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Electronic tutorials are beginning to take an increasing place in our lives. To date, there is an active process to create electronic tutorials in the hypertext form and their implementation in the educational process. The most common definition of a concept is the following: it is a learning tool that is a computer program that contains educational material and an interactive test system.

Also today one of the priority directions in the modern system of Kazakhstani education is the creation of an innovative multilingual model. The need for a quality foreign language mastery of graduates of a modern school is an urgent need, because the intensive pace and level of development of science and technology in the world require fluency in foreign languages for better and fuller acquisition of the necessary theoretical and practical knowledge, skills.

Relevance: at present, the development of the system of secondary and higher education in the Republic of Kazakhstan is directly related to the introduction of elements of multilingualism and modern means of instruction. In our republic, a unique project is being implemented, initiated by the Head of State - the triune of languages. This requires the development of new, effective training tools to optimize the learning process in three languages. One such tool is a multilingual electronic tutorial. Electronic textbooks for students of biological specialties in Russian, Kazakh and English are necessary both for self-preparation of students and for optimizing the work of teachers.

Aim: to approbate electronic textbooks in English with elements of Russian and Kazakh languages for students of biological specialties of multilingual groups.

Objectives:

1) to develop multilingual electronic textbooks on the disciplines "Introduction to Biology" and "Introduction to Specialty" for students of the specialty "Biology";

2) to introduce developed electronic textbooks in the educational process of students specialty "Biology";

3) to analyze the use of electronic textbooks in different types of lessons;

4) analyze the impact of the use of electronic textbooks in classes on the development of the polyglot competence of students, the level of their self-confidence, the objectivity of assessing students' knowledge.

Methods of research: pedagogical observation, pedagogical experiment, method of questioning.

Scientific novelty:  currently in the system of higher education there are no multilingual electronic textbooks for students of biological specialties, therefore their approbation has never been carried out.

Before analyzing the effectiveness of using electronic tutorial, let us dwell on their structure. The tutorial consists of 7 main sections: an interactive course of lectures; practical exercises; tasks for the IWST; tests for Mid-Term; literature for additional reading; dictionary of biological terms; section "About the textbook".

The first section of the electronic textbook is an interactive course of lectures. The course contains 15 lectures, each of which is designed for no more than 50 minutes of study time and is a presentation of PowerPoint, converted into a hypertext format. A distinctive feature of these lectures is the availability of a quick translation of terms from one language to another (in this case, from English to Russian and Kazakh). Since the entire process of studying the discipline "Introduction to Biology" is in English, it is very important for those students whose level of language knowledge does not allow to quickly work with the text in a foreign language.

The next section is practical exercises. When you open the section, 15 topics of practical lessons are displayed according to the work program. When you select a particular topic, the screen displays tasks of different types (single-choice, multiple-choice, true or false, fill the gaps, fillword, crossword and others) for execution, also calculated for 50 minutes of the lesson. The results are calculated automatically by the computer and sent to the teacher's e-mail, which makes the assessment as independent and objective.

The section "Tasks for Independent Work" is intended for the organization of self-study work with the teacher (IWST).

The next section, "Tests", contains a collection of test tasks for Mid-Term, as well as an examination base for preparation for the session.

The section "Literature for Additional Reading" contains links to literature that will help students prepare for practical classes, write essays, and select text material for presentations. Also this literature can be used for independent study of the material.

No less important is the section "Dictionary". It contains the entire range of terms found in the electronic textbook, in alphabetical order with a detailed definition. To implement a quick search, an alphabetical index is added at the top of the page.

The introduction of a multilingual electronic textbook was carried out in two study groups of the first year of study. The total number of students who took part in the experiment was 48 people.

Results of experiment:

At the beginning and the end of the experiment, we conducted questionnaires of students. Analysis of the questionnaire data made it possible to find out that 100% of the students are satisfied with the conducted studies using an electronic textbook. It should also be noted that only 39 out of 48 students (81.25%) considered electronic textbooks as an effective means of training when introducing a multilingual education when passing the questionnaire. After the experiment, this figure was 100%. In addition, the absolute majority of the students surveyed (47% or 98%) noted that they would like to see similar electronic textbooks used in the study of all disciplines in English during their studies. This proves that the introduction of electronic textbooks has a positive effect on students' cognitive activity, increases their interest in learning the subject, encourages the comprehension of new, modern technologies, helps them learn English, helps to optimize the learning process.

One of the main priorities in the development of the textbook was the comfort of working with it. Students were asked about the difficulties they encountered in the classroom using an electronic textbook. 41 students (85.4%) noted that they did not encounter any difficulties. In turn, 7 students (14.6%) answered that the main difficulty was the understanding of English. From a technical point of view, no student has had difficulty in working with the textbook.

Despite the fact that some students encountered certain difficulties in working with the electronic textbook, conducting classes with its use showed them their capabilities and effectiveness in application. The proof of this is that the students' attitude to the electronic textbook shows a positive trend: 31 students (65%) believe that the study of the material in English using an electronic textbook, even independently, is much more effective and easier than its oral perception from the teacher or using regular textbooks. Before the experiment, only 25 people were considered so. the increase is 24%. This proves that the use of the electronic textbook in the classroom is not only effective from the point of view of the learning process in the classroom, but also contributes to the motivation of students for learning, encourages them to independently study the material.

One of the main advantages of electronic textbooks, in our opinion, is the exercise of control over students' knowledge under optimal conditions. After the experiment, 41 students (85%) noted that the electronic textbook contributed to the independent of the teacher, an objective assessment of their knowledge. Before the experiment, only 31 students (64%) thought so. The increase was 21%. This proves that an electronic textbook is an effective tool for conducting an independent assessment of knowledge.

The use of electronic textbooks in the implementation of multilingual education contributes to the development of the polyglot competence of students. So, students were asked how their level of English knowledge changed after studying the "Introduction to Biology" discipline in English using an electronic textbook. As the results of the experiment show, the level of knowledge of the students' language has significantly increased. If before the experiment by 3 points, the level of knowledge was assessed by 7 students, now only 1 student (2%) thinks so. At 4 points, 5 students (10.5%) assess their level, 14 students (29.5%), 5 students (12.5%), 6 students (31, 5%), 8 students - 5 students (10.5%) and 9 points - 2 students (4%). Equally important is the fact that 40 students (83%) believe that teaching the "Introduction to Biology" classes in English has had a positive effect on the degree of mastering the material.

Summarizing the experiment and all of the above, we came to the following conclusions:

1) the developed electronic textbooks are effective teaching aids when introducing multilingual education in higher education institutions;

2) the use of developed electronic textbooks in practical classes contributes to an objective, independent assessment of students' knowledge;

3) electronic textbooks in classes with the English language of instruction contribute to the development of the polyglot competence of students;

4) the introduction of electronic textbooks has a positive effect on cognitive activity of students, increases their interest in learning the subject, stimulates the use of ICT in their future professional activities.

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