The issue of control at all stages of a foreign language lesson is widely discussed in the methodological literature where various methods, types and forms of organization and content of control are considered. This article is devoted to the study of the relationship between traditional and digital forms of control during the introduction, consolidation of new language material and its activation in different types of speech activity. The purpose of this article is to show the importance of the variety of control types in a foreign language class, taking into account corrective functions as well as psychological and emotional factors that are an additional motive for students' learning activities.

The experiment was conducted using the methods of observation, mathematical analysis, as well as students’ survey (more than 300 students were interviewed) at a non-linguistic technical university, namely at Saint Petersburg State University of Architecture and Civil Engineering. The data showed that the distribution of control forms and their effectiveness at different stages of the lesson differed. Recognizing the importance and relevance of digital forms of control at the present stage of the educational process, the authors concluded that it is impossible to abandon traditional forms that turn out to be more effective and / or the only possible ones at certain stages of a foreign language lesson. The introduction of digital control as one of the forms of skills testing makes learning motivated, interesting, diverse, emotionally colored. Such control corresponds to the realities of modern life and the interests of generation Z. The conclusions made in the article can be useful in compiling curricula, thematic and lesson plans and developing tests as well.