Abstract:

An attempt to analyze the key problems that foreign language teachers and learners are facing nowadays due to the distant learning is made in the research. In the pandemic situation both teachers and students have to adapt to the challenges laid out before them.

Teachers have to infinitely develop their digital competence and answer certain practical questions like what platform to use. They have to use methods of the real-world classroom like group and pair work in new conditions of online education. They have to try new tools like Zoom applicable in the distant learning environment and try things they would never have tried in the real-world classroom. Teachers are mastering a great diversity of visual aids of representing information, e.g. mind maps and interactive posters, as their role is increasing in the digital world. They are not sure how to assess learners and how to make online assessment fair and reliable. They have to reduce barriers and bridge the gap feeling disconnected with their students while students lose motivation and engagement. Students, on the other hand, cannot fully participate in an online classroom and they have to struggle with new technology and practice online tools. Students feel more at ease in the virtual world of their chat rooms and network communication whereas facing the objective reality makes them feel discomfort and confusion. They are intensively learning to absorb information but cannot focus on the material and think critically.

Thus, the pandemic hit transformed language education towards an acceptance of a new normality in which online learning no longer seems alien or difficult but has become a must; in which tuning to the changing circumstances is viewed as a key trait of a teacher and in which blended language and digital skills is a norm. Teachers receive freedom to experiment, transfer the techniques they use to the online classroom, introduce new methods and models and have an opportunity to reflect. Teaching in an online environment is a new experience as well as a real pedagogical challenge.

Keywords:

Distant education, language teaching, digital competence, challenging environment, online teaching, online assessment, visualization.