Use of GIF-Animation in the Context of English Blended Learning In Institutions of Higher Education

Introduction . The need to move to blended or distance learning has caused many challenges for educators recently. They have been searching for new forms and methods of educational work in the context of blended or distance learning, which enable them to keep the attention of students, enhance their motivation to learn a foreign language, brighten up the course of the lesson, avoid monotony, cause student response to the material studied at the emotional level. In this context, such interactive technologies, elements and tools that ensure the actualization of the emotional component of learning in the educational process in general and in the process of learning foreign languages in particular become more and more relevant. The purpose of the paper is to generalize and systematize the ways of using GIF-animation in teaching English in a blended learning environment. The use of GIF-animation in this context is considered as one of the ways to update the emotional component of learning and introduce modern elements of gamification in teaching English. To achieve this goal, the following research methods are used: analysis of scientific and methodological literature, generalization and synthesis. Results . The approaches of scientists to the use of information and computer technologies, mobile applications, and Internet platforms for creating games or game elements in the process of teaching foreign languages are analyzed. The need to involve the emotional component in the process of learning a foreign language in blended or distance format is shown. The ways and methods of using GIF-animation in the context of blended learning of the English language are summarized, systematized and divided into seven groups. These include: the use of GIF-animation during the presentation of educational material; the use of GIF-animation in online communication with students; the use of GIFs as a basis for exercises or tasks with “emotional” vocabulary; using GIF - images as an independent learning object in the lesson; using GIF - animations for writing assignments; creating GIF-animations by students; the use of GIF-books (on a certain lexical or grammatical topic or in a game format as an element of gamification). The content of each group of methods is revealed, examples of ways of their application are given, resources for searching and selecting GIF images are presented, and their functionality is described. Originality . The scientific originality of the research results is based on the fact that the use of GIF-animation has not been considered as a tool of teaching English in the context of in blended or distance learning format yet. Despite GIF-animation is a good example of modern, live English and a common part of youth online communication, it has not received sufficient coverage in methodology of teaching foreign languages. Conclusion . The research has shown that the use of GIF-animation in the process of in teaching English in a blended learning environment can contribute to the possibility to make the process of learning a foreign language more modern, diverse and emotionally coloured. Using GIF - animation is a way to add emotions, modern game elements and humour to classes, and make students use the language they learn.