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Introduction. The higher education system is being modernized at the Master’s level according to the requirements of the Federal State Educational Standards 3++. Teaching English to non-English major students shows that the intensive use of electronic learning tools requires the development of a system of tasks for effective language training. The purpose of the article is to develop a system of tasks for the developing EFL graduates’ communicative competence and to prove its effectiveness in teaching practice. Materials and methods. The pilot training was conducted at the North-Eastern Federal University named after M. K. Ammosov (N=90) and the Arctic State University of Agriculture and Technology (N=60) during one academic year. Classes were conducted both in full-time and remotely using the Zoom platform and the virtual learning environment Moodle. The entrance and final diagnostics were conducted in all four English skills (listening, speaking, reading and writing) to determine the level of EFL communicative competence in Master’s students. Results of the study. The obtained results of the diagnostic stage determined the directions of training in order to improve students’ EFL communicative competence: 1) modernization of the language education (updating the English course content); 2) development of a system of tasks for the organizing distance learning (updating of the educational and methodological complex). The results of the final testing indicate an increase in the level of EFL communicative competence at the end of the pilot training: 1) the average value for listening, speaking and writing increased by 1.5 times at the significance level p≤0.01; 2) the average value for reading increased by 2.5 times at the significance level p≤0.01.

The chapter of the monograph reveals how modern learning technologies are implemented in the conditions of digital transformation of the education system. The questions of how it is possible to effectively organize training through the use of so-called blended learning (based on the rational integration of the advantages and opportunities of full-time and distance learning formats) are revealed. The evolution of blended learning and its interpretations is considered; the author's definition of blended learning as an educational synergetic technology is given, highlighting its features. The article reveals the experience of implementing blended learning in Bryansk and Kalmyk State Universities (BSU and KalmSU), including using electronic learning systems on the LMS Moodle platform (ESO BSU and SDO «LOTUS» KalmSU) and its correlation with existing models of blended learning. In the conditions of mixed learning, the issues of the development of cognitive independence of students of pedagogical areas of training are considered, the results of a pedagogical experiment are presented, conclusions are formulated.

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