While distance education has been a preference in the field of education since the 1990s, it has become compulsory, especially for the last 1 year, as the pandemic has negatively affected all countries of the world. In this process, it was necessary to integrate the educational content and materials into distance education in a very short time. Although it did not have the alternatives provided by face-to-face courses, it became the primary tool to achieve educational goals. Although each discipline has its own unique experience in distance education, the advantages and disadvantages of distance education are also experienced in foreign language lessons. Preparation of materials, the necessity of these materials to have a technological and pedagogical content, may be the most important problem. The materials created must be of a quality that makes students realize that they are not in the classroom. On the other hand, language education has the content of developing skills rather than acquiring knowledge. At this stage, distance learning becomes an obstacle to trying to develop four skills such as speaking, writing, listening and reading at the same time. Unlike face-to-face courses, the knowledge and experience that the teacher gains in online courses, are limited. This situation prevents the teacher from following the learning process of the student and at the same time paying attention to individual differences. The lack of face-to-face communication with the teacher may cause students to have difficulties in developing foreign language learning strategies and studying habits. With the transfer of individual learning to the center in distance education, group learning in the classroom is almost never practiced. In this situation, students are deprived of self-evaluation by comparing themselves with their peers. Whereas, learning takes place only when people participate in learning through and with others. With our project on “the integration of foreign language teaching methods and techniques into home schooling”, we aim to integrate foreign language teaching techniques into distance education and turn existing disadvantages into advantages. Because distance education also has the advantages such as saving students time and space, being interactive, being able to be constantly updated, providing faster feedback in tests or exams, being student-centered, and the teacher only taking a guiding role. In our project, it will be our primary method to make use of internet technologies to improve the four basic language skills (reading,writing,speaking,listening) of students in foreign language lessons. Assuming that there is no single and precise method in language teaching, it is judged that the best method is large-scale and selective (eclectic). With the eclectic method, which is one of the foreign language teaching methods and techniques, a mixed method is applied by taking the best aspects of various methods. In this method, the teacher chooses the best and most useful aspects of language teaching methods and uses them for their own purposes, and while doing this, the four basic skills are given equal importance. In the project study, it will be discovered which practices and activities in distance foreign language teaching improve the language skills of the students by using the eclectic method and the most suitable web 2.0 tools in the same environment. With the participation of our foreign partners in the project, it is expected that practices and activities that will make language teaching more effective in distance education will be shared among countries and a higher success will be achieved.