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Research purpose. The teacher of higher education should motivate students to use modern information technology training to study the discipline and develop professional competencies in foreign language teaching. The purpose of this research is to highlight the problem of finding the optimal didactic capabilities of modern information technologies used for improving the system of training specialists in the field of foreign languages teaching and to discuss the results of current studies in this direction. Design/Methodology/Approach. The authors summarized the relevant literature and results of the research and teaching experience. The main theoretical methods of research are modelling and designing the process of incorporating modern information technologies into foreign language teaching at the university. Theoretical methods are supplemented by empirical methods, such as observation, survey, testing, experimental work and methodological analysis. Findings. The article reveals the main components of the system of using modern technologies of foreign languages teaching at Theory and Practice of Foreign Languages Department of L.N. Gumilyov Eurasian National University. The article presents a description of training and monitoring online programs, their approbation in real conditions of pedagogical activity, the results of a pedagogical experiment, which proves the effectiveness of using modern technologies in the training of foreign and second language students. Originality/Value/Practical implications. The electronic educational materials, recommendations developed by the authors, can be used in the teaching of foreign language and can serve as a basis for the development of information, communication and instrumental provision in other subjects. The need for further research is as follows: to create online platforms, multimedia and testing programs and to develop variants of using modern technologies in foreign language teaching.

This article deals with the new forms of e-learning of the XXI century education in the terms of digital environment. It discusses practice and experiences of e-learning in Kazakhstan which are for some set of circumstances are open dispute. It describes a current situation, policy of e-learning in Kazakhstani context and it proposes to broaden our horizons of what makes a good e-learning environment in Kazakhstan. The limitations of e-learning associated with the system of administrative management that is traced by various sources shows shortcomings and misconceptions due to established project "e-learning system". Therefore, authors have attempted to discuss "e-learning" as more than a tool for controlling educational process but its vital source of learning as seen in other launched forms MOOC, e-learning courses, and blending learning.