ANALYSIS OF RESOURCES FOR TEACHING ENGLISH GRAMMAR IN THE CONDITIONS OF BLENDED AND DISTANCE LEARNING IN HIGHER EDUCATION INSTITUTIONS

Abstract

The article deals with online services and tools as resources for teaching English grammar in a blended and distance format in synchronous and asynchronous modes. Online resources are systematised by their purpose: for presentation, practice and testing of grammatical structures. The main tools for presentation of grammar in a blended and distance format are various forms of visualisation of learning material, as the use of different forms of structuring and visualisation contributes to a more effective perception and memorisation of information. Such forms are divided into static images and video explanations. Online resources in the category of English grammar practice include various types of exercises, activities, tests and text tasks for controlled practice and automation that students can complete online in synchronous and asynchronous mode. The category of resources for testing grammar knowledge includes synchronous and asynchronous testing and/or control tasks also in an online format. The online resources for teaching English grammar are also categorised by their origin and the role of the teacher. According to this criterion, online resources for teaching grammar can be divided into the following groups: ready-made, where the teacher acts as a user of a suitable online resource; adapted, where the teacher uses already created online resources, but changes them to some extent in accordance with his/her educational context; original, where the teacher is the author of the resource, independently develops and creates it, chooses the appropriate format, platform, control methods, evaluation criteria, etc. For each category, the advantages and disadvantages of use are indicated, as well as examples. The main factors for choosing a particular resource are its relevance to the needs of the educational context and ease of use