The research is devoted to the analysis of the peculiarities of learning professional English in the context of distance learning. The purpose of the research is to study the effectiveness of distance learning of ESP, taking into account the experience of leading Ukrainian researchers in this field as well as clarifying an appropriate way to reform education and to increase the effectiveness of learning, create and introduce the advanced educational systems and technologies. Information and communication technologies have been adopted in education through online learning environments “platforms” and are used worldwide to offer complete courses, or even entire programmes in e-learning mode. The main emphasis is placed on approaches to adapting the learning process to the needs of a modern student and the use of the latest technological tools. The study uses general scientific research methods, including analysis and systematization of literature sources, comparative analysis. The results of the study show that the COVID-19 pandemic has forced the world, including educational institutions, to switch to remote communication. In Ukraine, additional pressure has arisen due to military actions with Russia, which has led to mass migration of citizens for whom knowledge of English has become a necessity. The interest of Ukrainians in English is confirmed by the EF EPI rating, reflecting the country's desire to integrate into the global space. Distance education in Ukraine is based on online technologies, supported by platforms such as All-Ukrainian School Online, and receives government support. English teaching has two models: British and American, which take into account the needs of students. Digital globalization is changing the way we communicate and do business. Distance learning helps to adapt to these demands by providing flexibility and innovation. However, traditional classes that promote deep learning and teamwork remain indispensable. For young people, smartphones have become a window into the world of learning. Teachers use a variety of online tools, such as Microsoft Teams, Google Classroom, Skype, and ZOOM, to deliver lessons and interact with students, each with its own characteristics. Technologies such as Google Meet and Trello facilitate distance learning, and platforms such as Microsoft Teams, Google Classroom and Skype help with student interaction and assessment. Practical implications. The study can be useful for teachers involved in teaching foreign languages in higher education institutions, as well as for students looking for the best methods of learning languages in distance learning.
References
Vakulenko, O. L., Popovich, R. H., & Tymoshchuk, I.O. (2017). Formuvannia i rozvytok strategii dystantsiinoho vyvchennia inozemnykh mov u konteksti modernizatsii osvitnoi systemy Ukrainy [Formation and development of strategies for distance learning of foreign languages in the context of modernization of the Ukrainian educational system]. Onewlennia zmistu, form ta metodyk navchannia i vykhovannia v zakladakh
Hryshkova, O. (2015). Metodyka navchannia anhliiskoi movy za profesiinym spryamuvanniam studentiv nefilolohichnykh spetsialnostei [Methodology of teaching English for professional orientation to non-philological students]. Vydavnytstvo Chornomorskoho derzhavnoho universytetu imeni Petra Mohyly.
Kovalenko, A. (2021). Dystantsiine navchannia inozemnoi movy za umovy pandemii: spetsyfika form i metodyk roboty [Distance learning of a foreign language during a pandemic: specificity of forms and methods of work]. Aktualni pytannia humanitarnykh nauk, 35(3). http://www.aphn journal.in.ua/archive/35_2021/part_3/39.pdf
Lozynskyi, L.F., Lypchenko, T.S., & Usyk, L.M. (2021). Vplyv dystantsiinoi formy vyvchennia anhliiskoi movy na profesiinu pidhotovku fakhivtsiv z informatsiinykh tekhnolohii [The impact of distance learning of English on the professional training of IT specialists], 39, 175-178. https://er.chdtu.edu.ua/handle/ChSTU/3318
Ostafiichuk, O. D. (2021). Innovatsiini metody i tekhnolohii vykladannia anhliiskoi movy [Innovative methods and technologies of teaching English]. Pedahohichna osvita: teoriia i praktyka, 30(1-2021), 290-293. https://doi.org/10.32626/2309-9763.2021-30-286-298
Shevchenko, S. (2021). Navchannya anhliys'koyi movy profesiynoho spryamuvannya v umovakh dystantsiynoyi osvity [Teaching English for professional orientation in the context of distance education]. Ukrayins'kyy pedahohichnyy zhurnal, 1. https://doi.org/10.32405/2411-1317-2021-1-82-89
Yak zdiysnyuvaty otsinyuvannya navchal'nykh dosyahnen' uchniv v umovakh viyny: rekomendatsiyi Derzhavnoyi sluzhby yakosti osvity [How to assess students' learning outcomes during the war: recommendations of the State Service of Education Quality]. https://sqe.gov.ua/yak-zdiysnyuvati-ocinyuvannya-navchalni/.
Moore M.G. (2003). Handbook of Distance Education. The American Journal of Distance Education, 17 (2), 73–75.
Roell, Ch. (2019). Using a case study in the EFL classroom. English teaching forum, vol. 57, n. 4, 24–33, americanenglish.state.gov/English-teaching-forum
Saleh Al- Mansour, N. & Sarwar Hussain, S. (2014). Introducing case study in classrooms: a holistic approach to language teaching. Journal of Faculty of Languages & Translation, n. 7, part II, 160–186.
Slater, T. & Beckett, G. (2019). Integrating Language, content, technology, and skills development through project-based language learning: blending frameworks for successful unit planning. Mextesol Journal, vol. 43, n. 1, http://www.mextesol.net/journal/index.php?page=journal&id_article=5557
Slater, T. & Gleason, J. S. (2011). Integrating Language and Content: the knowledge framework. The conference proceedings of MIDTESOL: gateway to global citizenship. Iowa State University, 6–21, http://lib.dr.iastate.edu/engl_conf/7
Tomlinson, B., & Whittaker, C. (2013). Blended Learning in English Language Teaching: Course Design and Implementation. London: British Council.
Traxler J. (2018). Distance Learning –Predictions and Possibilities, Education Sciences, 8, 35.
