“…The didactic and communicative potential of information and communication technologies (ICT) in the process of language education, as well as the effects of the implementation of ICT tools in teaching certain aspects of a foreign language, in particular vocabulary, grammar, and writing, have so far been insufficiently studied (Kochergina & Krivchenkova, 2020;Zhuchkova, 2020). In this context, Dong's (2013) remarks are relevant, that most teachers use computer technologies exclusively as a means of obtaining information and authentic language material, while the communicative capabilities of information technologies are not yet sufficiently utilized (Dolgova, Belikov, & Kozhevnikov, 2019;Tsapko, Valyarovskiy, Maiboroda, Khusainova, & Varnavskaya, 2018).…”