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The research aims to examine the implementation of a model for developing lexical competence in distance learning students. It involves surveying educational institutions through the internet to assess their ability to foster lexical competence. The study findings indicate that teachers employ various tools to enhance lexical competence, such as Kahoot! (95.6%), Moodle (95.5%), Duolingo (89.7%), Google Forms (89.6%), Lingohut (89.2%), and Quizlet (84.7%). Moreover, teachers utilize specific exercises to develop lexical competence, including translation of international words into Ukrainian (95.5%), communicative exercises promoting natural speech usage (95.3%), and exercises comparing words with their definitions (89.5%). Regarding lexical competence development in distance learning, teachers employ control tasks, self-checking tasks, test tasks, and project tasks (98.3%), translation of terms (94.1%), use of lexical constructions in communication (93.8%), and exercises for statement correction (92.4%). The study reveals that ICTs have a positive impact on lexical competence development (95.5%), with a small portion (3.3%) expressing uncertainty, and a minority (1.2%) noting certain disadvantages. A model for developing lexical competence in distance learning has been formulated, incorporating clear goals, objectives, and expected outcomes.
Lehan et al. (Tue,) studied this question.