Abstract:

The article summarizes the experience of teaching a foreign language online in a non-linguistic university with a focus on further rational integration of online and offline formats, which corresponds to the basic principles of modern hybrid learning methodology. The proposed algorithm makes the process of foreign language learning more flexible and productive: it provides students with wider opportunities and career prospects. The scientific novelty and practical value of the study lies in the identification of factors that can improve the effectiveness of the English language teaching in higher education institution, as well as the possibility of solving specific problems and providing access for a larger audience of students.

Introduction:
The pandemic opened up the distance learning mode for us, which has now become one of our working formats. In the educational process, it continues to be regularly used for consultations, classes and conferences not only in case of an epidemic, but also in other situations where face-to-face participation is problematic. With the advent of the new digital space, we need to develop both students' academic language and digital skills in a targeted, integrated way.
The purpose of this paper is to determine the possibilities of achieving maximum effect in integrated use of online and offline modes for teaching a foreign language relying on students' individual experiences and needs.

Methodology:
At the Faculty of Finance of the Financial University the sociological survey was conducted by means of online questionnaire for 1st-3rd year students. The problems of distance learning and opportunities to improve the methods of teaching a foreign language in a hybrid mode have been identified. The main research tools used in the study involve conversion of theoretical rationale of pedagogical implications, teaching practical experience and statistical data from online polling into educational applications.

Results and conclusions:
The study examined the opinions of students of different age groups and analyzed the responses of 200 survey participants to 10 questions. The study focused on two problematic factors of distance learning, which are crucial for any online classes.
The first task was to assess the technical components, the issues that caused dissatisfaction among the participants: namely the instability of the Internet (44%), the low quality of gadgets, cameras and microphones (51%) and insufficient level of digital skills (5%)
The second task was to evaluate the level of formation of students' self-organization skills and readiness for online self-learning. As a result, 44% demonstrated a high level of self-control and responsibility, 47% - a satisfactory level of self-organization skills, and 9% were disorganized.
The results of the study helped understand the existing difficulties and showed the direction for further update on the current educational methods of teaching.
It’ll make sense to combine webinars with classroom training, which will give us the opportunity to maximize the advantages of each of these modes. We need to take the best of the available formats to achieve synergy in student teaching.

Keywords:

distance learning, online education, hybrid mode, self-learning skills, students' self-assessment, digital skills, synergy.