![]() The significance level of t-Student test made p < 0,001. Mean value of control group came up to 74,32 points whereas of experimental group – to 81,95 points. The results of the study and t-Student criterion calculation showed that the experimental group did better than the control one. Using WebQuest technology, students were asked to listen to foreign speech, adapt it in accordance with their level of perception, adjust the sound speed by breaking phrases into separate words and comparing the pronunciation and spelling of words. The aim of the research was to teach the students professional English terminology and topics through interactive activities on the Internet. ![]() Based on the "Marketing Mix Model WebQuest", a series of interactive lessons in the framework of the course ‘English for professional purposes’ was conducted in 2 groups (control and experimental) of 22 students each at the faculty of “Social Sciences and Mass Communications” in the Financial University under the Government of the Russian Federation. One of the concepts that allow teachers to maintain such a balance in teaching professional English in universities and higher education institutions proved to be the WebQuest interactive activities on the Internet with the help of Marketing Mix Model WebQuest technology. Today, a serious problem of teachers has been the search for educational technologies aimed not only at assimilating students a certain amount of knowledge, but also at developing their personal, creative and cognitive abilities. The developed methodology can be used in the process of practice-oriented training aimed at forming the professional competencies of future specialists. The study showed the high efficiency of Skype-technologies in teaching English for special purposes as part of an additional educational course. In addition, the approbation of the developed model revealed the advantages and disadvantages of distance learning in general and Skype technologies in particular. The number of students experiencing difficulty demonstrating these skills decreased from 55% to 22% and 60% to 30%, respectively. The results of the final testing and interview showed that this technique with the use of Skype technologies is effective and contributes to the further formation and development of speaking and listening skills. Using a learner-centered approach we created a twelve-week Skype-based English course, which correlated with the professional training syllabus of the participants of the experiment. The experiment, which took place on the basis of the Moscow School of Tourism and Hospitality «Tour Center», involved two groups of 14 people each. Questionnaires, interviews and testing allowed selecting the participants of the experiment who demonstrated high motivation to study online and confirmed their B1-B2 level of English. The key research methods were the method of a needs analysis (questionnaires and interviews) and a pedagogical experiment. The purpose of the study is to develop a model for on-line teaching guides the English language employing Skype technologies. It is the distance learning format that allows you to improve your professional language level. The relevance of the study is due to the need for the formation and development of listening and speaking skills, which are crucial for guides-translators who use English in work with foreign tourists and require constant improvement.
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