solutions and systemizing common vocabulary. The paper emphasizes the fact that the downsides of educational applications can be neutralized when a teacher selects IT tools according to the corresponding educational task. For solving this problem, the author puts forward a classification of mobile applications in relation to their pedagogical aim. It is concluded that the efficiency of an educational application depends on the correlation between the built-in algorithm and the algorithm set by the pedagogical aim.

The article actualizes the topic of skimming in foreign language. The author describes the characteristics of skimming and notes the main problems faced by first- and second-year students of a non-linguistic university when reading linear or non-linear electronic text materials in a foreign language for skimming. The author describes the features of reading in an electronic foreign language environment. The article presents a comparison of reading electronic sources of information in a foreign language with reading traditional paper sources. The reasons for possible cognitive overload when working with electronic texts in a digital environment are described. The author suggests an algorithm of actions to help foreign language learners overcome possible difficulties during skimming.

The global changes that the modern world is facing are distinguished by their constancy and continuity, and, moreover, are characterized by a clearly expressed tendency to accelerate. Changes of this magnitude cannot but affect the participants in these processes, and the role of education in human activity is becoming increasingly important. On the other hand, young people are becoming an increasingly active participant in the social, political and cultural life of the state, which requires new theoretical and activity approaches and systematic mental and activity methods in working with youth, as well as the development of new educational content for those areas of training that prepare personnel for the youth sector. As a result, the problem of the system of organization of educational work in the system of higher education comes to the fore and becomes more relevant than ever. Educational work should be carried out along two vectors — the preparation of future youth leaders who will implement youth policy at the municipal, regional and federal levels, and the education of civic responsibility in all future specialists.

Driven by advances in IT development and conditioned by the COVID‑19 pandemic, the current transformation of the learning process activates the teaching profession and encourages a search for optimum pedagogical solutions. The research aims to analyze the organization of IT-enhanced foreign language teaching from a cognitive perspective. As an object of multidisciplinary research, students’ independent work is considered in respect of the psychophysiological, sociological and pedagogical aspects, which enables the authors to identify the preconditions for successful foreign language teaching. The authors study a wide range of cognitive and metacognitive features of new knowledge acquisition. The authors emphasize the necessity of increasing the percentage of students’ individual and group independent work in the instructional time in online learning environments.

The article is devoted to the issues of foreign language education and its role as an effective means of building successful linguistic persona. Foreign language education in the article is considered as a reliable investment in human capital and a necessary skill for every modern specialist and citizen. The article also pays attention to the fact that foreign language education contributes to spiritually and culturally developed personas of a new generation with clear civic engagement. Special attention is also paid to the knowledge and skills of the digital society, which are formed under the influence of foreign language education.

The article describes the problems of mastering new material, which are faced by almost all teachers of the discipline “Foreign language”. It is concluded that obstacles are due to underdeveloped memory of educatees’ that are involved in the process of learning a non-native language. Described universal principles may be used in foreign language training to activate long-term and short-term memory. Practical recommendations are given, focused on the productive format of introducing new lexical and grammatical material of the training curricula in a foreign language. Warm-up and cool-down sessions are considered not only to be as one of the methodological tools but also as an exerciser for students’ memory.

In the presented article, the author, in search of overcoming the negative trends that have arisen in the educational environment in our time, reducing the ability of students to concentrate on a particular topic for a long time and memorize, draws attention to the need to additionally motivate students in a foreign language class at a non-linguistic university when teaching economic specialties. The possibility of motivating students through achievement motivation is considered, which can contribute to the achievement of the goals set by the university and to the formation of the personality of the future specialist.

Technological development has accelerated to previously unprecedented levels, and the production of information doubles every five years in the conditions of the information explosion. In consequence of that, the learning process should also be repeatedly intensified. It is important to understand that no matter how methodically verified the educational program is, its full implementation in group training is difficult to achieve. Different students’ mental peculiarities lead to different speeds and volumes of mastering the material, that in turn leads to differences in the level of basic knowledge, from which the teaching of new material is permanently repelled. In addition to didactic games, problem solving, brainstorming, widely implemented in the educational process at the present time, virtual and augmented reality (VR and AR) technologies are used in teaching as the basis for conducting training sessions. This is especially valuable in the case of studying and teaching foreign languages.

The article examines some features of the transformation of students’ learning activities as a result of forming the particular educational environment based on digital technologies within the university. The insertion of new digital technologies in training process of the university increases the effectiveness of students’ independent work organisation and the management of their cognitive activity. The author notes the need to evaluate the information and communication technologies applied taking into account the pedagogical principles of teaching. The article presents examples of practical use of popular platforms Moodle, Rosetta Stone. The educational activity organized by the teacher through these computer systems makes it possible to increase the educational results of students, since it is aimed at performing various kinds of tasks that contribute to the development of the student’s competencies within the framework of mastering a specific academic discipline. The educational and cognitive students’ activities while learning a subject by applying digital technologies is considered as an independent process of mastering knowledge aimed at developing continuous learning skills.

The article discusses new forms of pedagogical interaction in the process of teaching and learning a foreign language in a digital educational environment. The author analyzes the advantages of using individual educational space and individual educational routes. The effectiveness of using the Moodle platform for communication with trainees is noted. The author concludes that the right choice of pedagogical interaction and pedagogical management tools contributes to the optimization of the educational process and to the growth of students’ motivation for learning a foreign language

The article looks upon bottom-up and top-down approaches in listening comprehension. The overview of the strategies is based on the shift between language systems and language skills, focus on form versus focus on content, as well as students’ difficulties caused by phonological peculiarities of English native speakers’ talk. The author addresses the issues of pragmatics and background knowledge, types of inferences in receptive modes of communication, interactive tasks and their importance for decoding foreign language massages, compensatory and affective strategies in teaching, heuristic and reflective aspects in education, problem-solving activities and CLIL (content and language integrated learning). Criteria for choosing the appropriate strategy in listening comprehension are listed and examples of classroom activities are given.