Abstract. The study is aimed at comparing the particularities of
digital technologies usage by different categories of teachers
while French teaching. Data collection and online surveys allowed to obtain the statistics which then was analyzed and systematized. The answers were given by the university teachers
specializing in the field of linguistic and non-linguistic education
and also by school teachers. In total 130 people took part in the
surveys. According to their results, school teachers pay more attention to pedagogical aspects of educational work on the Internet. This is connected with their pupils’ involvement in the digital educational world. At the same time, the gap between university teachers and school teachers is enormous, in our opinion.
Thus, one should always be attentive to the improvements in
terms of students’ digital culture on all levels and degrees of
their education.
The teachers who work with pre-service teachers and their colleagues from other universities have a lot in common while using
technologies in teaching French as a foreign language. According to the data, the first group has much higher percentage, especially, in creating their own manner of integrating ICT in the
teaching process. Moreover, their usage of ICT in class is less
dependent on the existed requirements of their institutions. Asa
result, they propose more initiatives for ICT implementation in
French teaching and seem more open to experience exchanges
with their students.
Keywords: information and communication technologies, teaching/learning foreign languages, French as a foreign language

Olga M. Kozarenko
Institute of Foreign languages
Peoples’ Friendship University of Russia
Moscow, Russia
ORCID iD: 0000-0002-5918-9288

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