Халықаралық ғылыми-тәжірибелік конференциясының материалдары

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Information technologies have become an integral part of modern society, they 
have penetrated into all spheres of people's lives, and education is no exception. 
Internet platforms for teaching a foreign language are increasingly being used, which 
offer new opportunities for mastering the English language, in particеlar: 
the formation of a single language space; 
interactivity of the learning process; 
multimedia, etc. 
Internet resources provide for the use of not only text, hypertext or graphic 
materials, but also audio and video files, animations, as well as the activity of all 
channels of information perception when working with a variety of multimedia 
Internet content. The advantage of using web technologies in the process of 
introducing interactive technologies by foreign language teachers is the ease of use 
and search among existing resources, the creation of their own modules and classes 
on Internet platforms, which make it possible to significantly increase educational 
and cognitive activity, to activate the educational and independent work of students, 
to create conditions for a polymodal environment. 
Methods. Many domestic and foreign researchers have addressed the issue of 
using interactive technologies based on Internet platforms in teaching foreign 
languages, among them V. A. Traynev (models for the introduction of e-learning in 
higher education), E. K. Gerasimova (creation of didactic materials on the use of 
WEB 2.0 technologies.), L. V. Astanina, I. V. Novikova, M. A. Davidenko 
(introduction of Internet resources in the process of distance learning) and many 
others. However, the practical aspect of this problem requires more in-depth research. 
Modern training with the use of interactive technologies combines both the 
classical form of education and e-learning, which involves the use of numerous 
Internet applications, platforms and services. The use of Internet and multimedia 
technologies makes it possible to diversify the educational process and increase the 
interest of students in mastering language material. Creating conditions under which 
students themselves apply educational materials, find tasks, perform them, 
contributes to success in mastering foreign speech.The process of using interactive 
technologies with the use of Internet platforms has unlimited potential both in the 
classroom (under the guidance of a teacher) and in the extracurricular independent 
activities of students. Online and offline resources enable students to independently 
check the correctness of the exercises performed, activate the necessary lexical 
material, use encyclopedic and reference resources to search for information, 
individualize learning. 
Results. There are several ways of using interactive technologies with the use of web 
technologies in educational activities. Thus, H. B. Timoshkina identifies the following main 
directions of using web technology in the professional activities of teachers: 
research (Google, META, Webquest, etc.); 
creation of didactic materials (Classtools, LearningApps, JeopardyLabs, 
Cacoo, Mindomo, MasterTest, etc.); 
collaboration and communication (Skype, Blogger, Google Wave, Google Site); 
publication of personal works; 
conducting distance learning (Moodle, LMS, Google Disk.) 

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Special attention should be paid to electronic learning resources, with the help 
of which you can create didactic material - these are interactive lectures, and 
convenient forms of control and self-control of students' knowledge various types of 
testing, training exercises. Didactic Internet technologies also allow the use of video 
recordings, audio recordings, which help to attract students to the active perception of 
authentic speech. 
Scientists highlight the following advantages of using e-learning resources for 
the creation and use of didactic materials 
individualization and differentiation of the learning process; 
increasing the motivation of learning through the use of various activities and 
sources of information; 
changing the nature of cognitive activity; 
diagnosis of errors and knowledge of students; control or monitoring of 
students' learning activities and feedback between the teacher and students; 
free access to didactic materials; 
the ability to create online courses with limited access and the like. 

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