The coronavirus pandemic has become a catalyst for the introduction of distance learning technologies and elearning methods into the process of full-time and distance learning. The use of electronic training courses has become widespread in higher education institutions. The article provides a review of scientific research on methodological features of the development, implementation and use of elearning courses in teaching foreign languages (as well as native language as a foreign language). It is concluded that in most cases, an electronic information educational environment is used as a technical shell of electronic educational courses of a foreign language Moodle. The authors identified the most frequently used types of questions for creating practical tasks with automatic verification. The methodological requirement is to build a sequence of tasks from reproductive to creative, from tasks for the development of reading and listening to tasks for the development of productive types of speech activity (speaking and writing).It is revealed that an electronic training course to ensure the principles of visibility and interactivity must necessarily contain multimedia materials, a set of hyperlinks of various types. Hypertext as the main type of educational material in electronic foreign language courses should orient students to modeling practical situations of professional activity. The authors formulate important methodological conditions for the effective use of elearning courses, namely: providing students with technical instructions and detailed methodological recommendations, the need for combined verification and evaluation of all types of educational activities (automatic and manual). It is concluded that elearning courses can be an effective means of organizing independent work of foreign language learners.
foreign language, English, electronic training course, electronic textbook, electronic information educational environment, Moodle, distance education, distance learning technologies, elearning
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