Digital teaching has become an alternative way to replace the conventional learning process in COVID pandemic time. Educators explore different language achievement strategies to assist students on the way to academic success. One of the approaches the teachers can benefit from significantly is instructional modal – the Sheltered Instructional Observational Protocol (SIOP). This study aims to determine the effectiveness of SIOP instructional strategies in this digital teaching of EFL students. The study was conducted at the undergraduate level for English language learners in the Faculty of Philology, V.O. Sukhomlynskyi National University of Mykolaiv, Ukraine. The researchers conducted the study in the first semester of 2020. The contribution of this study is to evaluate experience of teachers in instructional strategies and to assess their effectiveness in digital teaching. The study analyzes the responses of twenty-five teachers and 63 students to the SIOP-based survey. A descriptive statistical method was used to test the validation. The results of the recearch show that EFL learners are not satisfied with activities to apply language and content knowledge. The results justified that teachers need to establish active online communication with their students. The study presents some recommendations for EFL teachers to improve their professional skills by adopting the specific components of SIOP and mastering their instructional strategies in digital learning. The implementation of the SIOP Model in digital teaching could bring appropriate and meaningful resources for high school teachers as a tool for them to grow professionally in COVID pandemic time.

The rhythm of modern life and the widespread dissemination of digital technology leads us to the need to review traditional education systems. Opportunities for realizing the potential inherent in electronic training systems are revealed only if they are used. Expanding the range of educational materials used due to the possibility of multimedia tools allows improving the quality and speed of assimilation of the material. The possibilities of e-learning using multimedia technologies increase the visibility and attractiveness of educational content. Also, these technologies make it possible to demonstrate in the educational process such material that previously due to its nature (complexity, high cost, inaccessibility) could not be widely used Effective use of the opportunities provided by the Internet allows you to implement incredibly flexible and adaptive training programs. The student’s access to educational material at any convenient time from any convenient point allows the formation of the most effective curriculum program, which increases the digestibility of educational material.

Mobile-assisted language learning (MALL) is a new channel of learning languages. The usage of MALL instructional design integrates mobile devices with educational scenarios of teaching foreign languages. The study explores the central issue of how MALL instructional course design could help students to construct an out-of-class MALL experience. The research investigates the practical characteristics of MALL instructional design, which lead to foreign language acquisition. The study had three objectives: to explore the perceptions of students and needs in MALL; to create a conceptual framework of MALL instructional course design; to summarize the results in pedagogical implications to the course. The data came from an exploratory study of employing MALL in instructional course design at the tertiary level within the first semester of 2021. This study analyses the feedback of 32 students about the effectiveness of the MALL activities and students’ satisfaction. The research shows how student feedback stimulates investigation into MALL instruction and evaluation of its design. The researchers used qualitative and quantitative analyses. The results of the study, conducted in three stages, helped to develop a design framework. The research proved that designing the MALL activities supported interaction, communication, access to resources, and people within the network community practice. MALL course design promoted active collaborative learning that helped students to construct the MALL experience in the real-world environment. The researchers provide recommendations on combining various MALL facilities and channels of communication that mobiles afford.

Проблемы автоматизации приемочного тестирования программного обеспечения при использовании подхода «разработка, управляемая описанием поведения». Научно-технические ведомости Санкт-Петербургского государственного политехнического университета. Информатика, телекоммуникации и управление. 2012. №6 (162).URL: https://cyberleninka.ru/article/n/problemy-avtomatizatsiipriemochnogo-testirovaniya-programmnogo-obespecheniya-priispolzovanii-podhoda-razrabotka-upravlyaemaya.

The article focuses on applying intercultural awareness in English language teaching for university students. Teaching a foreign language cannot be separated from teaching about other cultures. The use of English as a tool for intercultural communication plays an important role in acquiring knowledge on other countries and their culture. In such aspect teaching English cannot be separated from teaching about other cultures. Effective ways of acquiring intercultural competence are solving practical problems, dealing with case studies and using authentic materials. Most case studies require students to answer open-ended questions or develop a solution to an open-ended problem with potential solutions. Good training can help understand intercultural differences in the areas like decision making, communication style, management style, leadership and meetings. The acquired skills will allow them to interact in an appropriate way when working with people who have different cultural backgrounds. The role of the teacher is to facilitate and monitor their work and possibly correct mistakes made by students. Effective communication requires more than mastering grammar and vocabulary of a language. It is the process that requires also knowledge of culture. Culture becomes an important part of the language teaching process. Having knowledge in intercultural competence is the key to successful professional activity for future specialists.