Chapter I. Theoritical justification of the technology of distance learning of a foreign language

3.2 Analysis of the effectiveness of distance learning in the process of developing grammatical skills in foreign language lessons at the middle stage
The pilot training was implemented on the basis of two rural schools. Students of the 7th MOE of the St. George OOSH, consisting of five students, studied full-time at their school. English lessons were held as usual, according to the schedule. The form of the training session is a lesson lasting 45 minutes.
Students of the Ivanovo Secondary School are forced to study remotely due to an emergency situation in the school building. There are 5 students in the 7th grade. English lessons were held remotely using a modular distance learning system.
In order for us to be able to get more honest results and identify the effectiveness of the forms of training, two classes were given similar tasks contained in the blocks. In addition to lexical, country-specific material, we have developed 4 grammatical blocks corresponding to the English curriculum for grade 7.
The results of the experimental training were placed in tables, which allowed us to compare and analyze the results obtained, as well as to identify which form of training is more effective in the process of developing grammatical skills in English lessons at the middle stage of training.
Based on this monitoring, the following conclusions can be drawn:
- students of the 7th grade of the MOU of the Georgievskaya OOSH and the MOU of the Ivanovo OOSH coped with all the tasks;
- the best results, almost all students showed when performing tasks in workbooks;
- when performing additional tasks and test work, the students of the 7th grade of the St. George OOSH showed better results than the seventh graders of the Ivanovo OOSH;
- the results of the final testing are practically the same (grade 7 of the Georgievskaya OOSH MOU: the quality of training – 60%, the level of academic achievement – 100%); Grade 7 of the Ivanovo OOSH MOU: the quality of training – 60%, the level of academic achievement – 100%).
Based on the results obtained, we can conclude that both forms of education (both full-time and distance) are effective in teaching grammar in English lessons at the middle stage.
Full-time education remains a priority, since live communication between a student and a teacher will not be able to replace even the most modern computer.
Distance learning will be effective only with a properly organized learning process, which, in turn, requires teachers and students to prepare more labor-intensive for the training session.
Having conducted an experimental training in two seventh grades, it is worth noting that the distance form of teaching grammatical material in English lessons at the middle stage can be effective if certain conditions are met:
- clear organization of the educational process in the distance learning form;
- methodically correct planning of educational activities for the development of grammatical skills;
- development of a system of exercises based on the principle "from easy to difficult", taking into account the psychological characteristics of students;
- the use of modern pedagogical technologies in order to increase the motivation and interest of middle-level students in learning English.
In the process of learning remotely, the teacher should pay special attention to what grammar tasks will be for independent work. Many students, especially teenagers, are looking for help on the Internet and find completed tasks. In this case, the percentage of cheating will be large and the development of skills is out of the question. The teacher needs to prepare independent work in such a way that students, if they have questions, do not turn to websites with ready-made homework, but directly to the teacher. To do this, the teacher should develop a system of exercises corresponding to the methodology.