This paper considers the use of allegoric tales as an effective means of students’ ethic education while learning a foreign language. The social and psychological factors of the popularity of allegoric tales among adults in recent times are analysed. The place and role of allegoric tales in the youth’s spiritual and moral development are determined. They help pedagogical correction of the young people’s social behaviour, offer role models, promote positive interpersonal relationships, social skills, relieve stress and teach to resolve conflicts. The criteria for selecting allegoric tales are determined, the technology of students’ moral development through the use of allegoric tales when learning a foreign language is described, and some specific methods are suggested: the method of educational metamorphoses, philosophical dialogue, solving ethical dilemmas, theatre forum, etc. The efficiency of the proposed technology is proved by the results of the experiment carried out at a non-linguistic university. Keywords: Moral development, higher school students, allegoric tales, ethic education, non-linguistic university.

The paper investigates students' perception and efficiency of using technology in language teaching and learning practices with a specific focus on ESP teaching at a non-linguistic higher school. The purpose of this study was to determine students' self-reported perception and efficiency of the technology supported English language learning environment through survey questionnaire and observation. The study was designed to test the hypothesis that technology-mediated language classroom can be effective provided that the students' attitudes to digital technology integration in the classroom teaching and learning are positive; learners' autonomy of study and motivation are enhanced and teacher-dominated lesson practices are reduced. Key words: technology-mediated ESP teaching, learners' autonomy, digital technology integration, information and communication technology (ICT) IntroductionThe widespread growth of media and information technology has generated a process by which the remarkable changes have been made in the system of higher education over recent decades. Successful technology-mediated teaching turns out to have had a large effect on students' motivation and learning habits and emerging new models of pedagogy. Since information and communication technology (ICT) has transformed the landscape of education, the possibilities of learning and discovery have grown exponentially. Integration of ICT in today's classrooms and technologically savvy students has enhanced the promotion of 21st century skills, such as interactive communication skills, interpersonal skills, technology literacy skills as well as language skills related to workplace needs.It is clear that learning technology is put into practice by the educator when using certain methods, techniques and digital learning tools to help students have grasp of the course materials (Borisova et al., 2016a). Nowadays, most universities implement a competency-based approach by using active and interactive learning instructional strategies which include computer simulations, business meetings, roleplays, case studies, psychological and other training (Vasbieva, Kalugina, 2016). The combination of these techniques with students' self-study makes it possible to develop professional skills (Borisova et al., 2016b).The subject matter of the present study is the process of teaching English for specific purposes to EFL students at a non-linguistic higher school.The scope of the study is the investigation of students' perception and efficiency of technology-mediated ESP teaching.The purpose of the research is to determine students' self-reported perception and efficiency of the technology supported English language learning environment through survey questionnaire and observation.The present study was designed to:  test the hypothesis that technology-mediated language classroom can be effective provided that the students' attitudes to digital technology integration in the classroom teaching and learning are positive  assess the degree of learners' motivati...

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