On the integration of digital educational resources and services in the process of professionally-oriented language training in a technical university in a blended learning environment

The digitalization of higher education, the emerging trends for further improvement and implementation of e-learning and distance learning technologies have revealed the need to rethink the practices of implementing vocationally-oriented language training at a university and have led to the transition to a blended learning model. The purpose of the research: to reveal the potential of blended learning in foreign language teaching. The research methods: the method of selection, generalization and dissemination of advanced pedagogical experience. The research results: the potential of blended learning in foreign language teaching has been substantiated; the studies related to the problem of blended learning in foreign language teaching has been analyzed. Integration of digital educational resources and e-learning technologies (VLE and MIND) in the implementation of a mixed format of professionally oriented language training at a technical university expands the possibilities for creating a digital educational space as an integral component of educational activities in modern conditions. Key conclusions: Blended learning allows you to solve the problem of improving the quality of vocationally-oriented language training and the organization of academic interaction in a rotational mode; a meta-subject approach in teaching a foreign language for professional purposes creates opportunities for using existing and developing your own digital educational resources (CER); integration of ICT, allows you to achieve a qualitatively new level of delivery of educational content

vocationally oriented language training, blended learning, electronic educational environment, information and communication technologies (ICT), digital educational resources (DER), English for professional purposes (ESP), professional competencies

1. Strategies for the New Economy Skills as the Currency of the Labour Market [Электронный ресурс]. URL:http://www3.weforum.org/docs/WEF_2019_Strategies_for_the_New_Econ-omy_Skills.pdf

2. The opportunity for leadership in the digital future [Электронный ресурс]. URL: https://www.pwc. com/gx/en/ceo-survey/2019/report/pwc-22nd-annual-global-ceo-survey.pdf

3. О проведении эксперимента по внедрению цифровой образовательной среды [Электронный ресурс]: Постановление Правительства РФ от 07.12.2020 г. № 2040. URL: http://www.consultant.ru/edu/teacher/obrazovanie/obzor/

4. ГОСТ Р 55767-2013. Информационная технология: Европейская рамка ИКТ-компетенций 2.0. Ч. 1. Общая европейская рамка компетенций ИКТ-специалистов для всех секторов индустрии [Электронный ресурс]. URL: http://docs.cntd.ru/document/1200108056

5. Федеральный государственный образовательный стандарт высшего образования по направлению подготовки 21.03.01 «Нефтегазовое дело» (уровень бакалавриата) [Электронный ресурс]. URL: http://fgosvo.ru/uploadfiles/fgosvob/210301.pdf

6. Чистобаева Л.В. Оптимизация обучения английскому для специальных целей (ESP) в рамках реализации смешанного обучения в техническом вузе // Вестник Майкопского государственного технологического университета. 2017. Вып. 3. С. 78-83.

7. Современная цифровая образовательная среда в Российской Федерации [Электронный ресурс]: паспорт приоритетного проекта. Режим доступа: http://base.garant.ru/71677640/

8. Васильчук Ю.В. Оптимизация смешанного обучения иностранному языку с использованием лицензионных LMS курсов // Современное языковое образование: инновации, проблемы, решения: сборник научных трудов. М., 2016. С. 10-14.

9. Introduction to MOOCs: Avalanche, Illusion or Augmentation? [Electronic resource] // UNESCO IITEe-library. Access mode: http://iite.unesco.org/publications/3214722/

10. Sandeen C. Integrating MOOCs into Traditional Higher Education: The Emerging «MOOC3.0» Era, Change // The Magazine of Higher Learning, 2013. Vol. 45. Iss. 6. P. 34-39.

11. Hollands F. Why Do Institutions Offer MOOCs? // Journal of Asynchronous Learning Network. 2014. Vol. 18, No. 3. P. 1-20.