Development of distance learning with the use of digital technologies in teaching foreign language in high school

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Ayapbergenova T. Development of distance learning with the use of digital technologies in teaching foreign language in high school // Студенческий форум: электрон. научн. журн. 2021. № 2(138). URL: https://nauchforum.ru/journal/stud/138/85192 (дата обращения: 22.05.2022).
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Development of distance learning with the use of digital technologies in teaching foreign language in high school

Ayapbergenova Togzhan
Bachelor student, L.N. Gumilyov Eurasian National University, Kazakhstan, Nur-Sultan


Education is path to the future. One of the most important tasks facing modern society is the creation of a promising education system for life in new conditions of civilization [Belov V.Yu., Lobachev S.L., Soldatkin V.I. 1998: 98]. Distance learning is also a true part of the advancement of education. As a modern technology, it complies with the fundamental rules of pedagogy, but they must be rethinked in line with the new learning circumstances. In the light of the fast implementation of digital technologies, the pupil would not have to communicate with the classroom teachers. The new digital technology offers new possibilities for foreign language learning if it is fitted with appropriate facilities. He will operate the internet independently, connect with the instructor via e—mail, listen to lectures on a digital disk, and so on.

In the modern education system, distance learning with using of digital technology is a great importance [Soldatkin V.I. 2002: 157], revealing the creative potential, individuality, and personal talent. Such technologies are include gaming programs, business games, group seminars (tutorials), psychological testing. New digital technologies have opened the door to a real education system, namely: the broad adoption of digital media tools to visually display educational knowledge through graphic images, sound and remote access to information resources, freedom of choice and education aids to reveal and recognize a student's creative and personal skills; establishment of an educational fundamental framework focused on modern emerging technology on a methodological and theoretical basis. Objectively, computing education requires reorganizing education and training, increasing the expectations of teachers and modifying their position, increasing the identity and characteristics of the pupil, a shift to the role of an educational institution, and substantially raising the amount of knowledge services used [Tarasenko O.S. 2005: 74-79].

The idea of cultural consistency of foreign languages refers to the modern needs of individuals and culture. The assumption that a foreign language is provided in high schools in the sum of 240 hours is an indication of an impartial public interest in foreign language research and suggests that the subject is significant for the execution of prospective personality growth activities, such as growing education standards, increasing criteria for general culture, training preparation for interaction between ethnic groups and between cultures.

Distance learning in high school offers a strong realistic impact in terms of strengthening the level of expertise in a foreign language, provides a foundation for further education and provides opportunities for learning the second, third language, which means that there is a growing demand for skills [Zimnyaya I.A. 2004: 384].

Universities produced and tested advanced materials for education (basic interactive teaching aids, educational videos, audio programs, educational computer programs). Special methods for learning distances were built on their basis. The development of regulatory support was an important outcome of the experiment. Both education institutions have since been able to operate on the basis of technology for distance learning. But distance education has its benefits and drawbacks like any other form [Popov I.M. 2001: 164]. Among the main advantages of distance learning it is customary to single out:

  • Learning at an individual pace.
  • Freedom and flexibility.
  • Availability.
  • Mobility.
  • Manufacturability.
  • Social equality.
  • Creativity.

However, there are also obvious disadvantages:

  • Lack of face-to-face communication between student and teacher.
  • The use of a variety of individually psychological conditions.
  • Need for uninterrupted access to sources of information.
  • As a rule, students feel a lack of practical training.
  • There is no constant control over students, which is a powerful incentive for a Kazakh student.
  • The fact that many trained specialists are not willing to produce these teaching aids means that training programs and courses are not well established.

Digital technologies within distance education can be divided into three categories [Vladimirova L.P. 2013: 103]:

Asynchronous (or deferred) technologies, such as regular postal mail, e-mail, and computer conferences; synchronous (real-time) technologies: telephony, audio conferencing, video conferencing; combined technologies, such as fixed multimedia conferences.

Asynchronous technologies have traditionally been used to teach written communication skills because they do not require interaction participants to be online at the same time. In general, the flow of activities and their outcomes between the teacher and the student is coordinated by e-mails or special web conferences, where the teacher may abandon the assignment and inform a group of students of the need to gather and to finish the assignment at their appointment.

Synchronous technologies (in real time) assume that participants interact at the same time, usually pre-planned. These technologies include telephony, audio conferencing, video conferencing, etc. This type of communication technology is ideal for the formation of communication skills in such types of speech activities as speaking, listening and reading. Classes can be individual and group.

Combined technologies are perhaps the most complex, since they combine asynchronous and synchronous communication with the use of computer software, realizing the possibility of free exchange of various types of information and direct communication of geographically dispersed groups of people.

These technologies allow the educational and informational importance of a foreign language teaching to be completely revealed through introduction to world culture through interacting with students of technical universities in a new language [Polat E.S. 2004: 416].

The student's requirements, for example, the ability to work with the operating system; the ability to type and produce drawings; the ability to manipulate files and archives; e-mail usability; the ability to use internet browsers; high-technical equipment is one of the most serious obstacles to the development of distance learning technology [Mirolyubov A.A. 2010: 464].

Organizing foreign language distance learning is a complex process. The selection of a model of distance learning is mainly involved in this process. Notwithstanding the chosen model, for foreign language teaching the communication is unchanged. I think that the choice of methods of distance learning in universities, which differ in the extent of the interaction between teachers and students, plays an essential role.

In view of all advantages and drawbacks of learning from a distance in contrast with conventional distance learning, it should be assumed that learning from a distance is one step, but the optimal model for learning a foreign language in a high school has yet to be established.

The use of digital technology opens up new insights in the area of foreign languages instruction, increases the quality of the education system, encourages students to take into account their unique features, and helps them acquire their skills for self-employment.


1. Belov V.Yu., Lobachev S.L., Soldatkin V.I. (1998), Distance education: problems and prospects, p. 98.
2. Soldatkin V.I. (2002), Fundamentals of open education, p. 157.
3. Tarasenko O.S. (2005), New methods and forms of work in the conditions of distance learning of a foreign language, p. 74-79. 
4. Popov I.M. (2001), Optimization of teaching a foreign language in the process of professional training of students at universities, p. 164.
5. Vladimirova L.P. (2013), Integration problems of formal and non-formal education in a single information-educational environment, p. 103.
6. Zimnyaya I.A. (2004), Educational psychology: Textbook for universities, p. 384. 
7. Mirolyubov A.A. (2010), Methods of teaching foreign languages: traditions and modernity, p. 464.
8. Polat E.S. (2004), Theory and practice of distance learning, p.  416.