Abstract. Education is the human activity that is very sensitive
to all the changes the society undergoes. The young generation’s
virtual priorities dominating in the digital society impose new
demands on education. At all University levels, a teacher’s immediate and adequate response to new challenges enhances the
educational process. The post-graduate level also puts forward
new claims on both teaching and learning and needs a thoughtful
analysis. The aim of this research is to frame new directions in
teaching the subject “Foreign Language” at this level and to find
some techniques helping students assimilate knowledge more
quickly and successfully. In their research, the authors used the
following methods: domestic and foreign literature analysis;
pedagogical experiment; direct and indirect observations; comparison and classification of the obtained figures. Having analyzed the accumulated data, they came to the conclusion that systematic application of video fragments at the lessons increased
students’ interest and motivation, enlarged their vocabulary,
widened their professional horizons, helped them become more
broad-minded and get rid of scientific provincialism. It is noted
that using the latest virtual content, a teacher can update theexisting textbooks, which, in its turn, in a friendly teacher-student
environment, will drag the emphasis from merely preparing students for their Candidate’s examination to turning them into useful members of the international scientific community. Under
these circumstances, a University teacher needs their individual
load revision in order to get more time to prepare for their classes. In the end, the authors share their practical experience with
colleagues and articulate some prospective guidelines in their
further investigations.
Keywords: digital society, education challenges, Bologna system,
post-graduate students, foreign language, video materials, multimedia technologies

Natalya N. Balabas¹, Inna V. Borisova²
¹Moscow Financial and Industrial University “Synergy”
¹Institute of Foreign Languages
People’s Friendship University of Russia
Moscow, Russia
ORCID iD: 0000-0003-2572-5684
²Financial University under the Government of the Russian Federation
Moscow, Russia
ORCID iD: 0000-0001-5027-6484

Balabas, N.N. 2016. Some aspects of teaching French to postgraduates. Philological Sciences. Issues of theory and practice
11-2 (65): 179–181. (in Russian).
Balitskaya, I.V. 2012. English for Post-graduates and Competitors: Instructional aid. SakhSU, Yuzhno-Sakhalinsk, 80 pp. (in
Belyakova, Ye.I. 2014. English for post-graduates: Instructional
aid. INFRA-M, Moscow, 188 pp. (in Russian)
Borisova, I.V. 2012. Academic and moral aspects of preparing
future post-graduates for passing their entrance examination on
the subject “Foreign Language”. XXI century: totals of the past
and challenges of the present, plus: Periodical scientific journal
3 (07): 90–94. (in Russian)
Dmitriyeva, S.Yu. 2011. English for post-graduates and competitors: Instructional aid. PSACA, Penza, 92 pp. (in Russian)
Bochkareva, T., Dmitriyeva, Ye., Inozemtseva, N., et al. 2017.
English for post-graduates: Instructional aid. Ministry of Education and Science of the Russian Federation, Orenburg State University. OSU, Orenburg, 109 pp. (in Russian)
Garagulya, S.I. 2015. English for post-graduates and competitors
for a scientific degree. Humanitarian publishing centre
VLADOS, Moscow 327 pp. (in Russian).
Gretter, S., Gondra, A. 2017. Teaching Foreign Languages in the
Twenty-First Century: Lessons from Spanish Hybrid Education.
In Preparing Foreign Language Teachers for Next-Generation
Education. Information Science Reference, USA, 312 pp.
Iskakova, A.B., Nurumzhanova, K.A., Senkina, G.Ye., Kozybai,
A.K., Dzharasova, G.S., Kairbayeva, A.K. 2019. Factors and
trends of innovational processes development at higher schools
under conditions of international economic integration. Science
for education today9(3): 200–221. (in Russian)
Klimova, I.I., Lizunova, N.M., Shirokikh, A.Yu. 2016. The instructional aid on preparing post-graduates for passing the English Candidate’s examination. Financial University, Moscow,
128 pp. (in Russian)
Lazaryeva, I.V. 2009. The instructional and methodical aid for
passing the foreign language Candidate’s minimum. Moscow
State Pedagogical University, Moscow, 115 pp. (in Russian)
Shakhova, N.I. 2004. Learn to Read Science. The English course
for post-graduates: Instructional aid. Flinta, Moscow, 360 pp.
(in Russian)
Makarenko, Ye.A., Dzhegutanova, N.I., Boglanova, D.I. 2012.
The instructional aid for post-graduates and competitors. SSPI,
Stavropol, 172 pp. (in Russian)
McGrail, E. 2007. Laptop technology and pedagogy in the English language arts classroom. Journal of Technology and Teacher
Education15(1): 59–85.
Mutovkina, O.M. 2014. Postgraduate education and research:
The instructional aid for post-graduates. The English language.
MSRU, Moscow, 152 pp. (in Russian)
Polyanchuk, O.B. 2003. French for post-graduates of Humanities
faculties: Instructional aid. Vorohezh State University, Voronezh, 16 p. (in Russian)
Prus, L.V., Berezovskaya, L.G., Mlynar, Ye.Sh. 2018. Communicative approach in teaching foreign languages to University
students. Perspectives of science and education2 (32): 109–112.
(in Russian)
Putilina, L.V. 2017. Foreign language for post-graduates (the
French language): Instructional aid. Orenburg State University,
EBS ACB, Orenburg, 104 pp. (in Russian)
Safronenko, O.I., Makarova, Zh.I., Malashchenko, M.V. 2005.
English for Master students and post-graduates of University
natural faculties. Higher school, Moscow, 175 pp. (in Russian)
Serga, M.Yu. 2011. Training scientific staff in Russia: objective
and subjective post-graduates’ problems. Fundamental research.
Pedagogical sciences8: 559–562. (in Russian)
Shipovalova, L.V. 2019. Scientific communication and future
scientist’s education. On the issue of teaching History and Philosophy at higher school. Higher education in Russia. Philosophy of science and education28(6): 115–127. (in Russian)
Zhao, Y. 2003. Recent developments in technology and language
learning: A literature review and meta-analysis. CALICO21(1):
Studying in the UK: the pros and cons. 2019. URL: [Accessed
July 25, 2019].
Warum ist Forschungsarbeit in der Neurologie so wichtig, Frau
Prof. Klein? 2019. URL:
b2mY5-KbLS0 [Accessed July 27, 2019].
4 points pour publier un maximum d’articles scientifiques.
2019. URL:
[Accessed July 25, 2019].