The aim of this paper is to examine the advantages of using it in English language learning process in higher education

The aim of this paper is to examine the advantages of using IT in English language learning process in higher education. The study relevance stems from the fact that the latest information technology is steadily entering the higher education. The researchers’ attention is focused on the implementation of the Augmented Reality technology and Quick Response codes in teaching English languages to non-linguistic students. The paper reviews recent researches related to the problem discussed. The authors of the article use several scientific methods such as analysis of scientific and methodological literature on the use of ICT in learning process, observation and experiment. The tools of information technologies mentioned above help to form students’ professional foreign-language competence, to improve motivation and performance. The pedagogical experiment was conducted to show the effectiveness of these tools. 42 students of the faculty of the Information Systems and Technologies of The Povolzhsky State University of Telecommunications and Informatics took part in the conducted experiment. They were divided into three groups of 14 learners; one group is experimental, two others are control groups. The students of the control groups studied the English language according to the traditional methodology; the students of experimental group used the IC technologies at their classes. Motivation, the interest in learning process and the students’ professional foreign-language competence were higher in experimental group. The results indicate the effectiveness of using ICT in teaching the English language for non-linguistic students. The experiment results would be served as useful material for teachers and university administrators. Teachers’ training programs on ICT use and educational software for English language teaching can be developed according to the results of the study.
The author describes her own experience in foreign language training at a non-linguistic university. The main aims of the work were to support foreign language learning motivation and to make educational process more interesting for the students. The main attention is drown to the choice of different games: it is not a random one, but is connected with the topics studied by the students. For example, such topic as “appearance and character of a person” is connected with the game “Guess who” in which the students describe famous people. The other examples are given, such as games like “Mafia”, “Alibi”, “Bluff club” and others. The main idea was to demonstrate to the students how they could use their foreign language skills and knowledges in different situations. The author also draws attention to gamification using Internet resources. The techniques of working with them is briefly described. The author suggests her own methodology of didactisation some of resources in the frame of computer oriented language learning. It is also demonstrated how to use those Internet sites, which are addressed to native speakers but not to foreign-language students. Different ways of games are described according to in which year are the students. The games for those who are in the last two years are more professionally oriented unlike games for the first- or second year students. The integration of game based learning was implemented in the foreign language training practice and the author was observing this process during some years. The result was that the students realized the possibilities of using foreign language for solving communicative tasks. The main conclusion drawn is the following: games and role-plays can influence the educational process positively if students get a possibility to implement language knowledge and skills in situation that are more interesting than ordinary exercises.

• 
  The paper addresses the specifics of teaching a foreign language to students of non-linguistic departments in the Eurasian environment during the pandemic. There were described resource opportunities of internet technologies in teaching a foreign language to students of non-linguistic departments, including a wide range of teaching materials. Moreover, these opportunities have a motivational potential if students are given competent guidance in methodic, didactic, and technical aspects in online learning. The research aims to elicit major difficulties learning a foreign language online. A survey was conducted with compiled questions, taking into account the standards of the Common European Framework of Reference was conducted. Several difficulties in teaching foreign languages to non-linguistic students in distant learning during the pandemic were revealed. The research results indicate that the most effective tool to overcome these difficulties is introducing the “Moodle” electronic system. The specifics of the foreign language course, where the language is both a target and a means of non-linguistic learning, were determined. Basic kinds of speech activity were characterized. Moreover, ways to organize these activities with the help of internet technologies in learning were identified to facilitate overcoming certain difficulties in completing the academic course in a foreign language by non-linguistic students in distance format. It was proved that the elaboration of methodic, didactic, and technical components of distant education in teaching a foreign language to non-linguistic students during the pandemic can make distant learning an effective form of education. Thus, we underlined the practicability of introducing internet technologies in the educational process in higher educational institutions.