In the era of globalization export of education has greatly increased all over the world and the Russian Federation is not an exception. Multicultural classes filled with students of different nationalities, cultural backgrounds and languages put a new challenge before the educators. One of the possible solutions to create an equally successful learning environment for all students is applying flipped classroom approach which is connected with the reasonable use of ICT. The article discusses the principles of organization of the flipped class as well as its main characteristics. The authors study the effectiveness of flipped classroom in language learning and describe mobile applications, Internet resources and online services that possess high didactic potential for blended learning. The paper gives the analysis of flipped classroom approach advantages and disadvantages on the results of survey carried out while teaching future specialists in Kuzbass. The outcomes of the study revealed that the main benefit of the flipped classroom approach in ESL teaching is the improvement of students` achievements and therefore their motivation and satisfaction. Among the significant drawbacks of the approach the dependence on technologies and students` reluctance to learn new material autonomously via online resources are mentioned.

This paper discusses the approach to teach professional vocabulary to mining students with the emphasis on digital educational tools and e-learning. A digital educational tool is considered to be a web service or application that can be used to create and enhance a digital learning environment. The paper deals with incorporating to the educational process such web-services as Quizlet, Learning Apps, Wiser.me, WordSift, which help the students build and enlarge professional vocabulary that is necessary to read and analyze scientific articles, to operate it in future professional activity while communicating and collaborating with foreign colleagues. The article touches upon the main advantages of used digital educational tools, which allowed the students to obtain translating, reading and analytical skills. The article notes that acquired knowledge and skills will make the students able to work successfully in the mining industry sharing experience and cooperating with international partners. Kuzbass (Kemerovo region) is one of the largest coal deposits in the world, located in the south of Western Siberia. Region has significant experience in training compatriot specialists and international students in geology, mining industry, ecology and nature management. Every year students from neighboring countries come to our universities to receive a prestigious profession in the mining sector. Future highly qualified specialists should not only master the production process, but also be able to share experience and communicate with foreign colleagues. The result of mastering professional English and special vocabulary will be the possibility of doing business and research at the international level with the countries, leading in coal mining.

The ecosystem approach develops communication skills and promotes creativity by digitalizing the academic environment. The authors analyzed the ecosystem approach from economic, philosophical, psychological, and pedagogical perspectives. They described the possibilities of using digital tools in the process of teaching a foreign language to university students of IT departments. The article introduces the basic trends in academic digitalization. Digital tools can organize the academic environment in the process of teaching a foreign language, e.g., the Miro virtual whiteboard, the Nearpod platform, the 4portfolio.ru portal, the Google Calendar service, etc. An empirical survey proved that the ecosystem approach is an efficient tool of second language acquisition, which develops creative interaction, generates innovative solutions, increases positive motivation, develops business communication skills, and provides business communication experience.

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Abstract. This paper is devoted to the author's experience of applying the most popular Web 2.0 technologies to mining ingeneers' educational process. The paper deals with incorporating such services as RSS, weblogs, microblogs, podcasts, mashups, wikis into the process of teaching English to future mining specialists.With the development of globalization processes, higher education in mineral resource universities has new objectives, i.e. training professionals capable of working effectively in the changed conditions of the global mining industry. Modern higher educational system has a number of specific features and requires certain changes in the content and organizing the teaching process. Web 2.0 opens up great opportunities for educational practice: the use of free electronic resources used for training purposes; creation of network content; interpersonal interaction of all the members of the educational process, etc. The paper notes the effectiveness of implementing some Web 2.0 technologies to make education of mining engineers more realistic, increase their motivation to become ready for professional communications with foreign colleagues, which will help to raise mining safety and productivity.