The research paper examines current tendencies in implementing e-learning as an integral part of the educational process, particularly in foreign language learning in higher education. The scholar attempts to answer the following question: How can e-learning contribute to effective foreign language learning? We have identified how e-learning is applied, the different existing e-learning strategies students prefer to learn with, and the extent to which learners are satisfied with the support offered by e-learning to assist the process of foreign language learning. The study is significant because understanding the learners’ preferences and support of these up-dated methods would help to find effective teaching practices within e-learning, fostering student-centered approaches. The contribution of this research is to estimate the new experiences of university students due to e-learning implementation. We used a quantitative method to collect research data by online tools (Google forms). It was achieved due to analyzing responses to the survey-based questionnaire of 35 learners of Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics, Ukraine. Within our research, we have found out that students usually use e-learning as it helps them to develop lots of soft skills besides the four basic language skills. It has also been proved that students are delighted with the e-learning application. We concluded that e-learning is an effective and innovative educational technology that can improve both the teaching and learning process in educational institutions.

The article aims to assess the efficiency of flipped learning as one of the most up-to-date methods when teaching English for the EFL students in Ukraine. The significance of the study bases on the necessity to implement advanced teaching practices during the COVID-19 pandemic since online learning requires constructive changes in the traditional system of education. It is necessary to shift from the direct knowledge transfer to searching and cognition of new information by students, to change the teacher’s role to being ‘a facilitator’ and organizer of various academic activities. The article outlines the main characteristics of flipped learning, including flexibility, individualization, differentiation, and opportunities for students to learn at any place or time. The contribution of this research is to estimate new experiences of University students due to flipped learning implementation. It was achieved due to analyzing responses to the survey-based questionnaire of 48 learners and 23 teachers of the Department of Foreign Philology and Translation of Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics, evaluation of students’ performance, attendance, and attitude to the study. In order to verify results of the research, a descriptive statistical and analytical method was applied. The study results reveal that implementation of flipped learning made the educational process more effective and innovative as it improved students’ progress in language learning performance, increased their motivation and involvement, and made them more interested in learning English.

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The article aims to assess the efficiency of flipped learning as one of the most up-to-date methods when teaching English for the EFL students in Ukraine. The significance of the study bases on the necessity to implement advanced teaching practices during the COVID-19 pandemic since online learning requires constructive changes in the traditional system of education. It is necessary to shift from the direct knowledge transfer to searching and cognition of new information by students, to change the teacher’s role to being ‘a facilitator’ and organizer of various academic activities. The article outlines the main characteristics of flipped learning, including flexibility, individualization, differentiation, and opportunities for students to learn at any place or time. The contribution of this research is to estimate new experiences of University students due to flipped learning implementation. It was achieved due to analyzing responses to the survey-based questionnaire of 48 learners and 23 teachers of the Department of Foreign Philology and Translation of Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics, evaluation of students’ performance, attendance, and attitude to the study. In order to verify results of the research, a descriptive statistical and analytical method was applied. The study results reveal that implementation of flipped learning made the educational process more effective and innovative as it improved students’ progress in language learning performance, increased their motivation and involvement, and made them more interested in learning English.

Постановка проблеми в загальному вигляді. З огляду на сучасні тенденції розвитку освіти в Україні, які характеризуються глобалізацією, постійними реформами, конкуренцією, дедалі частіше з'являється потреба в новому підході як в організації підготовки викладачів технічних дисциплін в аграрних ЗВО, так і в змісті технічної освіти. Принагідно зазначимо, що педагогічна технологія підготовки сучасного спеціаліста-це, насамперед, реалізація конкретної мети, тобто формування нового типу національної інтелігенції. Пошук ефективних шляхів, технологій, підходів до формування нової генерації фахівців, здатних швидко перебудовувати професійну діяльність залежно від вимог ринку праці-важливе завдання, що покладається на систему вищої аграрної освіти.