Distance Learning Technologies in Foreign Language Teaching: Assuring Education Quality

The relevance of this study stems from Russia’s war against Ukraine, along with the threat of the spread of COVID-19, necessitating an urgent transition to distance learning. This shift serves as a crucial measure to mitigate risks that endanger the lives and health of students. All face-to-face lessons (lectures, seminars, and laboratory work) are being moved to the virtual learning environment under these circumstances. Since the organisation of distance learning differs significantly from traditional face-to-face education, teachers must radically adapt the learning process, considering the neuropsychological and neuropedagogical aspects of learning foreign languages remotely. The article also explores the introduction of distance learning technologies for teaching foreign languages in educational institutions. It reviews the experiences of international researchers who use electronic educational resources, as well as discusses the current stance of Ukraine’s educational institutions on distance learning technologies in foreign language teaching. Finally, the article outlines the neuropsychological and neuropedagogical aspects of foreign language distance learning and examines the experience of organising blended learning for foreign languages based on e-learning resources. The conclusions of the article are intended for educators and curriculum developers.