blended learning
ICT in language teaching
multimedia presentations
intensification of teaching

How to Cite

A. O. Klymenko, N. I. Zakordonets, and I. V. Shymkiv, “THE USE OF MULTIMEDIA PRESENTATIONS FOR INTENSIFICATION OF FOREIGN LANGUAGES TEACHING AT TERTIARY LEVEL”, ITLT, vol. 59, no. 3, pp. 87–95, Jun. 2017, doi: 10.33407/itlt.v59i3.1607.


An increasing number of lecturers are experimenting with innovative computer-mediated approaches to foreign languages teaching (FLT), dramatically altering the ways students interact with learning content. This comparatively common acceptance of digital learning technologies has enlarged the integration of multimedia teaching and learning tools into the traditional, face-to-face classroom setting, thus blended approach to content supply in FLT has experienced extensive progress in higher education. The article deals with the practice of usage of the most popular multimedia technological tools, such as Prezi, Google Slides, PowerPoint, in foreign languages teaching at higher educational institutions. In the course of research surveys were made to determine the types of collaboration and evaluation preferred by the students, their expectations from foreign language learning process, which, in their turn, gave grounds to point out the factors promoting intensification of the teaching process in the context of blended learning.


V. Bykov, Organizational System Models of Open Education, 1st ed. Kyiv: Atika, 2009. (in Ukrainian)

V. Kremin and V. Bykov, "Categories “space” and “environment”: characteristics of model representation and education using", Theory and Practice of social systems management, no. 2, pp. 3-16, 2013. (in Ukrainian)

N. Morze and A. Kocharian, "ICT competence standards for higher educators and quality assurance in education", Information Technologies and Learning Tools, no. 5, 2014. (in Ukrainian)

O. Ovcharuk and N. Soroko, "Information and communication competency development in education system: modern studies and prospects", Information Technologies and Learning Tools, no. 1, 2016. (in Ukrainian)

O. Spirin, Y. Nosenko and A. Iatsyshyn, "Current requirements and contents of training of qualified scientists on information and communication technologies in education", Information Technologies and Learning Tools, no. 6, 2016. (in Ukrainian)

L. Morska, "Theoretical and Methodological Foundations of the Future Foreign Language Teacher Preparation for Information Technology Usage in Professional Activity", PhD, Doctor of Pedagogical Sciences, Ternopil Volodymyr Hnatiuk National Pedagogical University, 2008. (in Ukrainian)

B.D.H, O. Bjork, V. Callahan, T. Clement, E. Clements, R. Cunningham, D. Favro, C. Fritze, B. Hirsch, P. J. Wosh, C. Johanson, M. K. Gold, E. Katz, M. Kill, S. Mahony, W. McCarty, C. Moran Hajo, E. Pierazzo, T. Presner, S. Ramsay, M. Rehbein, J. Reiff, G. Rockwell, J. Saklofske, S. Sinclair, L. Spiro, J. Sternfeld, E. Sullivan and W. Wendrich, Digital Humanities Pedagogy, 1st ed. Cambridge: Open Book Publishers, 2015. (in English)

M. Scheffel, H. Drachsler, S. Stoyanov and M. Specht, "Quality Indicators for Learning Analytics", Educational Technology & Society, no. 174, pp. 117-132, 2017. (in English)

Z. Miller, "Information Fatigue Syndrome (IFS): What it is and how it affects you", Natural News. Natural Health News & Scientific Discoveries. (in English)

P. Svensson, "Language Education in a Digital World", Digital Humanities Quarterly, 2008. (in English)

M. Warschauer, "Computer-assisted Language Learning: An Introduction", Information and Communications Technology For Language Teachers, 1996. (in English)

M. Estling Vannestål, Lära engelska på internet, 1st ed. Lund: Studentlitteratur, 2009. (in English)

M. Kenning, Ict and language learning, 1st ed. [Place of publication not identified]: Palgrave Macmillan, 2014. (in English)

U. Jämterud, Digital kompetens i undervisningen, 1st ed. Stockholm: Natur & kultur, 2010. (in Swedish)

Authors who publish in this journal agree to the following terms:

  1. Authors hold copyright immediately after publication of their works and retain publishing rights without any restrictions.
  2. The copyright commencement date complies the publication date of the issue, where the article is included in.

Content Licensing

  1. Authors grant the journal a right of the first publication of the work under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0) that allows others freely to read, download, copy and print submissions, search content and link to published articles, disseminate their full text and use them for any legitimate non-commercial purposes (i.e. educational or scientific) with the mandatory reference to the article’s authors and initial publication in this journal.
  2. Original published articles cannot be used by users (exept authors) for commercial purposes or distributed by third-party intermediary organizations for a fee.

Deposit Policy

  1. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) during the editorial process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see this journal’s registered deposit policy at Sherpa/Romeo directory).
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
  3. Post-print (post-refereeing manuscript version) and publisher's PDF-version self-archiving is allowed.
  4. Archiving the pre-print (pre-refereeing manuscript version) not allowed.


Download data is not yet available.