Use of Information and Communication Technologies in Teaching Foreign Languages: Opportunities, Problems and Solutions

У статті обґрунтовано переваги широкого залучення онлайн навчання до процесу оволодіння іноземною мовою: зростання мотивації та зменшення рівня хвилювання учнів/студентів в умовах застосування синхронного та асинхронного онлайн спілкування; можливість створення сприятливого, студентоцентрованого навчального середовища. Проаналізовано особливості використання інформаційно-комунікаційних технологій у розвиткові вмінь читання, аудіювання, говоріння, письма, інтегрованого формування мовленнєвих навичок та вмінь. З’ясовано, що в умовах змішаної та дистанційної форм навчальний процес повинен бути спрямований на розвиток автономії учнів/студентів.The article aims at analyzing the opportuninies of using information and communication technologies in the formation of listening, reading, speaking and writing skills, as well as the main problems and ways to solve them in hybrid and distance learning.The main advantages of the involvement of online learning in the process of mastering a foreign language (increase of motivation and decrease of level of anxiety within the application of synchronous and asynchronous online communication; the opportunity to create a favorable, student-centered learning environment) are substantiated. Peculiarities of using information and communication technologies in the formation of reading skills (use of modern sites, authentic fiction, specially developed tests based on the texts read etc.; taking into account the peculiarities of hypertext and cognitive load on the reader; providing readers with comments, recommendations, effective strategies, links to reference books online; teacher’s participation in checking the results of intensive reading; pre-reading and post-reading discussions); listening skills (use of authentic audiotexts (including audiobooks), videos (including popular science movies, etc.), podcasts, songs, etc.); providing students with tapescripts after listening or watching; implementing intensive and extensive listening online without teacher’s active participation; introducing listening strategies and encouraging students to use them; involvement of mobile devices; pre- and post-listening discussion); speaking skills (the need for more synchronous classes (online or in the classroom), prompt teacher’s feedback, providing students with speech patterns that they can focus on when preparing their own monologues, dialogues; feasibility of recording online classes for further analysis (under the guidance of a teacher) of students’ spoken production and spoken interaction, self-analysis and mutual analysis); writing skills (collaborative writing; use of automated assessment systems, electronic corpora of texts; prompt teacher’s feedback); integrated formation of skills and abilities. It was found that blended and distance learning must be aimed at developing students’ autonomy. Further investigation should focus on the features of a quality online course