Digital technologies in blended English language teaching

Background. Mobile devices are a part of the daily life of modern society. Their use for educational purposes has brought positive results on both cognitive and emotional levels. However, the lack of adequate tools and materials prompted the proposal to integrate a number of digital tools into the process of blended English language teaching as an effective resource for developing students’ learning autonomy. Purpose. The article is devoted to the study of digital technologies used by teachers to develop lexical, grammatical and communication skills in blended English language teaching, in particular, mobile applications and websites that can be effectively used in the process of teaching/learning a foreign language, as well as summarizing the research results taking into account existing realities and trends. Materials and methods. The research is based on the theoretical study and synthesis of scientific and methodological literature, as well as Internet resources related to the research topic; general scientific methods — analysis and interview are used. Results. The Spotlight 10‑11 curriculum can be effectively adapted to individual learning styles with an enhanced practice‑oriented component. The blended learning model helped to create conditions for a more accessible, motivating and productive educational environment. The methodology used to develop lexical, grammatical and communication skills among high school students in the framework of blended learning with the help of mobile applications and online content contributed to improving the effectiveness of English language teaching.