In our digital era the necessity of developing distance (on-line) learning
courses both in Russia and in the whole world is not viewed any longer as a
challenge but rather as an issue of practicality. Both state budgeted educational
institutions and private sector companies are involved in producing relevant
programs to answer the demand in the market. Pronunciation is the area which
stays beyond the main focus of material writers’ attention. Although the speaker’s pronunciation culture is the first signal that influences the listener’s perception of the utterance itself and of the speaker’s personality, consciously or subconsciously. In the latest projects of the Council of Europe which provide detailed descriptors for assessing phonological skills, general phonological control is measured according to the intelligibility, that is how much effort interlocutor has to make to understand the speaker. The interlocutor should not necessarily be a native speaker. This ruins the idea of native pronunciation and traditional phonetic standards. The role of the teacher becomes more complicated, because he/she has to identify the level of intelligibility of a student according to his/her inner criteria. In this respect digital technologies can save the situation providing speech models with acceptable range of variability. In the article the possibilities of teaching and learning the phonology of foreign languages distantly are discussed. The following methodological factors are considered: focus groups, content, format, technologies, methods and techniques of training, duration of training sessions. Electronic resources for teaching phonetic perception and production of the English Language at both segmental and supersegmental levels are presented. Each resource’s characteristics are discussed in a short review. The preferable options are identified. This material might be useful for English teachers planning distance classes with remedial type of phonetic training in various educational contexts.