Digital distance learning tools in academics’ ESP training

To create comfortable conditions for international students at Russian universities academics should have high fluency in English for specific purposes (ESP) and be able to use English as instruction language in the educational process. Moreover, digitalization of all the spheres of human life forces educators to use distance learning technologies. However, the members of the academic staff are not always able to use suitable digital tools when teaching in a foreign language. The purpose of the research is to develop and implement a complex of digital distance learning tools for the faculty that study at ESP courses of the continuing professional development program “Lingva” realized at South Ural State University. The authors defined the concept of “digital distance learning tools”; evaluated the degree of awareness of the academics of the types and purposes of digital tools in distance foreign language learning. The effectiveness of the use of digital tools in distance foreign language learning was analyzed; the educators’ attitudes to the types of digital distance learning tools were identified. A complex of digital distance learning tools based on the analysis of educators’ needs was introduced into teaching English. Theoretical (analysis of modern scientific and methodological literature) and empirical (questionnaires, interviews, methods of mathematical processing of the data obtained) methods were applied. The findings revealed that the major part of the surveyed academics were not aware of some digital tools and the possibilities of their application. Educators implemented some typical digital distance learning tools at their lessons, and would like to learn more about language learning platforms, sites for the development of speech activity types, and other features of LMS Moodle. Educators, in general, do not apply digital tools to the full extent for two main reasons: they do not have enough time to master necessary skills and they often encounter technical challenges. The findings may assist lecturers, language training practitioners in ESP training for academics via digital distance learning tools.