Keyword: «digital learning tools»

The article presents the results of an empirical study of the significance of digital learning tools in university students’ foreign language training. The authors have established that all digital learning tools can be divided into the following categories: training, simulators, information retrieval and reference engines, demonstrational, imitational, laboratory, modelling, calculational, educational games. Digital resources used in foreign language training are integrated learning tools, i.e. they are simultaneously simulators, educational games, information retrieval and reference engines, training, modelling and other kinds of learning tools. Due to their considerable instructional potential and a variety of ther edifying functions, digital learning tools play a significant role in foreign language training of university students, while their capabilities are rapidly expanding as a result of constant improvement of digital technologies, methods of their application in foreign language teaching and digital literacy of teachers and students. However, at this stage of their development, they cannot fully replace student-teacher face-to-face interactions in the process of foreign language acquisition.

The article presents the results of research on the role and significance of digital learning tools in the formation of media competence in foreign language education of University students, as well as the possibility of their implementation in the process of media education. This process is considered in the article from different angles, which are represented by such concepts as media competence, media culture, and media literacy. The authors also pay attention to changes in pedagogical approaches to the use of technologies in education.

The article presents the results of research on the possibility and feasibility of using digital technologies in teaching English grammar. The author has found that the use of digital technologies makes it possible to increase the effectiveness of teaching foreign language grammar at all four main stages of working on grammatical material. Currently, a significant amount of digital resources has been created for both language learners and teachers to improve the level of students’ motivation and independence, and to facilitate the planning of classes and monitoring of students’ academic achievements for the teacher. Modern digital educational resources can be used not only for teaching various aspects of the language, but also for all types of speech activities, both in the classroom environment and in distance learning, as well as for independent work and work under direct supervision by the teacher. In addition, digital technologies successfully compensate for the limited language environment and the lack of speech practice while learning a foreign language, which, undoubtedly, improves the quality of learning and the level of language proficiency.

The article presents the aim of Internet-resources in the process of development of foreign-language competence of the students. This phenomenon is considered in the article from different angles in comparative aspect, here is also analyzed types of Internet¬resources, their roles and advantages. The authors also pay attention to changes in pedagogical approaches to the use of technologies in education.

In the modern world, in a dynamically developing education system, an important role is given to the training of highly qualified specialists, in particular, specialists in the field of jurisprudence. In this article, the authors consider the actual problems of modern legal education in Russia in the context of the development of the information society, the transition to a digital format, the introduction of digital technologies in various spheres of life.