Interactive technologies in English distance learning for Chinese psychology students

Abstract

In recent years, there has been a significant increase in the use of distance learning technologies in education, especially in the context of global changes caused by the COVID-19 pandemic. In the context of distance learning in English for Chinese psychology students, educational institutions are faced with the task of finding effective methods and tools that help maintain a high level of student engagement and academic achievement. One of these solutions is interactive technologies, which provide unique opportunities to create a dynamic and exciting learning environment. The purpose of this work is to investigate the effectiveness of using interactive technologies in English distance learning among Chinese psychology students and to develop recommendations for their optimal use. The hypothesis of the study is that the use of interactive technologies in English distance learning contributes to an increase in the level of language skills, motivation and satisfaction with the learning process among Chinese psychology students. Literature analysis was used for the study, scientific and methodological sources on the topic of distance learning and interactive technologies were studied, and the method of questionnaires and surveys was also used, in the form of collecting data on the perception and experience of using interactive technologies among students and teachers. Experiment and data analysis were used to reveal the purpose of the study and the hypothesis, as well as to evaluate the effectiveness and identify significant results. The use of interactive technologies in English distance learning will increase the level of language skills among Chinese psychology students, increase students' motivation and involvement in the learning process, and improve student satisfaction with the quality of distance learning. The results of the study can be useful for educational institutions and teachers involved in distance learning, as well as for students seeking to improve their language skills and increase motivation to learn. The results of the study will provide an opportunity to develop practical recommendations for teachers on the use of interactive technologies in teaching English.