The rapid growth of modern technologies has facilitated the emergence of hybrid learning as a specially designed training system that combines face-to-face learning and remote phase. Since this teaching mode is relatively new to university English language instructors, there is an urgent need to investigate ESL teachers' perceptions of hybrid learning at university level. Therefore, the purpose of this pilot study is to analyse the teachers' self-assessment of TPACK (Technological, Pedagogical and Content Knowledge) as an important prerequisite of successful incorporation of computer technologies and I-tools into a curriculum, and consider advantages and disadvantages of hybrid learning in university teachers' working environments. The analysis of quantitative and qualitative data has revealed that teachers have high content, pedagogical and pedagogical content knowledge whereas technological knowledge and technological content knowledge appear to be lower. The latter can be explained by the lack of information support and relevant digital classroom equipment in their educational institutions as it was indicated in the list of disadvantages. At the same time, the teachers' responses have shown that advantages (a student-centred approach, an easy access to learning materials and assessment criteria, a wide range of online tools to learn English) outnumber the disadvantages. In general, the ESL teachers' perceptions of hybrid learning are positive. However, they need to improve their technological knowledge and technological content knowledge. Also, better-equipped classrooms could create more favourable learning environments. Positive changes in these spheres could lead to the more effective implementation of hybrid learning in teaching English at university level.

Nowadays Higher Education Institutions are increasingly using innovative computer technologies to make their academic communities a part of global-scale technology-enhanced learning processes. The purpose of the current research is to consider some innovative communication technologies developed and disseminated at the University of Aveiro, which is one of leading Portuguese Research&Development institutions and a member of European Consortium of Innovative Universities. The academic novelty of the article is the first attempt in the Ukrainian scientific discourse to shed light on four major projects designed and launched at the University of Aveiro, namely the Learning Management Systems SAPO Campus and MOODLE, 3D Virtual Classroom project Second Life tools, and a game-based project EduPARK, which promote e-learning and m-learning at different educational levels. The research provides theoretical explanation of key concepts of technology-enhanced learning (e-learning, blended learning, LMS, 3D Virtual Classroom, etc.) and offers a brief literature review concerning some qualitative and quantitative data analysis of the above-mentioned projects. The successful innovative experience of the UA could be a good example of CT implementation at academic level for the Ukrainian higher education institutions and help promote the concepts of so called no-walls school, Open and Social University and Digital Identity in domestic science and education.

The outbreak of Coronavirus disease (COVID-19) has accelerated the process of digitalization in higher education setting and the field of learning English for academic purposes is no exception. An adequate selection of available online resources of high didactic and pedagogical value that could facilitate EAP learning is an urgent issue. The aim of the article is to investigate biology students’ evaluation of 6 internet resources (FutureLearn, Khan Academy, tutorial channels on Youtube (namely, CrashCourse and RicochetScience), Quizlet, Kahoot, Crossword Labs) that were used during the academic year 2020-2021 as supplementary tools for achieving learning objectives in the framework of disciplinary course ‘English for Biologists (freshmen).’ In order to achieve the purpose of the research quantitative and qualitative surveys were conducted among first-year biology students. Collected data revealed their preferences regarding 3 sections in the evaluation of internet resources: design (user-friendly browsing, absence of technical errors), information reliability and accuracy, promotion of learners’ interaction and engagement. Also, the data showed students’ self-assessment of linguistic skills they improved by utilizing these resources. The study of students’ perceptions of internet resources helps to define useful internet tools to make distant learning of Academic English for Biology more meaningful and effective.