Contents

Introduction..................................................................................................................3
1 Theoretical foundations of differentiated learning and the use of digital
educational technologies in teaching English..............................................................6
1.1 The use of digital technologies and resources in teaching English as a factor in
increasing students' motivation....................................................................................6
1.2 The role of Internet technologies in teaching English.........................................12
1.3 Online tools for learning vocabulary in the classroom in English.......................18
2 Effectiveness of using digital technologies to provide differentiated classroom to
english language learners in high schools.................................................................23
2.1 Specificity of English lesson planning using Digital technologies.....................23
2.2 Practicality of digital devices in English class to provide differentiated
classroom...................................................................................................................31
2.3 Facilitating student`s digital competence............................................................42
Conclusion.................................................................................................................57
References..................................................................................................................59
Appendix....................................................................................................................62

2
 Introduction

The integration of digital technologies into English language instruction has

become increasingly pervasive in recent years, with universities across the globe
embracing technology to enhance language learning. This trend has been spurred by
a confluence of factors, including the widespread availability of digital devices, the
growing importance of technological literacy, and the desire to optimize language
learning outcomes. While there is considerable optimism regarding the potential
advantages of digital technologies in English language instruction, there are also
concerns about their impact on pedagogy and student learning.
The introduction of internet technologies in educational activities has been
subject to various prerequisites, which have emerged as a result of the
transformation of social relations across various domains in recent decades. This
phenomenon is a worldwide trend that has garnered substantial interest for the
present study, particularly in light of the processes of informatization and expansion
of intercultural ties resulting from globalization, which commenced in the latter half
of the 20th century and continue to this day. These developments have significantly
elevated the role of digital information, leading to its widespread dissemination and
necessitating its storage, transmission, and exchange at an international level,
thereby contributing to the current dissemination of information and communication
technologies, especially internet technologies.
The transformations underway in society are manifested in the realm of
education, specifically in English language learning activities. This is evident in the
emergence of novel methodologies, technologies, and pedagogical aids aimed at
addressing the challenge of achieving optimal outcomes in university English
education. Employing a qualitative research approach and drawing on a
comprehensive review of existing literature, this study seeks to provide valuable
insights into the effective use of digital technologies in the English class and to
identify best practices for integrating these technologies into language instruction to
optimize student learning and language acquisition.
Against the backdrop of informatization, a multitude of Kazakhstani scholars
have sought to discern the distinctive features of higher education development. One
notable example is A.Mynbayeva, who has introduced a taxonomy of information
technology learning objectives aimed at advancing a "humanizing" perspective on
technology education. In her work, she delves into the conceptual underpinnings of
information technology learning, as well as its pedagogical foundations.
Furthermore, A.Mynbayeva presents a didactic model of information and
technology education, advocating for a suite of pedagogy-based training programs.
In the realm of higher education, L.Akhmetova has proffered an exposition of the
essence of informatization. Specifically, the author illuminates the pedagogical
technology involved in organizing a professional networking community in
Kazakhstan. Similarly, G.Tazhigulova has developed a conceptual model of
informatization in secondary education, one that addresses the practical exigencies
3
of the educational process in Kazakhstani schools. In view of the current trends in
education, it is imperative for universities to incorporate Digital technologies in
order to enhance the efficacy of the teaching-learning process and cater to the
diverse learning needs of students [1].
The relevance of the study is underscored by the imperative to incorporate
Digital technologies to provide differentiated classroom to English language
learners in high schools, as it has become increasingly essential to optimize student
learning outcomes and keep pace with contemporary pedagogical trends.
Scientific novelty of research lies in the lack of previous investigation on the
use of Digital technologies in English language instruction at the B2 level in
Kazakhstan. Despite the increasing availability and affordability of digital
technologies, there is currently no comprehensive analysis of the pedagogical
benefits and drawbacks of incorporating these tools in English language learning
environment.
The aim is to investigate the use of digital technologies to provide
differentiated classroom in the English class at high school.
The objectives are:
-a theoretical analysis of platforms suitable for students
-implementation of Digital technologies platforms at school
-facilitating students work on the platforms Stepik.org and Padlet.com.
-establishing criteria for the use of digital technologies resources
The object is utilization of Digital technologies in English class.
The subject of the study is the use of Digital technologies in English
language teaching.
The study materials include an English textbook, workbook and additional
methodological books.
Theoretical significance of the study lies in its contribution to the
understanding of the role and impact of Digital technologies to provide
differentiated classroom.
Practical significance of the study can provide insights and
recommendations for English language teachers and curriculum developers on how
to effectively integrate Digital technologies into their instruction to enhance student
engagement, motivation, and learning outcomes.
The hypothesis is the integration of Digital to provide differentiated
classroom will require a shift in teaching methodologies, with more emphasis on
student-centered and collaborative learning approaches.
The following research methods are utilized to address the objectives:
-content analysis
-observation
-experiment
-survey
-analysis of findings

4
 -statistical calculation
This research work is structured into distinct segments encompassing an
introduction, theoretical and practical sections, and a conclusion. The introduction
serves to define the research's aims, objectives, subject and object, and research
methods. The theoretical component consists of three primary paragraphs
expounding on the theoretical underpinnings of Modern Digital technologies's
implementation in English classes. The practical section outlines a conducted
experiment during a internship. Ultimately, the project culminates in a
comprehensive analysis of all sections, including research results.

5
 1 Theoretical foundations of differentiated learning and the use of digital
educational technologies in teaching English

1.1 The use of digital technologies and resources in teaching English as a

factor in increasing students' motivation

Motivation is the driving force that leads individuals to initiate, sustain, and
direct their behavior towards specific goals. In the context of language learning,
motivation is a crucial factor that influences learners' willingness to engage in the
learning process, persevere through challenges, and persist in their efforts to
improve their language proficiency. Motivation can be categorized into two types:
extrinsic motivation and intrinsic motivation. Extrinsic motivation is driven by
external factors such as rewards, grades, and recognition, while intrinsic
motivation is driven by internal factors such as interest, curiosity, and personal
satisfaction. In language learning, both types of motivation can play a role in
learners' engagement and progress. Research has shown that motivation is a critical
factor in language learning success. Learners who are motivated to learn a
language are more likely to engage in the learning process, seek out opportunities
to practice, and persist in their efforts to improve. Additionally, motivated learners
tend to have better language learning outcomes, including higher levels of
proficiency, greater accuracy, and increased fluency.
Learning a foreign language for many schoolchildren is a rather difficult and
even tedious process. At the initial stage, learning is further complicated by the fact
that they lack awareness of the importance of foreign language proficiency, in
particular English, although in today's rapidly developing world in the era of
globalization and internationalization, it is difficult to overestimate the need for
knowledge of foreign languages. [1, 56].
In order to change the situation for the better, it is necessary not only to
provide students with the opportunity to learn a foreign language, but also to
involve them in the learning process, increase motivation to master the discipline
and search for new knowledge.
In view of this, the question arises: what technologies and tools can foreign
language teachers use to increase the motivation of students?
In the information technology age, Internet technologies and resources are
one of the most effective tools.
In foreign language lessons, as well as to perform independent tasks at
home, you can use the following Internet resources:
- electronic training manuals;
- video and audio materials;
- interactive tasks;
- online dictionaries;
- online tests;

6
 - online games;
- online contests and olympiads. [2, 46].
Currently, many publishers (Macmillan, Pearson, Oxford University Press)
produce not only printed textbooks and their electronic versions, but also create
interactive materials for them: interactive workbooks, interactive exercises based
on textbook videos, additional interactive exercises on various topics, etc.
Online tests, games and dictionaries can be found on various sites that offer
both ready-made thematic developments and services for creating your own
materials.
The use of Internet technologies in teaching a foreign language contributes
to the achievement of a number of goals:
1. visual presentation of the material in a modern form, interesting and
understandable to students;
2. activation of cognitive interest of students;
3. natural involvement of students in the process of acquiring
knowledge;
4. increasing the independence of planning and implementation of
educational
activities;
5. facilitating the assimilation of the material;
6. increasing the availability and speed of obtaining information;
7. formation of students' information culture;
8. ensuring the holistic development of the individual;
9. increasing the creative orientation of the educational process;
10. implementation of a personality-oriented and differentiated approach
in teaching;
11. as a consequence of all the above, the formation of interest and
increased motivation of students. [3 ].
Thus, in order to increase the motivation of students when learning a foreign
language, it is important to introduce Internet technologies and resources for
lessons, taking into account the topics, goals and objectives of the lesson and
individual characteristics of the class.
Theoretical frameworks and models of motivation in language learning have
been developed over the years to better understand the factors that influence
learners' motivation and engagement in the language learning process. Below are
some of the most commonly cited frameworks and models:
Self-Determination Theory (SDT): SDT is a widely used framework for
understanding motivation in many different domains, including language learning.
SDT suggests that motivation is influenced by three innate psychological needs:
autonomy, competence, and relatedness. Autonomy refers to the need to be in
control of one's own actions and decisions, competence refers to the need to feel
capable and effective, and relatedness refers to the need to feel connected to others.

7
 Expectancy-Value Theory (EVT): EVT posits that motivation is influenced
by two main factors: expectancy and value. Expectancy refers to the belief that one
is capable of achieving a certain outcome, while value refers to the perceived
importance or relevance of that outcome.
Social Cognitive Theory (SCT): SCT suggests that motivation is influenced
by a combination of environmental factors (such as social support and
opportunities for practice) and personal factors (such as self-efficacy beliefs and
outcome expectations).
Goal-Setting Theory (GST): GST proposes that motivation is influenced by
the goals that individuals set for themselves. Goals can be either performance-
oriented (focusing on achieving a certain level of proficiency) or mastery-oriented
(focusing on developing specific skills or knowledge).
Attribution Theory (AT): AT suggests that motivation is influenced by the
attributions individuals make about their successes and failures. These attributions
can be either internal (attributing success or failure to personal factors) or external
(attributing success or failure to situational factors).
These theoretical frameworks and models provide insight into the
complex nature of motivation in language learning and highlight the importance of
considering multiple factors when trying to promote learners' motivation and
engagement. The role of technology in promoting motivation in language learning
has been an area of interest for researchers and educators alike. Technology has
been identified as a valuable tool that can help teachers to motivate students in
language learning, as it provides a range of resources and interactive tools that can
be used to engage students in the learning process. One of the primary ways in
which technology can promote motivation in language learning is through the use
of multimedia resources. Multimedia resources can provide students with access to
a variety of different types of content, including videos, images, and audio
recordings. These resources can be used to present information in a visually
engaging and interactive way, which can help to increase student engagement and
motivation. Another way in which technology can promote motivation in language
learning is through the use of gamification. Gamification involves incorporating
game elements, such as points, badges, and leaderboards, into the learning
experience. This can help to make learning more enjoyable and engaging for
students, and can also provide them with a sense of achievement as they progress
through the learning process.
Technology can also promote motivation in language learning by providing
students with opportunities for collaboration and communication. Online platforms
and tools, such as discussion forums and chat rooms, can be used to facilitate
communication between students and between students and teachers. This can help
to foster a sense of community and collaboration, which can be motivating for
students. Furthermore, technology can be used to provide students with
personalized learning experiences. Adaptive learning platforms and intelligent
tutoring systems can be used to tailor the learning experience to the individual
8
needs and preferences of each student. This can help to keep students engaged and
motivated, as they are more likely to be interested in and motivated by content that
is relevant and personalized to their specific learning needs.
Overall, technology can play an important role in promoting motivation in
language learning. By providing students with engaging multimedia resources,
incorporating gamification, facilitating communication and collaboration, and
providing personalized learning experiences, technology can help to increase
student engagement and motivation in the language learning process.
Studies on the use of Internet technologies and resources in teaching English
have shown positive effects on student motivation. Several studies have reported
increased levels of student engagement and motivation when technology is
integrated into language learning activities. For example, a study by Shen and Li
(2020) found that the use of mobile-assisted language learning (MALL)
significantly increased students' motivation and engagement in English learning.
Similarly, a study by Kukulska-Hulme et al. (2015) found that the use of mobile
devices in language learning led to greater engagement, motivation, and autonomy
among learners. Another study by Yilmaz and Aslan (2018) investigated the effects
of using online resources in English language teaching on students' motivation. [4,
33].
The study found that the use of online resources such as language learning
websites, videos, and interactive activities had a positive effect on students'
motivation and helped them to become more active and independent learners.
Similarly, a study by Zhou and Yang (2021) found that the use of online
collaborative tools in language learning led to increased motivation and improved
language proficiency. [5, 44]. Furthermore, studies have also shown that the use of
gamification in language learning can have a positive impact on student
motivation. For example, a study by Lee and Hammer (2011) found that the use of
a gamified language learning system led to increased motivation and engagement
among learners. Similarly, a study by Kapp et al. (2012) found that the use of
gamification in language learning improved student motivation and engagement, as
well as their language proficiency. These studies demonstrate that the use of
Internet technologies and resources in teaching English can have a positive effect
on student motivation. These technologies can provide students with more
engaging and interactive learning experiences, which can help to increase their
motivation and engagement in the learning process. Additionally, the use of
gamification and online collaborative tools can further enhance motivation and
engagement among language learners.
To analyze the data on the use of Internet technologies and resources in
teaching English as a factor in increasing students' motivation, it is essential to
consider the specific studies and research conducted in this area. The following are
some of the important factors to be analyzed:

9
 Types of Internet technologies used: The analysis should consider the
specific types of technologies used, such as online courses, virtual classrooms,
webinars, online discussion forums, educational games, and other online resources.
Student engagement and motivation: The analysis should focus on the extent
to which students are engaged and motivated when using these technologies. This
can be evaluated through factors such as attendance, participation, and
performance in online activities.
Impact on learning outcomes: The analysis should evaluate the impact of
these technologies on learning outcomes such as students' proficiency in English,
vocabulary acquisition, and comprehension.
Student feedback and perception: The analysis should take into account the
feedback and perception of students regarding the use of Internet technologies in
their English language learning. This can be collected through surveys, interviews,
or focus groups.
Teacher feedback and perception: The analysis should also consider the
feedback and perception of teachers who use Internet technologies in their English
language teaching. This can provide valuable insights into the effectiveness of
these technologies and their impact on students' motivation and engagement.
Challenges and limitations: Finally, the analysis should consider the
challenges and limitations of using Internet technologies in teaching English, such
as technological barriers, lack of access to technology, and potential distractions.
By analyzing these factors, it is possible to gain a comprehensive
understanding of the effectiveness of using Internet technologies and resources in
teaching English as a factor in increasing students' motivation. This analysis can
provide valuable insights for teachers, administrators, and policymakers in the field
of language education. The use of Internet technologies and resources in teaching
English as a factor in increasing students' motivation has been a topic of interest
for language educators and researchers in recent years. With the widespread
availability of technology and internet resources, there is increasing interest in
exploring how they can be effectively used to enhance language learning and
student motivation. Research studies have shown that the use of technology in
language learning can have a positive impact on student motivation. Technology
can provide a more interactive and engaging learning experience, making it easier
for students to stay interested and motivated in the learning process. The use of
multimedia resources such as videos, audio recordings, and online games can help
to make learning more dynamic and interactive, which in turn can increase student
engagement and motivation.
Additionally, the use of technology can provide greater flexibility and
convenience for students, as they can access learning materials and resources from
anywhere with an internet connection. This can be especially beneficial for
students who may have other commitments, such as work or family
responsibilities, and may not be able to attend traditional classroom-based
language courses.
10
 Furthermore, the use of online communication tools such as discussion
forums, messaging platforms, and video conferencing can help to facilitate
collaboration and peer learning, which can also contribute to increased motivation
among students. Online language learning communities and language exchange
programs can also provide opportunities for students to interact with native
speakers and other learners from around the world, which can be a motivating
factor for language learners. [6].
However, it is important to note that the effectiveness of technology in
promoting motivation in language learning may depend on a variety of factors,
such as the quality and appropriateness of the resources used, the level of student
engagement and interaction with the technology, and the level of support and
guidance provided by teachers and instructors. Overall, the use of Internet
technologies and resources in teaching English can be an effective way to enhance
student motivation and engagement in language learning. However, it is important
for language educators and researchers to continue to explore and evaluate the
most effective ways of using technology to support language learning and promote
motivation among students.
The use of technology in language learning has become increasingly
popular over the past few decades, and for good reason. Technology has the
potential to enhance language learning and motivate learners in a number of ways.
One way in which technology can promote motivation in language learning is
through the use of multimedia resources, such as videos, audio recordings, and
interactive activities. These resources can provide learners with engaging and
interactive content, which can help to maintain their interest in the language and
keep them motivated. Technology can also provide learners with immediate
feedback on their progress, which can be highly motivating. For example, language
learning apps often provide learners with instant feedback on their pronunciation,
grammar, and vocabulary, which can help to boost their confidence and encourage
them to continue practicing. Another way in which technology can promote
motivation in language learning is through the use of gamification. Gamification
involves using game-like elements, such as points, badges, and leaderboards, to
motivate learners to engage with the language and achieve their learning goals.
This can make language learning more enjoyable and rewarding, which can in turn
increase motivation. Technology can also provide learners with greater control
over their learning, which can be highly motivating. For example, online language
courses often allow learners to set their own pace and choose the topics and
activities that interest those most, which can help to increase their sense of
autonomy and motivation. Overall, the use of technology in language learning has
the potential to enhance motivation and engagement, which can ultimately lead to
more successful language learning outcomes.

11
 1.2 The role of Internet technologies in teaching English

English language teaching is a rapidly evolving field that is driven by

technological advancements, globalization, and changing student needs. In recent
years, there has been a shift towards more communicative and student-centered
approaches, as opposed to traditional teacher-centered instruction.
One of the most significant trends in English language teaching is the
integration of technology into the classroom. Technology has enabled teachers to
use a variety of multimedia resources to enhance instruction and provide engaging
learning experiences for students. Online platforms, such as video conferencing
tools and learning management systems, have also made it possible for teachers
and students to connect and collaborate across geographic barriers. Another trend
in English language teaching is the increasing focus on communicative
competence, which emphasizes the development of learners' ability to use language
for authentic communication in real-world situations. [7, 156].
This approach recognizes the importance of developing learners' fluency,
accuracy, and sociolinguistic competence, which includes understanding the
appropriate use of language in different social contexts. In addition, there has been
a growing recognition of the importance of learner autonomy and self-directed
learning in English language teaching. Learner autonomy involves promoting
learners' ability to take responsibility for their own learning and to make decisions
about what, how, and when they learn. This approach has been facilitated by the
availability of online resources and the use of learner-centered approaches that
encourage learners to take an active role in their own learning.
Another important development in English language teaching is the
increasing emphasis on intercultural communication and the teaching of cultural
awareness. As English has become a global language, it has become essential for
learners to develop an understanding of different cultures and to be able to
communicate effectively with people from different linguistic and cultural
backgrounds. Moreover, there is a growing demand for English language teaching
in nontraditional contexts, such as in businesses, healthcare, and other specialized
fields. This has led to the development of specialized English language courses and
materials tailored to specific professions and industries. The current state of
English language teaching is characterized by a shift towards more student-
centered, communicative, and technology-enhanced approaches. The increasing
importance of learner autonomy, intercultural communication, and specialized
English language teaching also reflects the changing needs of learners in today's
globalized world.
English language learning is crucial in today's globalized world, where
English is considered the lingua franca of international communication. The
importance of learning English is evident in a variety of contexts, including
education, business, politics, and social interaction. One of the primary reasons
why English language learning is important is because it is the most widely spoken
12
language in the world. English is the official language of over 50 countries and is
used as a second language by millions of people around the world. As such, it is
often considered the language of international communication, and proficiency in
English is highly valued in many industries and professions.
English language learning is also important for academic purposes. Many
universities and colleges require students to have a certain level of English
proficiency in order to enroll in courses, and many academic journals and
publications are written in English. Moreover, many international academic
conferences are conducted in English, making it essential for researchers and
scholars to have strong English language skills. In the business world, English
language proficiency is often a requirement for many job positions, especially in
multinational corporations or in industries that deal with international clients. In
addition, English is often the language of trade and commerce, making it essential
for businesses to have employees who can communicate effectively in English.
English language learning is also important for social and cultural reasons. English
is the language of many popular movies, music, and literature, and being able to
understand and appreciate these cultural products requires a good command of the
language.
Furthermore, as English continues to be a dominant language in the internet
and social media, having strong English skills is increasingly important for
participation in online communities and communication. Learning English can also
open up opportunities for personal growth and development. Proficiency in English
can enable individuals to travel more easily, to form relationships with people from
different cultures, and to participate in exchange programs and study abroad
opportunities. The importance of English language learning cannot be overstated.
The language is essential for academic, business, and social purposes, and
proficiency in English can open up numerous opportunities for personal and
professional growth.
Theoretical frameworks on language learning and goal setting provide
insight into how individuals acquire and develop language skills, and how setting
goals can facilitate this process. There are several theoretical frameworks on
language learning, including the behaviorist approach, the cognitivist approach, the
sociocultural approach, and the constructivist approach. The behaviorist approach
emphasizes the role of reinforcement and punishment in shaping behavior. In the
context of language learning, this approach suggests that language acquisition
occurs through repetition, reinforcement, and practice.
In other words, learners acquire language by imitating the language they
hear, and by receiving feedback and reinforcement when they use the language
correctly. The cognitivist approach focuses on the mental processes involved in
language acquisition. This approach emphasizes the importance of attention,
memory, and problem-solving in language learning. According to this approach,
learners acquire language by actively processing and analyzing input, and by using
their cognitive abilities to make sense of the language they encounter.
13
 The sociocultural approach emphasizes the role of social interaction and
cultural context in language acquisition. This approach suggests that language is
learned through social interaction with others, and that language development is
influenced by cultural norms and values. According to this approach, learners
acquire language through participation in social activities, such as conversations
and interactions with others.
The constructivist approach emphasizes the active role of learners in
constructing their own knowledge and understanding of language. This approach
suggests that language learning is a process of constructing meaning, rather than
simply memorizing and reproducing language patterns. According to this approach,
learners acquire language by engaging in activities that require them to use
language in meaningful ways, such as problem-solving, discussion, and reflection.
In terms of goal setting, research suggests that setting specific, challenging
goals can enhance language learning outcomes. Goals that are specific and
measurable help learners to focus their efforts and monitor their progress, while
goals that are challenging but achievable provide motivation and a sense of
accomplishment. Additionally, setting goals that are relevant and meaningful to the
learner can increase their motivation and engagement in the language learning
process. Theoretical frameworks on language learning and goal setting provide
valuable insights into how individuals acquire and develop language skills. By
understanding these frameworks, language teachers and learners can make more
informed decisions about language instruction and learning strategies.
Using internet technologies in teaching English can help achieve a wide
range of goals related to language learning. Some of the key goals that can be
achieved through the use of internet technologies in teaching English include
improving language proficiency, enhancing communicative competence, fostering
intercultural communication skills, promoting learner autonomy, and facilitating
lifelong learning. One of the key benefits of using internet technologies in teaching
English is that they provide learners with access to authentic language input and
opportunities for authentic communication. Learners can engage in real-time
communication with native speakers of English through tools such as video
conferencing and online chat rooms, which can help them improve their
communicative competence and fluency in English. Internet technologies also
provide learners with access to a wide range of language resources, such as online
dictionaries, grammar guides, and language learning apps. These resources can
help learners improve their language proficiency and enhance their ability to use
English accurately and appropriately in different contexts.
Moreover, the use of internet technologies in teaching English can also
promote intercultural communication skills, as learners are exposed to different
cultures and perspectives through online interactions with speakers of English from
around the world. This exposure can help learners develop greater cultural
awareness and sensitivity, which is an important aspect of effective communication
in English.
14
 Additionally, internet technologies can promote learner autonomy and
facilitate lifelong learning. Through online platforms, learners can access a wide
range of language learning materials and resources, and can work at their own pace
and on their own schedule. This can help learners take ownership of their own
learning and develop the self-directed learning skills necessary for lifelong
language learning. However, it is important to note that the use of internet
technologies in teaching English also presents some challenges. For example,
online communication can sometimes lack the nonverbal cues and contextual
information that are present in face-to-face communication, which can make it
more difficult for learners to interpret meaning and respond appropriately.
Additionally, not all learners may have equal access to technology and
online resources, which can create inequities in language learning outcomes.
Overall, the use of internet technologies in teaching English can be a powerful tool
for achieving a wide range of language learning goals. By leveraging the benefits
of these technologies and addressing their challenges, language teachers and
learners can effectively incorporate them into language instruction and learning
strategies.
The goals of English language teaching are diverse and multifaceted,
reflecting the complex and dynamic nature of language learning and
communication in a globalized world. Effective language instruction should be
tailored to the specific needs and goals of learners, while also incorporating best
practices and current research in language teaching and learning. Studies on the use
of internet technologies in teaching English have shown that they can be effective
in achieving a range of language learning goals. Some of the key findings from
these studies include:
-Improved language proficiency: Several studies have found that using
internet technologies in English language teaching can lead to improvements in
learners' language proficiency, particularly in areas such as vocabulary, grammar,
and listening comprehension. For example, a study by Guo and Beckett (2008)
found that students who used an online vocabulary learning system showed
significant improvements in their vocabulary knowledge compared to a control
group. [8, 145].
-Enhanced communicative competence: Internet technologies can also help
develop learners' communicative competence by providing opportunities for
authentic communication with native speakers of English. Studies have shown that
online communication tools such as video conferencing and online chat rooms can
help learners improve their speaking and listening skills, as well as their ability to
engage in real-time communication with others (Levy & Stockwell, 2006). [9, 78].
-Foster intercultural communication skills: Internet technologies can
promote intercultural communication skills by providing opportunities for learners
to interact with speakers of English from different cultural backgrounds. Studies
have shown that online communication tools can help learners develop greater

15
cultural awareness and sensitivity, as well as the ability to communicate effectively
with people from different cultures (Lai & Kritsonis, 2014). [10, 98-100].
-Promote learner autonomy: Internet technologies can also promote learner
autonomy by providing learners with access to a wide range of language learning
materials and resources. Studies have shown that online platforms can help
learners take ownership of their own learning and develop the self-directed
learning skills necessary for lifelong language learning (Benson & Voller, 2014).
[11, 455].
-Facilitate collaboration and peer learning: Internet technologies can also
facilitate collaboration and peer learning among learners. Studies have shown that
online platforms can provide opportunities for learners to collaborate on projects,
share resources, and provide feedback to each other (Warschauer & Matuchniak,
2010). [12].
Overall, studies on the use of internet technologies in teaching English have
shown that they can be effective in achieving a range of language learning goals.
However, it is important to note that the effectiveness of these technologies
depends on a range of factors, such as the specific technology used, the context of
use, and the learners' prior knowledge and skills. Therefore, further research is
needed to better understand the conditions under which internet technologies can
best support language learning. The use of Internet technologies in teaching
English has become increasingly popular in recent years, and has been shown to
contribute to the achievement of a number of language learning goals. Some of the
key ways in which internet technologies can support language learning include: In
addition to these goals, English language teaching may also aim to support
learners' academic or professional goals, such as improving their chances of
admission to an Englishlanguage university or enhancing their employability in an
international job market.
Internet resources have revolutionized language learning by providing
learners with access to a wealth of resources that were previously unavailable. The
effectiveness of internet resources in achieving different language learning goals
varies depending on the nature of the goal and the type of resource used.
One of the primary benefits of internet resources is that they provide learners
with access to authentic language materials such as news articles, podcasts, videos,
and social media platforms. These resources allow learners to develop their
listening, reading, and comprehension skills in a more natural and realistic way,
which can be difficult to achieve with traditional language learning materials.
Another advantage of internet resources is their ability to provide learners
with interactive and engaging language learning experiences. Many online
language learning platforms offer gamified learning experiences, interactive
quizzes, and multimedia content that can enhance learner motivation and
engagement.
Internet resources are also useful for learners who wish to focus on specific
language skills, such as grammar, vocabulary, and pronunciation. A wide range of
16
online resources such as language learning apps, language exchange websites, and
video-based language courses can provide learners with targeted practice and
feedback on specific language skills.
Internet resources also provide learners with flexibility in terms of time and
location. With online language learning resources, learners can access language
learning materials and practice their language skills at any time, from any location
with an internet connection. This flexibility is particularly beneficial for learners
with busy schedules or those who live in remote areas where access to traditional
language learning resources may be limited.
However, it is important to note that not all internet resources are equally
effective in achieving different language learning goals. Some online resources
may not provide learners with accurate or up-to-date information, while others may
not provide adequate practice or feedback on specific language skills. Therefore, it
is important for learners to carefully evaluate online language learning resources
and choose those that align with their specific language learning goals and needs.
Internet resources can be highly effective in achieving different language
learning goals, particularly in terms of providing access to authentic language
materials, interactive and engaging language learning experiences, and flexibility
in terms of time and location. However, it is important for learners to carefully
evaluate online resources to ensure that they are effective and align with their
specific language learning needs.
In conclusion, the use of internet technologies in English language teaching
is becoming increasingly important in helping learners achieve various language
learning goals. These technologies provide learners with access to a wide range of
resources, authentic language use opportunities, and personalized feedback and
support, which can enhance their language proficiency, communicative
competence, and intercultural communication skills.
The importance of internet technologies in language teaching is particularly
evident in the context of remote and online learning, which has become more
prevalent in recent years due to the COVID-19 pandemic. Internet technologies
have provided learners with a means of continuing their language learning in a
virtual environment, with the added benefits of increased flexibility, autonomy, and
accessibility.
However, it is important to note that the use of internet technologies in
language teaching should be approached with caution, as it can also have negative
impacts on language learning if not used effectively. For example, over-reliance on
technology can lead to a lack of face-to-face communication and interaction, which
can hinder the development of important language skills such as pronunciation and
intonation.
Therefore, it is important for language teachers to carefully consider how
internet technologies can be effectively integrated into their teaching practice to
support the achievement of language learning goals. By using a variety of
technology-based tools and resources in combination with traditional teaching
17
methods, teachers can help learners to develop a well-rounded set of language
skills that will prepare them for success in an increasingly interconnected world.

1.3 Online tools for learning vocabulary in the classroom in English

One of the main tasks of improving the system of school education is to

create conditions for self-realization and development of students. One of the ways
to optimize, intensify the educational process, focused on both educational and
educational goals, are innovative technologies, primarily associated with the
introduction of computer and Internet technologies into the educational process
[13]. Modern realities and the transition of most educational institutions to distance
learning have shown that in modern realities it is already difficult to imagine
teaching foreign languages without using online tools.
The experience of distance learning not only pointed out the shortcomings of
knowledge in the field of information education, but also brought novelty to the
modern learning process. It can be seen that many online tools are now actively
used by teachers in full-time English lessons in secondary schools [14, 256].
At the moment, the term "online tools" has not yet become firmly
established in everyday life. What can be called online learning tools? Online
learning tools (digital tools, online services, web services, online resources, digital
resources, digital tools) of learning can be called the entire arsenal of means of
presenting information on the Internet - sites, smartphone applications, forums,
social networks and everything else, somehow connected with the Internet [15].
Recently, you can notice that there is a popularization of the use of online tools for
learning foreign languages.
This is due to the development of technology and the so-called "generation
theory", according to which each generation has its own typology of behavior in
relation to information technology - for generations Z (children born from 1997 to
2012) and Alpha (children born after 2012). ) it is simply impossible to imagine
your life without smartphones and Internet technologies [16]. The use of online
tools in teaching English in high school has a number of advantages.
Firstly, their use 16 brings newness to the learning process - it is not often
that a teacher asks students in class to take their smartphones out of their briefcases
instead of putting them away. Students are always open to something new, unusual,
and online tools contribute to their interest in the subject, as well as establishing a
good relationship with the subject teacher. The use of digital tools optimizes the
learning process as a whole - time is saved in the lesson if the Internet connection
in the classroom is sufficiently stable; the time spent on independent work, as well
as on checking homework by the teacher, is reduced. Doing homework by students
on certain sites automates their verification by the teacher - the neural network
performs the verification, and the teacher only needs to verify the accuracy of such
verification; thanks to online tools, a teacher can find out the progress of each
18
student, check whether a topic has been mastered simply by going to a certain site
or opening an application [17].
Online tools are now emerging as an excellent, and possibly necessary, way
to learn vocabulary. It is the study of vocabulary that can cause certain difficulties
for students - it can be difficult for students to memorize a number of new words in
a short time and learn how to apply the studied vocabulary in various
communicative situations. With the development of communication technologies,
new applications and sites for learning the language appear every day, so the
choice of online tools for teaching English vocabulary is huge and now completely
depends on the goals and objectives of the teacher. Consider some of the most
popular online tools for learning English vocabulary, the use of which is possible
both during distance learning and during the usual full-time education in high
school.
Currently, online tools act as an excellent and perhaps necessary way to
learn vocabulary. Learning English is impossible without learning its vocabulary,
and it is this layer of the language that can cause students certain difficulties – it
may be difficult for students to memorize a number of new words in a short time
and learn how to apply the learned vocabulary in various communicative
situations. Having considered and analyzed various online tools for learning
English vocabulary, it is clear that online tools can help students in mastering the
lexical layer of the language.
Kahoot and Wordwall as tools for creating online Kahoot quizzes! – this is a
free platform for learning in a playful way, used in educational institutions. Games
on the Kahoot platform are multiple–choice quizzes; the name of the application
has become a household name, so quizzes created on the platform are called
kahoots. The teacher can create his own quiz on any topic or subject, or choose a
ready-made quiz from the quiz bank.
The Kahoot platform, as well as Quizlet, is available for use on any device;
an Internet connection is required to use the platform. The platform provides
modes for self-study of lexical material and its development, as well as for group
games and competitions both in the framework of distance learning and in the
framework of face-to-face classes. Quizzes are tests with multiple choice answers
– as a rule, there are four possible answers, but there are also questions with two
possible answers (true or false). It is noteworthy that the teacher can supplement
the kahuts created by him with images, audio and video materials.
To conduct quizzes in the classroom, the teacher needs a computer and, if
possible, a projector on which questions will be displayed, as well as the results of
students. To create and organize a quiz, the teacher also needs to register on the
platform; students do not need to register – they only need to have a smartphone
with a stable Internet connection. There are two main quiz modes in Kahoot. The
classic quiz is a competition game between students individually. The teacher starts
the quiz on the computer, presses the "Start" button, students open the Kahoot app
on their smartphones, enter the quiz PIN, and the quiz begins. Students see
19
questions, answer options, and answer them using personal smartphones. Students
can see questions and answer options on a projector, monitor or other similar
device for demonstration in the classroom. A specific color and geometric shape is
used for each question and answer.
The pace of quizzes is regulated by the teacher by introducing a time limit
for each question. After each question and at the end of the test task, students can
see their results on a projector or computer monitor. This mode is suitable for
checking the learned material, or for repeating previously studied material, as it
allows the teacher to find out how much each student is guided in the topic he has
passed. Team quiz (Team Kahoot) is a game competition between teams.
To participate, students enter the game code, and the application distributes
them into groups. In groups, the guys, conferring, choose the right answers to
questions. The group mode is most interesting for use in the classroom, as it
promotes the formation of friendships in the classroom, increases the interest and
motivation of students to study the subject.
This mode can be compared with the previously discussed Quizlet Live –
both games involve group work and the use of a smartphone. However, Kahoot
differs from Quizlet in its essence – Quizlet Live implies a multiple choice test
within the term and its meaning, while Kahoot offers questions on various topics.
The use of Kahoot quizzes is not limited to organizing games and competitions in
the classroom. The teacher can also ask students to take a quiz as a homework
assignment. To do this, the teacher must create his own kahut, choose the date of
completion of the work and send a link to the quiz to his students. The teacher will
be able to view the progress and correctness of each student's assignments from his
device and evaluate their work [18].
Thus, the Kahoot platform can be described as the most popular online
learning tool, because this platform allows you to create questions for quizzes on
various topics, that is, with its help, it is possible not only to work out lexical
material, but also grammatical and country studies.
The Kahoot platform can be used both as a primary fixation of lexical
material in the lesson, and for repeating previously passed lexical units. The
options for using the Kahoot platform are limitless – a lot depends on the
imagination and creativity of the teacher.
Another option for testing students' knowledge on the topic is the WordWall
platform. Unlike Kahoot, WordWall exercises are real interactive games. The
platform provides game templates, so it is easy to use. Unlike the previously
discussed platforms, the WordWall platform exists only in the format of a website
that can be accessed through a browser, so its use in English lessons is possible
only in a computer classroom.
Nevertheless, this platform is ideally suited for the distance learning format,
as it acts as an excellent 24-hour tool for introducing, practicing and repeating
lexical material [19]. Exercises on the platform, as already mentioned, are real

20
computer games, which arouses genuine interest among schoolchildren and
increases their motivation for the subject.
The free version of the platform provides 18 game templates; the paid
version provides more opportunities for creating games. The teacher chooses game
templates at his discretion based on the goals, objectives of the lesson, as well as
the classroom software. The teacher can also take advantage of the achievements
of his colleagues from around the world, just by sending a link to a game already
existing on the platform to his students.
As a presentation of new lexical material, the teacher can create flash cards
(Random cards). This mode is also suitable for working out the material – the
teacher can ask students to make a sentence with a word dropped on the card. The
principle of operation with this mode is the same as with conventional flash cards.
The wheel of Luck (Random wheel) offers a random selection of tasks,
suggestions, questions or topics for work.
The teacher presses the "Start" button, and the wheel starts its rotation,
stopping at a random window. This mode can be used at the stage of working out
lexical material – a sentence with a missing word can be entered in the windows,
which students need to insert according to the meaning. Working in this mode does
not require each student to have a PC, for such a game it is necessary to have a
teacher's computer and a projector on which the game process will be
demonstrated.
The wheel of luck can also be used at the stage of lexical skills control, when
teaching speaking on a situational basis, as well as when distributing topics of
dialogues. The WordWall platform provides templates for creating crosswords,
anagrams and word search puzzles – one of the most popular 25 ways to practice
and repeat the studied lexical material. Find the Match is an exercise to compare
pictures, sentences, words or their definitions. Exercises of this type are often used
in the study, consolidation and control of lexical material.
Finally, the Quiz gives you the opportunity to create a questionnaire-test
with six answer options. The principle of operation in this mode is almost the same
as in the previously described Kahoot – this is a multiple choice quiz, but the
difference is that students take part in the quiz only in individual mode, and use a
PC instead of a personal smartphone. The quiz can be used at all stages of
mastering the material: when teaching and practicing lexical skills; for conducting
complex testing or preparing for tests. [20, 278-287].
From all of the above, we can conclude that WordWall is a multifunctional
platform suitable both for learning vocabulary in English lessons and for learning
other aspects of the language.
The platform provides a wide range of online learning tools, which can be
varied depending on the goals and objectives of the lesson.
Special attention should be paid to the fact that the content of the created
game according to one template can be easily changed to another type of game,

21
and the platform does this automatically. Thus, the same material can be worked
out in different ways.
We have reviewed various online tools for learning vocabulary in English
lessons - each of them has its own advantages and disadvantages. The online tools
we have considered can be used both as part of distance learning and as part of the
usual face-to-face training.

22
 2 Effectiveness of using digital technologies to provide differentiated
classroom to english language learners in high schools

2.1 Specificity of English lesson planning using Digital technologies

After analyzing the theoretical aspect of the research, we decided to have

practical research where we could prepare an e-course to enhance reading skill
and use an online platform to improve speaking skill of students B2 level.
Through practical research we would like to have an experiment and analyze the
results and efficiency of the prepared materials.
The experiment was conducted at SCHOOL during an internship with the
th
7 grade students. The students have English lessons 3 hours per week.
The main focuses while selecting the Digital technologies were easy to use
via cell phone and a laptop and have opportunity to collaborate within a platform
for project and group works. The decision to move away from the traditional PPP
strategy and adopt a more flexible and student-centered approach reflects a
commitment to promoting more effective and engaging English language
instruction at the B2 level. By utilizing a range of techniques and methods that
align with the needs and preferences of individual learners, the new lesson plan
model is designed to foster a more dynamic and interactive learning environment
that promotes more effective learning outcomes.

Table 1
Model of a lesson plan
Topic:
Aim:
Target Audience:
Form of organization:
Skill:
Part of the lesson Aim Time/ resources

Lead-in

Main part

Practical part

Reflection part Feedback

23
 Homework

Helpful resources for self-studying

Example of the Lesson plan structured using the template shown in Table 4
is given in Appendix B.
To prepare a model for lesson plan Madeline Hunter’s ‘7 steps Lesson plan’
structure was revised and some elements were used. Lesson starts with the Lead-
in part where the teacher focuses students’ attention on new topics. Students have
to find out the topic themselves through inquiry questions and topic related
evoking tasks. Main part of the lesson takes the topic related and skill oriented
presentations followed by the practical part of the lesson. During the internship
Mentimeter was used to connect prior knowledge with new topics answering the
questions option and forming ‘word clouds’ options were utilized. We tried to use
a student-centered approach as much as possible with students. Thought-
provoking questions were produced by students and elicited by teachers. In a
student-centered approach teachers give students a chance to take an active role in
activities, even if they do not have content skills. It helps students to take a lead
in a classroom. The next stage is the Reflection or providing feedback stage
where we used models of ‘teacher to student’, ‘student to student’ and ‘student to
teacher’ forms. It’s a crucial part of the lesson where students get the opportunity
to reflect on their learning process and outline new short-term or long-term goals
in learning for themselves. After giving homework we have helpful resources for
the selfstudying part, where we share useful and helpful online resources for
students for further development. It enhances cognitive skills of students as well.
Students can revise at their own pace and find out more information concerning
the theme learnt at school. Also this part was used to share helpful information for
developing English, interesting events held in our city and media resources the
students may use for enriching vocabulary and developing international
mindedness. This template was developed and used with little or some changes
throughout the internship.
To plan the lessons and utilize Digital technologies precisely Gagne’s Nine
events of instruction were used for planning the lessons. According to Gagne
there are (see Figure 3):
1. Gain attention
2. Inform learner of objectives
3. Prior learning
4. Present content
5. Provide guidance
6. Practice
7. Provide feedback

24
 8. Assess performance
9. Enhance retention and transfer stages in a lesson.
10.

Figure-1 Nine events of Instruction

The first stage is gaining attention. It’s important to hook students’

attention and manage the peak of their interest. Here various Digital technologies
resources may help like interactmy.com and Mentimeter. In the second stage we
present the objectives for students and show the aiming result which will help
them to be focused and know the aiming result. To display it Canva.com was
picked. Then we encourage students to integrate previous knowledge with a new
topic. Through Quizziz and Socrative media resources this stage was
implemented. In presenting the knowledge we can retraite information through
various forms of media such as Canva, Padlet and Stepik.org. To provide
learning guidance, teachers have to help students learn. Using G-suit students
were introduced to assessment rubrics for their project works, writing and
speaking tasks. Inside of G-suit Google Document was used to share information.
Google Document is easy to create, share and collaborate. And several people can
work at the same time together which makes it convenient for usage. It was used
for providing scaffolding throughout the learning process. During internship
Stepik.org was used to scaffold students' learning process. There were Units for
self-studying and models were given to implement project works. Eliciting
performance or practice is the stage where students apply the knowledge they
have learnt. For this stage quizzes, tests and collaborative tasks were given to
students and the work was facilitated by us. In order to get instant results
Socrative and Google Forms were used during the lessons. Students could get the
results with answer keys in order to avoid the same mistakes next time and for
self-correction. Feedback stage is one of the vital stages of the lessons thus it
helps to identify gaps and prepare a work plan for students. There are some types
of feedback which re illustrated below (see Figure 2).
25
 Figure-2 – Types of feedback

In assessing performance stage teachers may check to see if the course

objectives have been met in terms of the expected learning outcomes. During the
internship Digital technologies was used to assess the comprehension of the learnt
topic.
The last stage is enhancing retention and transfer. Giving students the
chance to relate course material to prospective real-world applications can aid in
their memory retention. It’s important to connect units and not to isolate course
content from curriculum. The students can see a holistic picture of acquired
knowledge and will develop functional literacy if they can apply knowledge they
have learnt in other units and subject areas as well.
We had chosen Gagné's nine events of instruction framework to prepare
and present instructional content while taking into account and addressing
conditions for learning.
In order to enhance and improve learning skills it was decided to use
Digital technologies at different stages of the lesson. Lesson consists of four main
stages: Lead in, main part, production part and reflection. First, teachers have to
prepare their lesson without regard to Digital technologies. They can decide
according to a topic lesson objective, outlines, content of the lesson taught and
strategies to use during the lesson. Concerning those appropriate Digital
technologies resources are selected and utilized. Digital technologies resources
are used to foster a learning process.
For the ‘Lead in’ stage as in a traditional lesson, we focus students'
attention to the new topic and acquainting them with the purpose of the lesson.
Brainstorming questions can be used at this stage. Or this stage can be replaced
with warm-up activity which is not concerned with the topic straight, but helps to
26
organize and prepare for the main stage of the lesson. For instance, Intercaty.me
suggests the idea of ‘Fortune cookies’ template (see Figure 3). Where users have
the opportunity to customize or use ready predictions (see Figure 4). Apart for
Digital technologies resources in class activities can be used in order not to
overuse media resources during the lesson.

Figure-3. Interacty.me in Lead-in of the lesson

Figure-4. Interacty.me ‘Fortune cookies’ activity

Main part of the lesson takes approximately 25-30 minutes. After

examining different media resources, it was decided to choose Stepik.org for
fostering reading skill of the students. This resource mostly was used during this
stage of the lesson, but according to a lesson plan sometimes it was decided to
utilize it during production and homework parts as well. Stepik is an educational
platform designed to create and distribute interactive educational content, as well
as provide various types of automatically evaluated tasks with real–time feedback.
The platform is suitable for many types of e-learning, from private classes on
campus to massive open online courses (MOOCs). When developing Stepik, the

27
requirements of computer education are taken into account so that this platform
effectively meets the educational needs of students.
Stepik is a platform that makes English teaching more effective by
providing powerful content creation tools for teachers and the best interactive
learning experience for students.The Stepik platform consists of a certain set of
free classes and lessons. Every student is able to create their own interactive
course. At the same time, the authors of the training materials retain copyright.
Stepik has extensive opportunities to create online courses, training sessions and
lessons using texts, videos, pictures, test tasks, during which you can have
discussions with other students, as well as with the teacher. In total, Stepik
includes 20 types of tasks, and their verification is carried out both in automatic
and manual mode.
We see the advantages and potential of the Stepik platform in the
following: – the boundaries of the educational process are expanding: students can
access educational materials from any place convenient for them;
– conducting classes outside the classroom, which is convenient
enough not to depend on the time frame; if students are absent, they can review
material using the course. – an educational institution significantly benefits in an
economic sense, since it does not require the purchase of personal computers and
paper educational literature; – the distribution of training materials among users is
simplified thanks to wireless networks;
– and, finally, improving the assimilation and memorization of lesson
materials, as well as increasing interest in the subject.
During the internship, a reading course for an experimental group was
created. All the students enrolled in the course.

Figure-5 – Stepik.org discussion box

Students were involved in discussion sections where they had the

opportunity to interact and read each other's responses (see Figure 5). Multiple
answers tasks, matching, gap-filling and various types of writing were included in
the course. Screenshots from a course we created are attached in Appendix C.
28
 To enhance speaking skill Padlet Digital technologies resource was
selected. The Padlet options are very diverse and very convenient. The teacher
can upload and display videos, photos, or documents for students to see and react
to. This way, all students participate in the learning process and can comment on
the same photos, videos or contribute other sources to them, and everyone can see
the responses of the groups (each comment begins with the student's name so that
everyone knows who the author of the comment is). Therefore, Padlet is used for
collaborative work on collecting ideas, brainstorming, collecting works and then
presenting in class. Padlet can be used in real time in the classroom with all
students joining the board at the same time, or be implemented as a means for
independent assignments and projects. By working with the Padlet service, it
allows you to organize the stages of activity on the project technology more
efficiently and productively, because it has:
- ability to publish files of all formats;
- possibility of collective (group) work;
- possibility of correction and editing of documents;
- the possibility of regular feedback between the teacher and the
project participants;
- the possibility of gradual introduction of information with its
presentation in one place – on one board, which creates a general idea of the
project as a whole;
- attractive and bright appearance;
- the ability not only to save files, but also to display many of them in
a convenient built-in viewer that appears on top of the wall;
- easy access via a link that can be edited and made simple and short
- privacy and inaccessibility of the project page for outsiders; - ability
to work on Android and iOS smartphones; - free access to the creation of 5
boards.
During the internship Padlet was used for project works, team works and as
a creative task collecting tool. Students collaborated and posted the works on the
board, which made it time efficient to present during class sessions.
To check comprehension of the learnt theme, a Socrative media resource
was used. The Socrative mobile application allows you to monitor the level of
comprehension of educational material by students through conducting surveys,
tests, quizzes. With its help, the teacher can create questionnaires with open
questions and tests with answer options. As a result, the teacher receives statistics
for each student and a summary table of results. The result of the survey is visible
to the teacher and students (at their request) in real time. In the resulting report in
the form of a table, the teacher can see which sections of grammar cause the
greatest difficulty for students, how successfully certain lexical units and lexica-
grammatical structures have been mastered. Socrative allows:
● to create up to 10 off charge tests ● students may receive instant
feedback
29
 ● teachers may set the time for the test. Set a time for a specific period
when the report is going to be collected
● different options of quizzes such as multiple options tasks, gap filling
and true or false tasks
● duplicate and share your works ● unlimited participants of the test
● results report in different forms. You can choose an individual report
for a student or whole group results
We had two groups to observe for the experiment, one experimental and a
control group with 16 and 17 students. The experimental research was between
September and December 2023.
The two groups passed a test to identify the language proficiency and for
further research the identified proficiency level was a base to build up the lessons
using Digital technologies. The criteria for selecting groups for the experiment
were the general English language program, their simultaneous implementation of
the curriculum, approximately equal degree of learning and mental abilities of
students, which was established by analyzing the results of previously performed
entry tests, during a conversation with a subject teacher and observing students.
We created diagrams to graphically show the level of learning by
comparing the academic performance in the chosen groups by computing the
average score when executing the current control on two previously studied topics
(see Figure 8).

Figure-6. Results of the entry test

30
 The average score in the experimental group was 4, in the control group -
3.7.
After analyzing the academic performance, we set a goal to develop a set of
tasks concerning reading skill using Stepik.com and utilize Padlet to foster
speaking skill for the experimental group, aimed at improving learning of the
students.

2.2 Practicality of digital devices in English class to provide differentiated

classroom

The next step in our development phase is that we conducted the following
questionnaire survey for our experimental group. The research will use a
quasiexperimental design, where participants will be divided into two groups, an
experimental group that will use Stepik.org for reading practice, and a control
group that will receive traditional instruction. The participants were administered
pre- and post-tests to assess their reading comprehension and vocabulary
acquisition. In addition, a survey questionnaire was used to collect data on
students' motivation to read and their perceptions of using Stepik.org for reading
practice.
Reading is an essential skill for academic success, particularly in high
schools where students are required to read and comprehend large volumes of
texts. However, many students struggle with reading, and traditional methods of
instruction may not be sufficient to improve their reading skills. Fortunately,
digital technology offers new opportunities for improving reading skills in a more
engaging and interactive way.
Experimental group students were asked 6 questions.
To the first question If they were familiar with Stepik.org platform 69,2 %
answered yes, 15,4% percent responded they had heard about the platform, but
never used it and 15,4% answered no (see Figue 9). The pie chart depicts that
students were familiar with the platform, but to the question ‘Have you enrolled
the course in this platform?’ the biggest number of students replied No 69,2 %,
15,4% of students answered yes and a similar number of students answered
‘Planning in the future’ with
‘No, didn’t know about it.’

31
 Figure-7. Survey result in a pie chart

The result of this survey showed that students are interested and ready to
work with this platform in order to foster and develop their reading skills.
After careful consideration, we decided that Stepik.org would be the ideal
platform to build our online course. By using Stepik.org during our lessons, we
can provide our students with a range of interactive courses and quizzes to
improve their reading skills. We also plan to assign homework on the platform to
further reinforce their learning. Stepik.org's personalized learning algorithm is
particularly valuable for our students. By adapting to each student's level and
progress, we can ensure that every student is receiving the support they need to
improve their comprehension, vocabulary, and critical thinking skills. This
personalized approach means that our students can work at their own pace and
receive targeted feedback and recommendations to help them overcome their
weaknesses. As an online learning platform, Stepik.org allows our students to
access course materials and complete assignments from anywhere, at any time.
This makes it easier for our students to fit their learning around their other
commitments and ensures that they can continue to progress even if they are
unable to attend in-person classes. In the table below (see Table 5) are suggested
some ways to use Stepik.org for this purpose in Table 5.

Table 2
How to use Stepik.org for educational purposes
1 Create a course on reading comprehension: create a course on Stepik.org that
focuses on improving reading comprehension skills. The course can include
various exercises, such as reading passages and answering questions,
identifying main ideas and supporting details, summarizing information, and
making inferences. It can also provide feedback on the students' answers and
track their progress.

Continuation of the table 2

32
 2 Assign readings and quizzes: assign readings from textbooks or other sources
and create quizzes on Stepik.org to test the students' understanding of the
material. This can help students develop the habit of reading regularly and
improve their comprehension skills

3 Provide feedback on writing assignments: assign writing assignments that

require students to read and analyze texts. For example, ask students to write a
summary of a chapter from a textbook or to analyze an article from a scholarly
journal. Stepik.org can be used to provide feedback on the students' writing
and help them improve their reading and writing skills
4 Using interactive exercises: Stepik.org offers various interactive exercises that
can help students develop their reading skills. For example, use the "Fill in the
blanks" exercise to test students' vocabulary knowledge or the "Multiple
choice" exercise to test their comprehension skills.

Stepik.org is a useful tool for improving reading skills among students. By

creating engaging and interactive courses and exercises, teachers can help
students develop their reading comprehension skills and prepare them for
academic success. For our experimental group we built a course named 'Basic
English’. The course that we designed was carefully planned and aligned with the
national curriculum to ensure that our students receive a comprehensive and high-
quality English language education. We also utilized tasks from the ‘New English
File’ book to provide a wide range of language exercises and activities for our
students. All 16 students enrolled in our course and got access to the modules.
This level of engagement demonstrates the students' interest in learning and their
confidence in our approach to teaching. Throughout the experiment, we created a
total of 7 modules. Each module was designed to be engaging and interactive,
with a range of exercises and activities that catered to different learning styles and
abilities. (see Figure 8).

Figure-8. Interface of Stepik.org created course

33
 During the course reading tasks were organized according to pre-reading,
whilereading and post-reading task’s structure. Mainly for pre-reading tasks
students were directed to whole group discussion (see Figure 9) giving them
opportunity to connect new topics with prior knowledge and share their
experience.

Figure-9 – Discussion forum in Stepik.org

In Stepik.org creators may use features like gap filling, multiple choice
answers, matching, putting in the correct order (see Figure 10) and giving
responses. In order to make modules interactive and interesting, mostly all
features were used in one lesson.
Deadline wasn’t set for students in order to give them an opportunity to re-
do the tasks and for students who didn’t attend the lessons to do tasks on the
platform. After completing the tasks students’ answers were checked
automatically showing them incorrect and correct answers. Students had the
opportunity to review text again and submit answers several times in order to
improve their reading skills and text comprehension. The platform also prepares
the percentage analysis of comprehension and completing the task. Which allows
the teacher to analyze the weaknesses and strengths of the material learnt.

34
 Figure-11. Putting in the correct order task

As course creators, it is essential to understand how our students are

engaging with the course content and to identify any areas where they may be
struggling. Stepik.org's analysis feature allows us to do it. We can view detailed
reports of each student's progress, including how long they spent on each module,
how many attempts they made on quizzes, and how they performed on different
types of questions. (see Figure 12).

Figure-12. Analysis of engagement of students on Stepik.org

All the tasks were taken from the ‘New English File’ book. The tasks on
the platform were designed to do them individually. Students had quick access to
their results and could interact through whole group discussion chats. Platform is
available to use on smartphones along with computers and tablets. Which makes
it convenient in use. Students had an opportunity to complete the tasks anywhere
and anytime they wanted. As course creators we had notifications of student’s
actions and were able to provide feedback anytime.
35
 A class was established on a designated platform and an invitation link was
issued to students in order to expedite their enrollment. All 16 participants in the
experimental group successfully joined the class and gained access to the initial
lesson. Lesson 1.1 was structured around a text ‘David Goliath or Waterstones
versus Amazon …’. Pre-reading task was prepared as brainstorming students
looked at the text title and guessed the main idea of the text. Answers were
submitted for assessment.
While-reading Multiple choice answers task was given to students. Each
question was displayed separately and automatically checked. Students had access
to scan the text every time a question appeared. (E.g. Read the article and choose
a, b or c.: 4. Daunt thinks a good bookseller should ________. A)be able to
recommend suitable books to customers
b) be able to copy what Amazon is doing
c) have read every book in their store)
with the words they can recall from the text. n many of the chain's 275
(E.g. I _____
across the UK)
Post-reading Students as a comprehension task after reading do a gap-
filling tak
Connecting text with everyday life tasks Students express their opinion in a
written form and submit their answers. “ James Daunt says that 'People will
always want to go to shops'. Do you agree? Why/Why not? (50-60 words)”. All
the tasks were structured in pre, while and post reading tasks.
In a questionnaire survey we had at the end of the experiment students were
asked the question “Do you think platform is convenient to use? ” 69,2 % of
students chose the answer ‘Yes’. On a question ‘Can the platform be used as an
additional tool for educational purposes?’ 69,2 % of students answered ‘Yes’ (see
Figure 14).

Figure-13. Pie chart from the survey

36
 Stepik.org is a Digital technologies platform that can be used by school as a
classroom tool. There are some ways to use Stepik.org in classes:
1. Creating courses: Create courses on Stepik.org that will help students
learn and test their knowledge. Courses may contain video tutorials, quizzes,
practice assignments, and other materials to help students better understand the
topic. In addition, Stepik.org can be used to organize webinars and other online
events.
2. Working with tests: Stepik.org provides tools for creating tests and
surveys. Platform can be used to test students' knowledge and evaluate their
progress. Quizzes can be created based on open sources such as Wikipedia or
Khan Academy.
3. Feedback: Stepik.org allows to leave comments and feedback on
assignments and tests. It can be used to provide feedback to students and help
them understand a topic better.
4. Organizing group assignments: to organize group assignments. For
example, create a course in which students work in groups to solve problems and
discuss materials. This will help students develop teamwork and communication
skills in English.
5. Individual work: Stepik.org can also be used for individual work of
students. Assign tasks and tests that students will complete on their own. This will
help them learn the material more effectively and develop independent work
skills.
Creating and using a course on Stepik.org has several positive aspects:
Availability: Courses on Stepik.org are available to everyone, wherever
they are. This makes education more accessible to people.
Flexibility: Stepik.org allows you to create courses that can be studied
anytime, anywhere. This gives students more flexibility to learn at their own pace.
Interactivity: Courses on Stepik.org can be interactive and include quizzes,
assignments, and other forms of active learning. This helps students to understand
the material more deeply and remember it for a longer period.
Structured: Courses on Stepik.org can be very structured and consist of
several modules, each of which can be divided into several lessons. This helps
students to navigate the topic more easily and gradually absorb the material.
Feedback: Stepik.org provides an opportunity for students to receive
feedback from teachers and other students. This helps them better understand the
topic and improve their skills.
Grade assessment: Courses on Stepik.org can be used to assess student
progress. Grades can be based on quizzes, assignments, and other forms of
knowledge assessment, which helps educators understand how well students have
learned the material. To sum up, using and creating a course on Stepik.org has
many positives that can help students learn more effectively and develop their
skills.

37
 In order to improve students' speaking skill, collect the works and make
collaboration works, the Padlet platform was chosen. A Padlet is an online tool
that allows the creation of virtual "walls" for the exchange of ideas and
information. It can be used to gather information and improve students' speaking
skills. The Padlet platform is a powerful tool for improving English speaking
skills. By providing students with opportunities to participate in dialogues and
share their opinions, Padlet can help them to become more confident and
proficient speakers. One of the key benefits of using Padlet for English speaking
practice is the opportunity to engage in dialogues with others. This type of
interactive communication is essential for improving speaking skills because it
allows students to practice in a natural, conversational setting.

38
 Table 3
Utilization of Padlet to improve speaking skill
1 Creating a "wall" to discuss a topic: to create a "wall" on the Padlet to discuss
a topic that will help students improve their speaking skills. For example,
students can be asked questions and ask students to express their opinion on a
topic, express their thoughts and arguments, and comment on the opinions of
other students. This will allow students to develop the skills of persuasive
expression of their thoughts in English.
2 Collection and discussion of materials: platform can be used to collect
information on a topic and then discussed with students. For example,a
"wall" board can be created to collect news articles, videos, and other content
on a particular topic, and then students can comment on that content. This will
help students develop the skills of analysis, critical thinking and expressing
their thoughts in English.
3 Hosting a Virtual Discussion: Padlet can be used to host a virtual discussion
on a topic. For example, create a "wall" and divide it into different topics,
then ask students to comment on each topic and discuss the views of other
students. This will allow students to develop the skills of oral expression,
listening and arguing their thoughts in English. (Especially during online
lessons)
4 Creating Projects: platform can be used to create projects to help students
improve their speaking skills. For example, create a "wall" to create role-
playing games, where students will role-play and communicate in English.
This will help students develop improvisation skills

The use of a 'Creative tasks' board on Padlet provides a convenient platform

for students to upload their works without the need for registration or app
downloads. This saves time and makes it easier for both students and educators to
access and view the works. With Padlet, students can easily upload their
presentations, documents, and other works onto the board with just a few clicks.
This eliminates the need for teachers to navigate through various online platforms
to collect and review the students' works, thereby streamlining the process and
making it more efficient. Furthermore, Padlet offers a range of features that can
enhance the learning experience. For example, teachers can provide feedback on
students' works through comments, stickers, and annotations. This helps to create
a more interactive and collaborative learning environment. Padlet makes it easy
for students to showcase their creativity and share their work with others. By
simply uploading their projects to the 'Creative tasks' board, they can easily get
feedback and engage with their peers.

39
 Figure-13 – Screenshot of Padlet board

Students uploaded their works and presented them in class. Padlet allows
students to attach the link or pdf, word and jpg files (see Figure 15). Links from
Canva could be attached to a board. Mostly students used that platform for
creating Infographics and slides.
The Padlet platform can be a great tool for students in order to improve
their English-speaking skills. There are some implementation activities:
Discussion Topics: to create a Padlet board for discussing topics in English
that students will be interested in. Pictures can be added, videos, or links to
resources to help students talk about the topic.
Role Playing: to create a Padlet board for the roles. Students can choose a
role and have a dialogue in English with other students. This can be useful for
practicing different scenarios, such as ordering food in a restaurant or conducting
an interview. Presentations: to have students create presentations in English and
upload them to the Padlet. The rest of the students can view the presentations and
ask questions in English to help the representative speak better and improve their
speaking skills.
Voice Recording: to create a Padlet board where students can record their
voice and share with other students. This can be helpful for practicing
pronunciation and accent, as well as listening to your own voice and improving
your speaking skills.
Virtual Chat: to use the Padlet to create a virtual chat where students can
chat in English. This can be helpful for practicing speaking skills and developing
confidence in speaking English.
One of the main advantages of using Padlet in English lessons is the ability
to create an interactive and dynamic learning environment. Padlet allows students
to interact with each other, share opinions and ideas, which contributes to more
active participation in the lesson and improves their English-speaking skills.
Another advantage of Padlet is its ease of use. Students do not need special
training to work with the platform, as it has a simple and intuitive interface. In

40
addition, Padlet allows you to access lessons and materials anytime, anywhere,
providing flexibility and ease of learning.
The book used for the English course has tasks arranged for all four skills
covering reading and speaking skills. Reading tasks were taken from the book.
They were copied to Stepik.org platform but tasks were modified in order to make
them more interactive. Immediate feedback from the platform evokes motivation
of students and gives them opportunity to work at their own pace.
Using Padlet during the lessons were mostly around creative activities.
These creative tasks were created especially for students and their level. The
added benefit of using Padlet was the convenience it provided for both teachers
and students. Rubric and additional resources were attached to the platform which
makes it convenient for students to have access anytime they want. By
incorporating differentiation and rubrics into the tasks, the use of Padlet allowed
for greater flexibility in catering to the individual needs and abilities of each
student. This made it easier for students to stay engaged and motivated, and to
take more ownership of their own learning.
Padlet was primarily utilized in a classroom setting for collaborative efforts
and the aggregation of work. To illustrate, a specific task can be examined
whereby students were presented with sentences containing prepositions in bold
in given sentences. The students were then required to capture photographic
depictions of the actions described in the sentences, which were subsequently
posted on Padlet. Peers from other groups were tasked with identifying the
corresponding sentences you can see in Table 7. This activity not only facilitated
the development of language skills, but also fostered collaboration and critical
thinking among students. The creative tasks were carefully designed to align with
the learning objectives of the lesson and to cater to the specific needs and interests
of the students.
Ultimately, this exercise engendered the improvement of language
proficiency as well as the cultivation of collaborative and critical thinking
competencies.

Table 4
Activity “Photo hunt”
Sentences Photos
They are laughing at me.

41
 A plane flew above the city.

There is a box under the chair.

She is walking across the class towards the window.

Students made predictions about sentence structures and the correct usage
of prepositions in conjunction with visual representations. Each group was
assigned a distinct set of prepositions and engaged in peer-assessment. As a part
of the experiment all students were instructed and introduced to these platforms.
90% of students worked with the platforms for the first time. But it didn’t hinder
or slow down the process because platforms are easy to use. Students were
obliged to work with Stepik.org once a week and according to the tasks with
Padlet. Finally, we highlighted and explained the main features of the experiment.
All findings are going to be discussed in the following section.

2.3 Facilitating student`s digital competence

This section of our empirical investigation presents the conclusive

outcomes of our English language classroom experiment, which involved the
utilization of digital technologies tools. Our research methodology incorporated
Padlet.com and Stepik.org as the primary platforms for organizing speaking and
reading comprehension tasks. Stepik.org facilitated a versatile learning
environment wherein students were able to engage in individual, paired, and
group work, as well as participate in class discussions. The images presented
below capture the diverse interactive activities that were facilitated on the
42
platform. Platform allows to have discussion boxes for group of students (see
Figure 16).
The utilization of discussion boxes provides a potent mechanism to support
group learning and collaboration, thereby enabling students to actively participate
in valuable discussions with their peers and exchange their ideas and perspectives
on the course content. This can be especially advantageous in language learning
settings where cooperative learning and engagement with other learners can serve
to reinforce and augment fundamental language skills such as speaking, listening,
and critical thinking.

Figure-14. Discussion box on Stepik.org

Stepik.org offers a variety of features designed to support reading

comprehension and engagement with course materials. One such feature is the
ability to embed multiple choice tasks within reading passages (see Figure 15).
This allows instructors to create interactive reading activities that require learners
to actively engage with the text, answering questions and checking their
understanding as they go. By integrating assessments directly into the reading
experience, Stepik.org encourages learners to read more attentively and critically,
and helps to reinforce key concepts and ideas. Stepik.org's approach to integrating
assessments within reading passages is not only beneficial for learners but also for
instructors. By creating interactive reading activities, teachers can monitor learner
progress and identify areas where learners may need additional support. This
feature also enables teacher to provide immediate feedback to learners, which is
critical for reinforcing key concepts and ideas and addressing misconceptions.

43
 Figure-15 – Reading task on Stepik.org

Stepik.org provides answer statistics for each task (depends on given

algorithm) embedded within reading passages. This feature allows learners to see
how many times each answer option has been selected by other learners, as well
as the percentage of learners who have chosen each option. (see Figure 16).

Figure-16 – Answers statistic on Stepik.org

As our experimental group attended combined English language lessons

twice a week and a single session on another day, we supplemented their
traditional classroom learning with a single online reading lesson on the
Stepik.org platform. Following registration via a provided link, students
completed the online task, but some experienced difficulties recalling their login
credentials when tasked to do so the following week. Recognizing the limitations
of self-directed learning, we integrated quizzes and reading comprehension tasks
into the school curriculum to encourage greater engagement with the platform.
Over time, students developed greater learning autonomy and responsibility, with
online learning enabling some to participate in the program remotely. By the end
of the internship, the students had successfully completed seven reading task
modules, encompassing a range of activities, including gap filling, guessing,
44
multiple choice, submitting their answers, matching and putting in the correct
order tasks.
Following the implementation of the platform-based activities, a survey
was administered to assess the degree of student satisfaction with the intervention
in Table 5.

Table 5
Survey “The degree of student satisfaction with the intervention”
Do you find the platform convenient Yes No I don’t know
to use?
69,2 % 23,1 7,7 %
%
Can this platform be used as an Yes No I doubt Maybe
additional learning resource?

69, 2% - 23,1 % 7,7 %

Have you taken courses on the Yes No Planning No, because
Stepik.org platform yourself? I didn't
know

15,4 % 69,2 7,7 % 7,7 %

%
Is Stepik.org a useful tool for Strongly Agree Neutral Disagree
educational purposes? agree
23,1 % 38,5 38,5 % 7,7%
%

After a two-month implementation of the Stepik.org platform, it appears

that students found the platform to be a convenient tool for fostering their skills
and acquiring knowledge. However, the platform did not significantly arouse
students' interest or motivation towards self-directed study. Specifically, only one
student (7.7%) expressed interest in further developing their skills on the
platform, while two students (15.4%) independently undertook additional courses.
The majority of students (69.2% or nine students) did not take any further action
and expressed no intention to take additional courses on the platform. Notably,
our course was designed to stimulate students' interest and motivation towards
self-study, yet it appears that only a small percentage of students were willing to
pursue further self-development.

45
 To summarize the students' work on Stepik.org, it is important to first
understand the purpose of the modules created to foster reading skills of students.
The modules were designed to help students improve their reading
comprehension, critical thinking, and analytical skills (see Figure 17).

Figure-17 Purposes to create module on Stepik.org

The use of the Stepik.org platform to deliver the reading passages and
accompanying questions is an excellent choice for several reasons. First,
Stepik.org is a user-friendly platform that is easy to navigate, making it accessible
to a wide range of learners. The platform is also designed to provide instant
feedback, which is critical for students to monitor their progress and adjust their
learning strategies accordingly.
Moreover, the platform's algorithm is designed to track each student's
progress, which allows educators to monitor student progress and provide timely
support when needed. All students’ implemented tasks were analyzed and
additional support delivered at school.
The design of the modules to be self-paced and flexible is a very important
aspect that promotes effective learning for students with diverse learning styles.
This approach recognizes that students have different levels of understanding,
different speeds of learning, and different schedules that may affect their ability to
learn at a particular time.
By allowing students to learn at their own pace, the modules enable
students to take ownership of their learning process, which is critical for
developing intrinsic motivation and a sense of self-efficacy. This sense of control
is especially important for adult learners who may be juggling multiple
responsibilities, including work and family commitments.
Furthermore, providing flexibility in the learning process allows students to
approach the material in a way that suits their preferred learning style. Some
students may benefit from visual aids, while others may prefer auditory learning
or hands-on activities. By providing a variety of options for learning, the modules
46
cater to a wider range of students, and this ultimately leads to better outcomes for
learners.
The design of the modules to be self-paced and flexible is an excellent
approach that recognizes the diverse learning needs of students and promotes
effective learning.
Requiring students to complete the modules within a certain timeframe to
receive credit for their work is a good practice that promotes accountability and
helps students develop time management skills. It also creates a sense of urgency
and motivates students to prioritize their learning and complete the modules in a
timely manner. Setting a timeframe for completion can help educators monitor
student progress and provide support when needed. It also ensures that students
are keeping up with the coursework and are able to apply their new skills and
knowledge in a timely manner.
The design of the modules to be self-paced and flexible on the Stepik.org
platform is a valuable approach that recognizes and accommodates the diverse
learning needs and preferences of students. It promotes a personalized learning
experience and encourages students to take ownership of their learning process,
leading to improved learning outcomes.
One possible reason for the modules' effectiveness is their focus on reading
comprehension and analytical skills. By providing reading passages and
accompanying questions that require critical thinking and analysis, the modules
engage students in active learning and encourage them to apply their new skills in
context. This approach can help students develop a deeper understanding of the
material and improve their reading proficiency.
Another factor that may have contributed to the modules' effectiveness is
their self-paced and flexible design. As mentioned previously, this design
accommodates different learning styles and preferences, allowing students to
engage with the material in a way that suits their individual needs. This approach
can lead to increased motivation and engagement, which are critical factors in
effective learning.
It is important to note, however, that the effectiveness of the modules may
have been influenced by other factors such as student motivation, engagement,
and prior knowledge. Additionally, it is possible that students who did not
complete the modules may have had different outcomes than those who did. As
such, it is important to consider the limitations of the study and to continue
evaluating the effectiveness of the modules through ongoing assessment and
feedback.
To improve students' speaking skills, the experimental group utilized the
Padlet platform primarily as a collaboration and creative task board. It is worth
noting that this was the first time that students had worked with this platform. One
of the advantages of Padlet is that it does not require student registration to post
their work, and access is provided via a link. Additionally, Padlet is accessible via
both laptops and mobile devices. In the absence of a physical whiteboard,
47
multiple computers in the classroom were used to access the platform
simultaneously. Moreover, for group or pair work, this collaborative platform was
also employed, facilitating discussion and idea sharing among students.
Padlet is a digital tool that enables users to create an interactive virtual
bulletin board where they can share and categorize various forms of multimedia
content, including text, images, videos, and audio recordings. Although primarily
designed for asynchronous collaboration and communication, Padlet can also
serve as a valuable platform for enhancing students' oral communication skills in
the following ways:
Firstly, students can use Padlet to conveniently record and disseminate their
oral presentations or speeches in a secure and well-organized manner. This
feature is particularly advantageous in the context of distance learning, where
students may lack access to conventional classroom resources and presentation
tools.
Secondly, Padlet can be utilized for hosting virtual debates and discussions
by creating an interactive forum where students can articulate and defend their
opinions and viewpoints in a structured and cohesive manner. Such an approach
can significantly foster critical thinking and oral communication skills.
Thirdly, collaborative oral projects such as group presentations or podcasts
can be effectively facilitated using Padlet. Students can utilize the platform to
exchange and categorize their ideas, share audio content, and provide constructive
feedback to one another within a secure and structured environment.
In preparation for incorporating the Padlet platform into our research
experiment, we conducted a survey to ascertain the platform's educational features
and its potential applications in classroom settings. The survey was administered
to a total of 44 teachers from primary and secondary schools, as well as
universities, who were asked to share their ideas on the platform's functionality.
When asked whether they were familiar with the Padlet platform, 23 out of
the 44 participants, representing 63.6%, responded positively, while 7 teachers,
equivalent to 15.9%, answered in the negative. The majority of the teachers
(43.2%) reported using the platform as a means for students to collect and share
their creative tasks with classmates. Additionally, 12% of the teachers used Padlet
for peer-feedback purposes, while 15.9% utilized it for formative assessment.
Finally, 43.2% of the teachers employed the platform for collaborative tasks
among their students.
The next aspect we examined was whether the use of Padlet was a common
practice among regular educators to achieve educational objectives. Of the
respondents, 43.2% replied positively, 34.1% responded somewhat favorably,
22.7% indicated that it was mandatory, and only 2.3% replied negatively.
Regarding the amount of time spent preparing the Padlet board for a lesson,
34.1% of the participants reported spending 10-15 minutes, 29.5% indicated 5-10
minutes, 25% answered differently, and 11.4% reported spending 30 minutes to
set up the board.
48
 Padlet can be an effective tool for developing speaking skills in various
educational contexts. By allowing students to record and share oral presentations,
conduct virtual debates and discussions, and collaborate on oral projects, Padlet
provides an innovative platform for students to practice and develop their oral
communication skills. The survey results indicate that a significant number of
educators are familiar with and have already utilized Padlet for various
educational purposes, including formative assessment, collaborative tasks, and
peer-feedback. However, it is important to note that Padlet should not be the sole
method for developing speaking skills and should be used in conjunction with
other instructional strategies.
In recent years, the use of digital technologies in education has become
increasingly important. In Europe, there has been a growing interest in developing
a digital framework for teachers to enhance the quality of education and ensure
that students are equipped with the necessary digital competencies. This
framework provides guidelines for the development of digital competencies for
teachers, and is designed to support the integration of technology in the
classroom. The aim of this survey is to explore how the European digital
framework for teachers is being utilized and implemented in different educational
contexts, and to compare these practices across different countries. By examining
the ways in which this framework is being used, we can gain insights into how
best to support teachers in their digital competencies and ensure that students are
receiving high-quality education that prepares them for the digital age.
The study involved the participation of 65 teachers, with survey questions
constructed based on the six distinct areas delineated in the European digital
framework for teachers. This framework comprises a total of 24 competences,
which are categorized into the aforementioned six areas. The main objective of
the study was to evaluate teachers' level of familiarity with the digital framework
for teachers, as well as their ability to effectively integrate the 24 competences
within their teaching practices.
As indicated in the pie charts presented below, a significant proportion of
teachers (23.1%) possess 11-20 years of teaching experience, while an equivalent
percentage (20%) possess more than 20 years of experience and 6-10 years of
experience, respectively (see Figure 20). A notable feature of the presented pie
charts is the near-equal proportions of respondents across the different categories
of teaching experience. While there is a slightly higher percentage of teachers
with more than 20 years of experience, the difference is relatively small. This
suggests that the teaching profession is composed of individuals with a wide
range of experience levels, each of whom brings unique perspectives and insights
to their work.

49
 Figure-18 – Screenshot of the survey

The second pie chart demonstrates that 26.2% of teachers have been
utilizing digital technologies resources for a period of 6-10 and 1-3 years (see
Figure 19). This suggests that while the use of digital technologies in the
classroom is a relatively recent phenomenon, it has great potential for further
adoption, given the wide array of options available for usage in instructional
contexts.

Figure-19 Screenshot of the survey

The third question in a questionnaire was to inquire If teachers are aware of

European Digital Competence Framework for Teachers. The data reveals that a
substantial proportion of educators (44.6%) are not familiar with the European
Digital Competence Framework for Teachers, while a similar percentage (43.1%)
have heard of it but have not studied it in depth. This suggests that there may be a
need for greater awareness and education around this framework, particularly
given its potential importance for promoting digital literacy and competency
among teachers. 12.3% of respondents indicated that they are familiar with the
European Digital Competence Framework for Teachers. The fact that a sizable
proportion of educators have heard of but not studied the European Digital
Competence Framework for Teachers is noteworthy. This suggests that there may
50
be a need for more accessible and engaging resources or training programs that
can help educators learn about and apply the framework's principles in their
teaching practice. Based on the next question teachers rate their own digital
competence as either "good" or "very good," with 43.1% of respondents giving
themselves a rating of 4 and 12.3% giving a rating of 5 (out of 5).
In contrast, only 7.7% of teachers gave themselves a rating of 2, indicating
that they may feel less confident in their digital skills. The data indicates that a
significant percentage of teachers, 36.9%, assessed their digital competence as
being at a moderate level, with a rating of 3. This finding implies that, while a
considerable number of educators have developed a degree of proficiency in
digital literacy and its pedagogical applications, there remains a need to enhance
their proficiency in utilizing advanced technological tools and strategies to
improve instructional practices.
This underlines the importance of continued professional development
opportunities for teachers to increase their digital literacy and to better leverage
technology in educational contexts. About the frequency of professional
collaborations among teachers or stakeholders to enhance their digital
competencies. The question offers four response options, ranging from "very
often" to "cannot participate since many of them are online." The results show that
the largest percentage of respondents, 53.8%, reported engaging in such
collaborations only seldom. A significant proportion, 41.5%, engage in these
collaborations often, while a small percentage of respondents, 3.1%, engage in
them very often. Additionally, 1.5% of the respondents cannot participate in these
collaborations due to their online nature.
In Area 2, the survey aimed to investigate the frequency with which
teachers incorporate digital resources into their teaching practice. The results
show that the majority of teachers, 58.5%, reported using digital resources often,
while 27.7% reported using them very often. Only 13.8% reported using digital
resources seldom. Area 3 focuses on the potential of digital technologies to
support independent learning and how teachers can effectively monitor their
students' actions. The survey respondents were asked to choose their level of
agreement with four statements, with the percentages of those who selected each
option presented in the table.
The majority of respondents agreed that digital technologies can promote
independent learning by providing access to a large amount of information and
educational materials (38.5%) and that they help to stimulate interest in learning
and create conditions for more effective work on educational tasks (60%).
Additionally, a significant proportion (61.5%) agreed that teachers can provide
learning materials and activities that encourage students to use digital
technologies to achieve educational goals. Only a small percentage (1.5%) of
respondents chose "I do not know" as their response, indicating a general level of
awareness and understanding of the potential benefits of digital technologies in
supporting independent learning. In Area 4, respondents were asked to rate the
51
extent to which they believe the integration of digital technologies into teaching
practice has positively influenced the interaction between teachers and students in
the educational environment. The ratings ranged from 1 to 5, with 5 indicating a
very positive influence and 1 indicating a not satisfactory influence.
Out of the total respondents, only 1.5% gave a rating of 2, indicating a
somewhat negative influence on the interaction between teachers and students.
The majority of respondents, 77%, rated the influence positively, with
38.5% giving a rating of 4 and another 38.5% giving a rating of 5. This suggests
that digital technologies have been successful in enhancing the interaction
between teachers and students in the educational environment, according to the
majority of respondents. In Area 5, respondents were asked about the digital tools
they use to empower their students.
The four categories of tools provided were Learning Management Systems,
Productivity tools, Collaboration tools, and Content creation tools. Among the
options provided, Collaboration tools were the most commonly used, with 69.2%
of respondents reporting that they use these types of tools to empower their
students. Productivity tools were also used quite frequently, with 36.9% of
respondents reporting their use.
Learning Management Systems and Content creation tools were used by
27.7% and 26.2% of respondents, respectively. It is worth noting that some
respondents may have used multiple tools from different categories. Area 6 is
about the priorities given to different aspects of promoting student digital
competence. The respondents were asked to choose the area they prioritize or give
the most attention to. The results show that the highest percentage of respondents,
63.1%, prioritize encouraging critical thinking and problem-solving skills in a
digital context.
This suggests that teachers recognize the importance of developing higher-
order thinking skills in students in the context of digital technology. The second-
highest priority area, chosen by 41.5% of respondents, is enabling students to
engage in digital collaboration and communication. 30.8% of the respondents
prioritize developing students' technical skills with digital tools and software.
26.2% of respondents prioritize promoting responsible digital behavior and online
security. Only 1.5% of the respondents answered "I cannot answer" to this
question, indicating that the majority of teachers have a clear priority area when it
comes to promoting student digital competence.
The final inquiry posed was "What specific changes in your teaching
practice have you already implemented since gaining knowledge and skills in the
field of digital competence, and how have these changes affected the learning
outcomes of your students?" Out of 65 respondents, 58.5% (38 individuals) chose
to incorporate novel interactive teaching techniques, such as online quizzes and
group assignments through digital platforms, which resulted in a noticeable
increase in student engagement and performance as stated in Table 9. 47.7% (31
individuals) responded that they learned how to proficiently use digital tools for
52
individual learning, thereby improving the quality of education for students with
varying levels of knowledge and skills.
Furthermore, 44.6% (29 individuals) indicated that they learned to use
digital resources to construct teaching materials and lectures, thereby reducing the
time required for preparation and improving their accessibility to students.
Finally, 15.4% (10 individuals) reported that they gained knowledge on digital
security and student privacy, which increased protection in the online learning
environment. In conclusion, these findings demonstrate the utilization of digital
technologies by educators, who incorporate newly acquired knowledge into their
teaching methods, while also taking into consideration the security and privacy of
their students beyond the classroom.
The survey shows a positive trend of usage of Digital technologies in class.
Educators often engage in collaboration in order to utilize new platforms in their
practices. Suggested table with the results and extracts in the form of pie and bar
charts of the survey are given in Appendix D.
The European Framework of Digital Competence for Teachers offers
various positive attributes. Firstly, it presents a comprehensive collection of
digital competences that educators must possess to teach effectively in the digital
era. These competences are segmented into six categories: professional
engagement, digital resources, teaching and learning, assessment, empowering
learners facilitating learners’ digital competence.
We can facilitate students’ Digital competence according to the European
framework of digital competence for teachers (see Figure 22).

Figure-20. Facilitating student’s digital competence

In order to teach Information and media literacy we learnt different

domains and how to choose reliable sources with students.
Using digital communication and collaboration tools such as Stepik and
Padlet can greatly enhance the learning experience for students. These platforms
provide a convenient and user-friendly way for students to work together, whether
individually, in pairs, or in groups. With Stepik, students can access course
materials, complete assignments, and receive feedback from their teachers.
53
Meanwhile, Padlet allows for collaborative brainstorming and sharing of ideas, as
well as the creation of multimedia projects. (see Figure 20).
By utilizing these tools, teachers can encourage their students to work
together more effectively, regardless of their location or time zone. They can also
provide a more interactive and engaging learning experience, which can help to
keep students motivated and focused on their studies. These platforms enable
teachers to monitor student progress and provide feedback in real-time, making it
easier to identify areas of weakness and develop targeted interventions.
In Digital content creation students were given a task to track beverage
consumption through the week, using Canva collect and prepare Power Point
presentations and send the link to Padlet for collecting the works. Below some of
the screenshots of works were provided. In the first example shown consumption
of a beverage and containers. The student used a bar chart in Canva to organize
the information and present in class (see Figure 21).

Student 1

Figure-21. Example of the work of a student

Platform allows to create bullet points for visual cue and visual
interpretation of data collected. Additionally, students can practice speaking skills
by rehearsing and delivering their presentations using Canva as a tool to support
their visual aids.
Students used Canva to create visually appealing presentation slides that
support their spoken content. By organizing their ideas and using images,
graphics, and text to enhance their message, students can improve their ability to
communicate effectively and engage with their audience (see Figure 22). Canva
allows students to prepare notes beforehand for preparation and to organize their
thoughts. Students were informed not to use large texts. After finishing their
works students uploaded them into Padlet. They used a link to share them and
some of the students uploaded downloaded versions.

54
 Figure-22. Example of the work of a student 4

Responsible use of digital technologies was monitored by us. All the

reading tasks were designed with a time limit of 15 minutes for students and in
class not more than 10-15 minutes were given for all digital platform use. In
order to avoid health risks. Before all class discussions in Stepik, students
received the message about respecting opinions of others and not disrespecting
others.
Digital problem solving we could observe as an outcome in students project
works and creative tasks. Students creatively can apply the knowledge they have
in different tasks. For instance a photo hunt task. Where students used different
applications with photoshops and emojis to do the task (see Figure 23).

Figure-23. Example of the work of a student

The development of digital competence is an increasingly important aspect

of language learning in the modern age. Within this context, teachers are essential
in guiding students to effectively and responsibly use digital tools and resources.
Beyond simply introducing students to these technologies, teachers must assist
students in developing digital literacy and critical thinking skills, enabling them to
effectively navigate and evaluate digital resources. To promote authentic and
55
meaningful language use in a digital context, teachers must design learning
activities and tasks that incorporate online collaboration and communication,
multimedia projects, and online research. As such, teachers are pivotal in
fostering students' digital competence, and must be equipped with the knowledge
and skills necessary to effectively integrate technology into their language
teaching practice.

56
 Conclusion

By utilizing a combination of both theoretical and practical research methods,

including interviews, observations, questionnaires, experimental modeling of the
pedagogical process, study of normative documents and legislative acts, and
analysis of scientific literature, we were able to systematically and effectively
achieve the primary objective of our research, which was to establish the ways of
utilizing digital media resources for the improvement of English reading and
speaking skills in classes. The application of methods such as abstraction and
concretization, synthesis, classification, and evaluation contributed significantly to
the consistency and coherence of our approach.
Given the pervasive influence of the Internet on the lives of contemporary
individuals, incorporating its use in the instruction of foreign languages has become
an inescapable trend. Broadly speaking, integrating digital media resources into
foreign language education offers benefits to both educators and learners.
Additionally, adopting innovative technologies, such as the Internet and network
resources, can act as a catalyst for the intellectual growth of students in educational
settings.
The objective of our research was to investigate the integration of digital
media resources in English language classes. The study was conducted during an
internship at the SCHOOL. Our research involved several tasks:
-a theoretical analysis of platforms suitable for school students
-implemented work of online platforms at SCHOOL during internship
-students work on the platform as facilitated
-established criteria for the use of digital media resources
-analyzed the work of teachers in accordance with the European Framework
for teachers.
Our findings suggest that Stepik.org can serve as a valuable resource for
selfpaced learning and supplementary tasks for students. While it is suitable for
individual, paired, and collaborative tasks, it is crucial to have a facilitating mentor,
such as a teacher, present to ensure that students derive the maximum benefit from
the platform. Based on our experiment and subsequent survey, we observed that
students typically do not engage in self-study or enroll in Massive Open Online
Courses (MOOCs). Therefore, integrating digital media platforms more closely
with the curriculum may foster lifelong learning skills among students. Based on
our experimental results, we can conclude that Padlet is a useful tool for collecting
tasks and fostering collaboration among students. However, we observed that to
enhance speaking skills effectively, Padlet should be complemented with other
techniques, methods, and platforms. In concluding our investigation, it is
imperative to recognize the essential role of the teacher in integrating the internet
platform into the instructional process. The teacher bears the responsibility of
devising tailored methodologies for individual students, supervising their
advancement on the platform, and steering them towards successful outcomes.
57
Furthermore, it is pivotal for the teacher to undertake a scrupulous selection,
authentication, and curation process when selecting resources for the platform to
maximize educational outcomes.

58
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61
 Appendix A
Utilizing Digital Media in English class

62
63
 Appendix B
Class: 7 A
Topic: Screen time
Aim: to deduce meaning from context in a text;
to use Present Perfect tense to talk about ‘Screen time’
experience Target Audience: A2-B1; Age: 12-13 y
Form of organization: Individual, pair and group work
Skill: reading and speaking
Topic Aim Time/
resources
Lead-in To activate prior 3 min
Use menti.com for activating prior knowledge. Students are knowledge
asked a question: “What devices do you use to watch TV https://ww
programmes?” w.menti.co
Students suggest their answers. m/al23fxz
Possible answers: TV, laptop, smartphone, gadgets, etc. zrwoh
Matching task 6 min
Group work: T divides students into 4 groups. T uses counting
from 1-4 for this task.
Students match the words to their definitions. Students check Enrich vocabulary
together. stock

Device
Two-screen
Catch-up
Binge watched
Stream
Channel
Contestant

Answer key: 1) two-screen, 2) channel, 3) binge-watched,

4) stream, 5) device, 6) contestant, 7) catch-up
Pair work: Students open the book task 3b p47. Ss read a
questionnaire and choose 3 questions to interview their partner.

64
 Questions:
1) How do you watch TV programmes, on a Improv
television or on another device? e speaking
2) Do you 'two-screen' while watching TV? skill
What kinds of things do you do?
3) Do you normally watch live TV or catch-
up?
4) Have you ever binge watched a TV
series? How many episodes did you watch in one go?
5) Do you use a streaming service like
Netflix? What do you like about it?
6) How often do you watch YouTube, or
online channels like Apple? What kinds of things do you
watch? 7) Do you ever interact with TV shows by voting
for contestants?

Reading
Pre-reading task
3 min
Ss use their gadgets to open Stepik.org to answer the
question: https://stepik.or
‘Do you ever watch films or TV series in another g/joinclass/71614a724
To e4539d3941a04 56ceabd0b16ab
language with subtitles? Why (not)?’. In a comment section
share their 10492
students leave their comments and read each other replies. T 3 min
respon
asks to review answers and find similar respond as theirs. ses Handout 1
Group work: Ss write in the box correct answers.

65
 Answer key: G Argentina, H Brazil, A Denmark, E, C
France, D Italy, B Spain, F Sweden/Denmark.

While-reading task
Ss read the first paragraph of the article using Stepik.org and
choose the best title from the list. 3 min
a) Turn it off! It isn’t in English … https://stepik.org/j
b) Why is the UK in love with foreign TV series? oinclass/71614a724e
c) What is the problem with British TV? To skim the 4 539d3941a0456ce
Answer key: B text for abd0b16ab10492
specific
Post - reading task information
Ss using Stepik.org do multiple choice task.
10 min
Speaking
Think-Speed pair time-Share activity
Students choose a card from ex6 p49. Then they pair up and
take turns to ask and answer the questions. Students A move To check 11 min
to the right and form new pairs. They take turns in asking comprehensio English
and answering the questions. Do it one more time. Then n New File
teacher elicits the answers.
T asks questions: Which answer was surprising for you?
Did you hear unusual response?
To develop
speaking skill

Reflection: Students provide reflection using menti.com 3 min https://ww

w.menti.co
m/alg1u7q
1xrzu

Hometask: ex 6b p49, p159 learn new words 1 min

66
 Appendix C
Matching task

Writing answer task

67
Matching task

Fill the gaps

68
Discussion box

Writing task

69
 Appendix D
‘Awareness of European Digital Competence Framework’ survey

Are you Yes No Heard, but did not study

familiar with
the European
Digital
Competence 12,3 44,6 43,1 %
Framework % %
for Teachers?
8 29 28

How would 2 3 4 5
you rate your
own digital
competence as
7,7 % 36,9 43,1 % 12.3 %
a teacher? 1-5
5 - Very good %
1 - Not
satisfactory 5 24 28 8

Area 1: How Often Can not participate since

often do you Very often Seldo m
many of them are online
engage in
professional 3,1 % 41,5 53,8 % 1,5
collaborations %
with other
teachers or 2 27 35 1
stakeholders
to enhance
your digital
competencies?
Area 2: How Very often Ofte Seldom
often do you n
use digital
resources (e.g. 27,7 % 58,5 13,8 %
online %
textbooks,
18 28 9
educational
websites,
educational
apps) in your
teaching
practice?

70
Area 3: How can They help to I do not
Teachers can
digital media support stimulate know
provide learning
independent learning interest in
materials and
and how can teachers learning and
activities that
create
encourage
conditions for
students to use
Promote independent learning by more effective
digital media to
providing access to a large work on
achieve educational
amount of information and educational
goals.
educational materials. tasks.

effectively
monitor their
actions?

38,5 % 60 % 61,5 % 1,5 %

25 39 40 1

Area 4: To 2 3 4 5
what extent do you
think the
integration of 1,5 % 21,5 % 38,5 % 38,5
digital technologies %
into teaching
practice has
positively
influenced the
interaction between
teacher and student
in the educational
environment? 1-5 5
- Very good
1 - Not
satisfactory
1 14 25 25

Area 5: What

71
 Learning Productivity tools (eg Collaboration
Managemen Google Suite, tools Content
t Systems (e.g. Microsoft Office) (e.g. Zoom, creation
Moodle, Microsoft tools (e.g.
Canvas, Teams, Adobe
digital tools do Stepik) Padlet) Creativ e
you use to Suite,
empower your Canva)
students?
27,7 % 36,9 % 69,2 % 26,2 %

18 24 45 17

Develop Promoting I can not

students' responsible answer
technical skills Enabling students digital
to engage in Encouragin
with digital behavior and
Area 6: When digital g critical thinking and
tools and collaboration and problemsolving skills in a online
promoting software security
communicatio digital context
student digital
n
competence ,
which of the
following areas
do you 30,8 % 41,5 % 63,1 % 26,2 % 1,5 %
prioritize or
give the most 20 27 41 27 1
attention to?

72
73