Foreign language learning experience of correspondence students: peer mentoring

in modern geopolitical conditions, which entailed certain changes in the motivation of the Russians to learn foreign languages, the search for innovative approaches to language education of adults remains in demand. The aim of the article is to describe the implementation of the model of foreign language learning of part-time students through interaction with full-time students in the digital learning environment of the university and to analyze the results obtained. In order to achieve the goal, the methods of scientific literature analysis, diagnostic testing, questionnaires, and quantitative results processing were used. Theoretical and methodological foundations and stages of the model of foreign language teaching to correspondence students were developed. The model is based on the general principles of lifelong learning and tutoring combined with personality-oriented, activity-based, socio-cultural, and interdisciplinary approaches to the learning process. The statistically significant improvement in the level of foreign-language communicative competence of students in all types of speech activity was noted. The conditions of learning activities contributing to the formation of digital competence and teamwork skills were created. The positive perception of the applied pedagogical techniques, including tutoring and interaction with well-performing full-time students, was identified. The author concludes that the proposed teaching model has universal characteristics and can be implemented in teaching foreign languages to correspondence students not only in the humanities, but also in technical and natural sciences.