Introduction. In this article we are talking about the use of such interactive form of control as "correctional chain". The purpose of the article is to show the advantages of this form of control in the context of organizing the educational process based on subject-subject relations.

Materials and methods. The main research methods are the analysis of scientific literature on the problem, the study of regulatory and legislative acts in the field of education in the Russian Federation, the comparison of the efficiency of traditional forms and interactive forms of control in order to achieve the educational goals, diagnostic methods, including questioning, observation, testing. The authors also analyzed and summarized their own pedagogical experience of teaching in higher education.

Results. The experience of the authors' pedagogical activity has demonstrated the efficiency of the use of the form of control "correctional chain", which acts as a form of control and as a means of learning in the process of professional training of Foreign Languages Faculty's students. The "correctional chain" is the key to the successful formation of the necessary competencies, skills and abilities. The systematic use of "correctional chain" contributes to the creation of a quasi-professional environment in order to immerse students in future pedagogical activities, which develops the necessary professional qualities in them. The authors formulated recommendations on the use of this form of control.

Discussion. The article discusses and analyzes in detail the points of view of scientists and practicing teachers on the problem of synthesis of traditional and non-traditional forms of control, as well as on the problem of interactivity of the control procedure, most of which come down to the fact that the search for new forms of control of the results of students' educational activities is relevant, necessary and is dictated by modern requirements of the education system, state and society.

Conclusion. The implementation of “correctional chain” into the educational process of a pedagogical university confirmed the efficiency of using this interactive form of control both to obtain objective information about the efficiency of the educational process and to form the necessary competencies, skills and abilities.

The advantages of interactive forms of control for more effective formation of the necessary competencies, skills and abilities are revealed;

Recommendations on the use of “correctional chain” in the educational process of a pedagogical university have been developed.

1. Senognoeva N.A. (2022), Harakteristika mnogomernosti definicii «pedagogicheskij kontrol'» pri pomoshchi kontent-analiza i klasternogo analiza [Characterising the Multidimensional Nature of the “Pedagogical Control” Definition Using Content Analysis and Cluster Analysis], Pedagogika. Voprosy teorii i praktiki, 7, 1, 131–136. (In Russian).

2. Bystraj Ye.B., Baronenko Ye.A. & Rajsvih Yu.A. (2021), Formirovanie interaktivnoj kompetencii budushchih pedagogov kak osnova pedagogicheskoj rezil'entnosti [Formation of future teacher interactive competence as a basis of pedagogical resilience], Vestnik Yuzhno-Ural'skogo gosudarstvennogo gumanitarno-pedagogicheskogo universiteta, 1 (161), 46–64. (In Russian).

3. Skorobrenko I.A. & Vorozhejkina A.V. (2019), Rol' samostoyatel'noj raboty studentov pedagogicheskogo vuza v processe formirovaniya informacionno-analiticheskoj kompetencii budushchih uchitelej [The role of pedagogical university’s students’ independent work in the process of forming the future teachers’ information-analytical competence], Vestnik Shadrinskogo gosudarstvennogo pedagogicheskogo universiteta, 4 (44), 169–174. (In Russian).

4. Leshchenko E.M., Marar O.I., Potanina I.V. & Barkalov R.V. (2020), Modelirovanie sistemy kontrolya pri kompetentnostno-orientirovannom podhode k obrazovaniyu [Modeling of a control system with a competence-oriented approach to education], Region: sistemy, ekonomika, upravlenie, 4 (51), 184–190. (In Russian).

5. Vaganova O.I., Voronina I.R. & Loshkareva D.A. (2020), Interaktivnye sredstva obucheniya kak effektivnyj instrument obrazovatel'noj deyatel'nosti [Interactive learning tools as an effective tool for educational activities], Baltijskij gumanitarnyj zhurnal, 9, 3 (32), 135–139. (In Russian).

6. Sveshnikova S.A. (2018), Formy zakrepleniya i kontrolya leksicheskogo minimuma po special'nosti na urokah inostrannogo yazyka v neyazykovom vuze [Forms of consolidation and control of the lexical minimum in the specialty in foreign language lessons in a non-linguistic university], Voprosy pedagogiki, 4-2, 72-76. (In Russian).

7. Dyundin A.V. & Savchenkova N.N. (2021), Organizaciya tekushchego i promezhutochnogo kontrolya znanij studentov v distancionnom obuchenii [The organization of students current and midpoint control in distance learning], Sistemy komp'yuternoj matematiki i ih prilozheniya, 22, 346–351. (In Russian).