Abstract:

To start with, technologies can be characterised as an important aspect of language teaching and learning. Nowadays, language teaching and learning requires sophisticated interpersonal and pedagogical skills, as well as computer literacy, i.e. the ability to work with information technology at a high level to prepare effective and meaningful lessons. According to Tamm (2020), computer literacy rates are still far from perfect. The OECD average percentage of computer literate people is around 75%. The research deals with the attitudes of future English language teachers to technologies. The study focuses on the relationship between technologies and literary education at the tertiary level. The research involved the non-native English language students preparing for the role of teachers of English as a foreign language at the lower and upper secondary levels of education. The improvement of teaching at the tertiary level of education requires the analysis of students' skills. It is very important to focus on the research in their habits, as well as the ability to work with the text with the help of technologies. The study identifies the current state of future teachers' attitudes to technologies concerning American literature and culture educational learning experience. The paper analyses the data from questionnaires filled in by English language students (bachelor's degree). The choice of respondents was carried out as a selection of compact groups. This research will contribute to the innovation of Future Teachers' Literary Education.

Keywords:

English language and literature, Anglophone literature, Anglophone culture, technologies, teaching.