Authors

This article aims at analyzing some ways of providing effective feedback and organizing reflective activities in online learning of foreign languages. Feedback and reflection make it possible to identify the strengths and weaknesses in the work of students, the effectiveness and efficiency of the educational strategies and tasks used, make it possible to build an individual student’s route to overcome difficulties, compensate for errors and improve learning outcomes. The concept of feedback and reflection is considered as a mechanism for increasing student motivation, it helps create an interactive educational online environment, regulating and adjusting the learning process. The authors analyze the didactic potential of digital tools and mobile tools used to develop reflexive and communicative skills of students, provide some practical tips on organizing reflexive activity in online classes, highlight the stages of reflexive activity, the prerequisites for providing effective feedback. The didactic potential of digital tools allows educators to provide quick, targeted and timely feedback, to organize reflection, to introduce the elements of gamification into the educational process, to save the results of polls and votes, to conduct an effective analysis of positive and negative results, on the basis of which the teacher can make changes in his own pedagogical activity, and in the educational activity of students.