E-LEARNING RESOURCES IMPLEMENTATION IN TEACHING BUSINESS ENGLISH AND TESTING ENGLISH SPEAKING SKILLS AT THE UNIVERSITY LEVEL

The article is dedicated to teaching Business English using e-learning resources at the tertiary level. Slovakia's experience of providing training for groups of students during the 2022/2023 academic year by applying a blended learning approach is considered in the study. Initially, the research was focused on the benefits and weaknesses of using e-learning resources in education. Further, the study was devoted to the analysis of the attitude of university students toward incorporating e-learning resources in teaching and learning Business English in a blended format. Applying the quantitative method made it possible to perform data analysis of the questioning of students. Using the qualitative research method allowed the authors to analyze the opinions of scholars on the studied problem and students' attitudes toward e-learning. The questionnaire was conducted in Slovakia in 2022 from July to November. The participants (n=102) involved students from higher education institutions (HEIs). The questionnaire results help sort through the participant's previous experience of learning Business English with the use of digital learning management systems (DLMSs), MOOCs, language learning videos (LLVs), and communication tools (CTs), considering the applicability of CTs for testing spoken English language skills. The questionnaire also included a question about independent activities on the Internet, as today, the Internet offers resources for self-education that promote the improvement of the students' English, deepen knowledge, and develop speaking skills. As the online realm, the Internet is the embodiment of space and time flexibility that allows the use of e-learning resources anywhere and anytime. The accessibility of educational materials for distance and blended learning contributes to effectively organizing students' training. Within the study, the questionnaire results indicate that most participants believe that the use of the Microsoft Teams platform (under blended learning conditions = 87.3%; during the pandemic = 89.2%; for testing spoken English language skills = 91.2%) in teaching and learning process is the best option to use at universities. In addition, the findings confirm that online video content (watching movies = 49%; videos for independent work = 69.6%) gets and holds students' attention. The study's results support integrating e-learning resources into teaching Business English at non-language universities, emphasizing the feasibility of