Abstract:

The paper addresses the everlasting concern of successful language studies with consideration to particular courses, student diversity and institutional requirements, and in particular, how to enhance active usage of digital solutions in foreign language instruction and to detect possible problem areas in a real training context.

Digital solutions in foreign language training at tertiary level could be integrated into the learning process in the following formats:
– administrative, managerial: attendance and grading online spreadsheets, shared with students;
– in-class training: PowerPoint- and Mentimeter-presentations on course units, audio- and video-components of course materials, supplementary audio- and video-resources, educational platforms;
– out-of-class training:
1) compulsory, graded: interactive workbooks, supplementary audio- and video-files, grammar and vocabulary assignments in a university LMS;
2) extra, ungraded: TV series in English with further reviewing and annotation;
– assessing: ongoing and final examining in LMS.

Efficiency and usefulness of some or other digital solutions in teaching foreign languages appear to be controversial while analyzing observation and survey data. Digital solutions transform and to some extent facilitate teaching foreign languages process and its organization. Nevertheless, despite native digital literacy of generation Z and general advantages of digitalization in education, students fail to demonstrate motivation for studies without a real tutor. Digitalization does not equal to a new methodological approach at the moment, and foreign language teaching practice is reluctant to declare traditional behavioral models off.

Keywords:

Digitization of English teaching, motivation, learning autonomy, tertiary level of education.