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. The article presents a retrospective analysis of tools for teaching foreign languages in the context of changing educational paradigms, as a reaction to the dominance of the new approach formulated as a result of the evolution of the digital model within foreign language instruction. The purpose of the article is to justify the choice of universal tools for teaching foreign languages, relevant to the modern educational paradigm, the main characteristic feature of which is responsible self-education (learner autonomy). Materials and Methods. To achieve the aim of the study, the following research methods were used: general research methods including dialectical, analysis and synthesis of scholarly literature, comparisons and analogies, reviewing, summarizing information obtained from modern academic sources, and special research methods containing system and comparative analysis, etc. The study was carried out in line with the concept of informatization of education and followed communicative, competence, contextual, learner-centered and activity-based approaches to foreign language instruction. Results. Firstly, the author substantiated the need for accepting the fact that in the conditions of mass industrialization, the educational ecosystem is transferring to a new educational paradigm, consequently, it is necessary to transform the very mechanism of organizing educational process, in particular, foreign language instruction. Secondly, a retrospective analysis of foreign language teaching tools in the context of changing educational paradigms has been conducted, as a reaction to the dominance of the new approach formulated as a result of the evolution of the digital resource model within foreign language instruction, namely SCALL-, MALL- and RALL-approaches. Thirdly, the author has put forward a hypothesis about a universal tool for teaching foreign languages, relevant to the modern educational digital competence paradigm. Conclusions. The author argues that at the present stage, virtual (electronic) educational platforms can be adopted as universal tools for teaching foreign languages   relevant to the modern educational paradigm, the main characteristic of which is responsible self-education (learner autonomy), the practice of using those is quite common for Russia, including conditions of autonomous education. In the medium term, mobile training tools can be considered as universal, however, it is necessary to systematize the practice of testing them in educational settings of various levels. In the long term, products ‘generated’ by RALL evolution, including learning tools with artificial intelligence, can be considered as universal tools for teaching foreign languages. Taking into account the fact, that such products as chat bots are just beginning to be used for educational purposes, it is assumed that they will become understandable, adaptive and, as a result, universal digital tools of foreign language instruction including autonomous learning only in the distant future.

The problem of choosing universal tools for foreign language teaching in conditions of changing educational paradigms