Ethics of New Technologies in Distance Learning of a Foreign Language: a Neuroscientific Approach

Larysa Sidun, Iryna Borysenko, Larysa Pinchuk, Tetiana Ahibalova, Daria Karachova, Roman Gureych


The article proves that in recent years important advances have been made in neurobiology regarding education. With advanced scientific knowledge of cerebral activity in learning, educators have the opportunity to use interesting tools to improve academic performance in higher education when teaching a foreign language. Based on research on brain function, educators have created distance-learning tools useful for teaching a foreign language. While these tools are an important and critical element of the learning process, the emphasis in this study is different, that is, to teach students to become familiar with their own brain function and then to mobilize their metacognitive resources during distance learning. In this regard, teachers have faced many issues of organizing feedback from the study group, transferring learning materials to distance education platforms, monitoring progress and many others, while engaging the metacognitive resources of students. The issue of formation of information and communication and neurocompetence of foreign language teachers has become especially urgent in the pedagogical environment. Due to the lack of relevant skills, teachers had to adapt to the new educational conditions and completely restructure the educational process.


Distance learning technologies (DLT), electronic services, linguistic education, network education, metacognitive resources, neurocompetencies of teachers.

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