Availability of digital tools for training different language skills

"The main purpose of using multimedia technology in language teaching is to promote students' motivation and learning interest in the English language. In the non-native English speaking context, this can be a practical way to get them involved in the language learning. To achieve this goal, the language teachers should create a favorable environment for English language teaching, which should be based on the availability of information and teaching materials" (Pun, 2014).

Digital tools and platforms give opportunities for teacher to develop and create his own tasks and exercises or most of them contain already made various tasks. Moreover, digital instruments are for general English teaching and, on the other hand, there are a lot of ESP materials online. There are thousands of gigabytes of teaching information in digital form on digital media. There are all sorts of information - video, audio, texts, and tasks in one place. Teacher can create, develop and implement his or her own task and exercises or can select and gather up tasks on these sites. Min Pun (2014) gives some most important advantages of the use of digital technology:

1. Motivates students to learn English.

2. Develops students' communicative competence.

3. Widens students' knowledge about the culture of English.

4. Improves teaching efficiency.

5. Enhances interaction among students and between teachers and students.

6. Creates a conductive teaching environment in the classrooms.

7. Provides opportunities for English teaching outside the classrooms (Pun, 2014).

Literature review. There are many works on the topic and most of them highlight the positive aspects of the use of digital tools in English teaching. Chong wrote "... teachers are demanded to be able to use technology in pedagogical practices in order to fulfill their students' needs facing rapidly digitalized life" (Chong, 2000). Milana Abbasova and Narmin Mam- madova claimed "language teaching and the use of digital technologies are interconnected and can be considered as an inseparable part of language learning process" (Abbasova, Mammadova, 2019). Moreover, Graddol in his article assumed that "Technology has turned into one essential aspect of society that helps students to understand the bigger picture of the world and not just stay confined to what schools and teachers teach them within their classrooms" (Graddol, 2000).

Pun, M in his work "The use of multimedia technology in English language teaching: a global perspective" pointed out the influence and correlation of science, technology and language "The rapid development of science and technology such as multimedia technology has offered a better tool to explore the new teaching method. In fact, multimedia technology has played an important role in English language teaching, especially, in the non-native speaking of English situations" (Pun, 2014). He describes teachers in modern digital world "The modern language teachers have new challenges and duties given by the new era. The tradition of English teaching has been drastically changed with the remarkable development of newer technologies such as multimedia technology. Technology provides so many options as it makes teaching interesting and productive because it has capability to attract the language learners" (Pun, 2014).

Pun also highlighted the question of out of class teaching "it means that multimedia technology provides opportunities to have English teaching not only within the classroom situations, but also outside the classroom situations. It creates a multimedia language environment for teaching English. Teaching should be handled by the teachers but it should be student-centered, which is one of the principles of good language teaching" (Pun, 2014).

Digital tools. In this article such digital tools are mentioned - classtime.com, nerpod, wizer.me, socra- tive, google forms, kahoot. All of them have apparent advantages for English teaching. There are a lot of other digital tools and instruments available, but they are not included in the work due to the lack of their use. They become the material for further investigation and for comparison with already mentioned ones.

Classtime.com is a Ukrainian product with with simple and versatile set of tasks. It contains multiple choice, checkboxes, true or false, text, sorter, catego- rizer, categorizer (checkboxes), highlight text and hot spot. The multiple choice task is the classical one used for training new vocabulary or in texts. Checkboxes give an opportunity to choose several correct answers or options, in comparison to multiple choice where the only answer or option is correct. True or false task is used for giving the answer to the general question (yes-no questions). Text is for writing or open ended questions, where students write their own ideas or answers. Sorter is for ordering items or for putting some sentences into the correct order. Categorizer is used for matching of different types - word with the translation, notion with the explanation, beginning of the sentence with its ending, etc. Categorizer (checkboxes) is the variant with multiple choice. Highlight text is rather useful task where teacher can make a multiple choice inside the text (choose the correct word in the text). Hot spot is for work with pictures, students identify the part of the picture as the correct answer.

Nearpod.com is a platform same to classtime. com, but it has some differences. It has slides, video, web content, Nearpod 3D, simulation, VR field trip, BBC video, Sway, slideshow, audio, PDF viewer in the content, what makes the creation and design more attractive and eye catching. Activities comprise time to climb - it's the multiple choice task, but students compete climbing the mountain. Classical open-ended questions can be used for different types of tasks where students can reply in the form of text or answer to the question. Matching pairs is in a form of cards where teacher can write down the necessary information for matching (words for word combinations, English word with the translation, notion with explanation, etc.). Quiz is a multiple choice task. Flipgrid task is ideal for active students who can work with online tools, it can be used for presentations, some kind of retelling, etc. Draw it task is for visuals and for entertainment, but it can be used in a strict educational situation - students must draw the object or the notion. Collaborate board is for joint work and writing in a group or team. Poll can be used for summarizing and collecting the information or feedback. Fill in the blanks is a text with the gaps and the given words which must be put into the correct place in the text. Memory test is perfect for work with new vocabulary.

Wizer.me is a digital worksheet for training all language skills. It has mostly the similar tasks and activities, such as open question, multiple choice, blanks, matching, sorting, draw, text, video, link, etc. But there are some different tasks. They are fill on an image, which is more practical and students can identify parts of the picture and work with the new vocabulary. This activity is good for ESP where students must identify parts of the machines or stages of some processes on the picture. There is one more task - table, students must fill in the table with words, sentences, etc. It can be used for vocabulary or grammar training. Word search puzzle is also unique one for vocabulary practice in a game form. There is an ability to import a Canva design which widespread the design of worksheets, teacher is able to create own, personal worksheets.

There are obvious advantages in using digital tools and platforms for training four main language skills. First of all, it is the digital format of these tasks, then the storage of these tasks and material - it doesn't take place on your computer, everything is online. Next very important advantage is automatic checking of almost all the tasks. Moreover, once created these tasks can be adjusted, modified and changed according to the requirements, students' level or purpose of the tasks.

The first set of questionnaire is about students' English level, about language skills and about digital devices for lesson and communication with teacher. To the question "How do you evaluate your English level student gave corresponding answers: my English level is higher than that required in the English lessons - seven students, my level of English is sufficient and everything is easy for me in class - twenty seven answers, my level of English is sufficient, but I constantly need to learn, translate and study something - 50 answers, my level of English is weak and I understand almost nothing in class - 18 students, four students chose the option "other" and gave answers such as weak, but on the lesson I can understand what we are talking about, A2+, and I began to remember English.

The next question - in your opinion, which of the language skills you have developed best presented such results: reading - sixty nine students (65,1%), speaking - fifteen students (14,2%), listening - twelve students (11,3%) and writing - ten students (9,4%). Most of the students chose reading and practice confirms it, they mostly have difficulties with productive skills. And next question in the questionnaire showed it. To the question in your opinion, which of the language skills you have developed the worst: speaking - forty three students (40,6%), listening - twenty eight students (26,4%), writing - twenty five students (23,6%) and reading - ten students (9,4%). Hence, productive skills are developed worth than receptive ones.

Most students use digital materials and for the question what type of material is more convenient for you to work with - a printed textbook or the digital version when studying in the classroom. Seventy students chose digital variant and thirty one students - printed materials, for twenty five students both variants are available. Eighty seven students decided that to accomplish tasks is better in digital variant and only nineteen chose the printed variant of the tasks.

Next set of questions is directed to analyze students' preferences of digital tools in training different language skills. For reading they choose classtime - seventy two students, nearpod - forty nine students, kahoot - forty one students, google forms - twenty two students, socrative - twelve students and wizer. me - eight students. Classtime with its sets of tasks is the most appropriate for students to train and practice reading. Each digital instrument and platform are for training this skill, but according to questionnaire students prefer to work with the classtime.

Classtime - eighty students, google forms - thirty five students, nearpod - twenty six students, kahoot - eighteen students, wizer.me and socrative - fifteen students per each one, and quizlet - thirteen students. For training writing task the main tool is empty place to write, but most of the students prefer classtime, each platform allows download pictures to make the task visual.

For training speaking skills students consider classtime the most affordable, thirty eight students chose this platform, nearpod and kahoot were chosen by fifteen and thirteen students, wizer.me and google forms - eight students per each, socrative and qui- zlet - five and three students. To train speaking skills students must speak and the task itself can be given in an oral form by teacher, but platforms make these tasks more interesting and interactive.

Next set of questions is about tasks available in these platforms. The first "What types of tasks do you like the most (for language skills training)" showed the following results: multiple choice - sixty five students, matching - forty nine students, true/ false - forty six, checkbox - thirty three students, task with empty field - eleven students. Analyzing these results it is possible to make conclusion that working with any platform or digital tool students' favourite type of tasks is multiple choice. It can be due to the fact that students can firstly guess the correct answer or they don't need to add, write or support somehow their answers in these tasks. This type is perfect for most kinds of tests.

The next question relates to types of tasks for training speaking skills. And results are: checkbox - forty seven students, multiple choice - forty one students, true\false - forty students, matching - thirty four students, "empty" - seventeen students. Checkbox is good for usage in training speaking skills since there are few correct options in the task and students can discuss, dispute, contest and even compete accomplishing this task, so it is ideal for practicing productive skill.

For training reading skills students choose such tasks: multiple choice - sixty two students, true/ false - fifty four students, checkbox - forty seven students, matching - thirty five and "empty" - eleven students. Reading tasks are based on the text and different platforms give different opportunities to make these tasks numerous, diverse, productive and useful. Students prefer to work with multiple choice task to train reading skills, then go true/false and checkbox tasks.

The tasks for training listening skills are true/false - fifty nine students, multiple choice - fifty eight students, matching - forty one student, checkbox - thirty five students and empty - thirteen students. The results respond to the tasks aim, student listen to the record and then identify whether the statement is true or false, choose between different options or match the written material with the information from the record.

For training writing skills most of the students have chosen task with empty field (seventy students), multiple choice - thirty three students, checkbox - twenty seven, matching - twenty five and true/false - twenty two students. The most appropriate task for writing is a task with empty field where students can write and hence accomplish the task. All other tasks can be used for learning vocabulary or practicing any grammar topic or construction.

Conclusions

The use of digital tools in English language teaching significantly simplify the preparation part for the teacher and encourage and motivate students to accomplish such tasks and to study English language in more interesting and productive way. Students have worked with all mentioned platforms and gave reply in questionnaire, choosing the most appropriate variants for training language skills.

Bibliography

1. Abbasova M., Mammadova N. The Role of Digital Technology in English Language Teaching in Azerbaijan. International Journal of English Linguistics. Vol. 9. No. 2. 2019.

2. Graddol, D. The future of English? A guide to forecasting the popularity of the English language in the 21st century. London : The British Council, 2000.

3. Pun, M. The use of multimedia technology in English language teaching: a global perspective. Crossing the Border. International Journal of Interdisciplinary Studies. № 1(1). 2014. P 29-38.

4. Chong, D. The Practical Considerations of the Internet in the EFL Classroom. Multimedia-Assisted Language Learning. № 3(2). 2000. P 9-35.

5. REFERENCES

6. Milana Abbasova & Narmin Mammadova International Journal of English Linguistics; Vol. 9, No. 2; 2019. The Role of Digital Technology in English Language Teaching in Azerbaijan.

7. Graddol, D. (2000). The future of English? A guide to forecasting the popularity of the English language in the 21st century. London: The British Council.

8. Pun, M. (2014). The use of multimedia technology in English language teaching: a global perspective. Crossing the Border: International Journal of Interdisciplinary Studies, 1(1), 29-38.

9. Chong, D. (2000). The Practical Considerations of the Internet in the EFL Classroom. Multimedia-Assisted Language Learning, 3(2), 9-35.

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