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Globalization as a 20th century phenomenon continued intensively in the 21st century and - coupled with a substantial economic crisis - has led to a massive migration of experts from all fields across the countries and continents. Together, these phenomena have forced people to seek employment not only in different cities but also in different countries and continents. Furthermore, scientists and researchers are changing their places of residence to do joint researches, which are intensifying in the XXI century. These migrations have led to a growing need for learning foreign languages, and not only the spoken language: oftentimes, people have to learn language for specific purposes to be able to have successful communication with their colleagues from other countries. Development of modern technologies has changed the way we learn language. Learning is no longer static, classroom-bound, relying on textbooks and teachers. It uses multimedia while applying ICT and is quite often done online, with a teacher who is, of course, still present, but whose role has undergone a complete change, and a new one is also being adapted to alterations, embracing the advantages of the new technologies utilization in the language learning processes, especially in learning language for specific purposes. The aim of the paper is to show the lecturers' role in foreign languages teaching , the use of ICT in foreign languages instruction, and the teacher-student relationship. The results of the survey and statistical data show that students have a great interest in learning LSP online, which is particularly popular among the employed. Hence we may conclude that IT and ICT greatly facilitate and improve LSP learning, since materials and courses are available at all times, and their number is constantly rising.

The use of ICT in learning language for specific purposes