Kholodniak, Olena

Oral speech is regarded as a leading productive skill that ensures the practical implementation of communication. Based on the analysis of scientific literature, it is defined that oral speech culture encompasses linguistic, psychological, social, ethical, and didactic dimensions, reflecting the level of organization, normativity, and communicative effectiveness. Contemporary research emphasizes the importance of authentic communication as a factor of professional success and cognitive development. The integration of digital platforms and mobile applications provides personalized opportunities for speaking practice, fosters learner autonomy, and contributes to the shift toward a student-centred instructional model, which is particularly relevant in the context of educational transformation. Digital platforms and gamified environments offer individualized oral-speaking practice, combining adaptive learning algorithms, speech recognition, and game-based interaction. Role-based online scenarios create conditions for natural dialogue, sustain motivation, and stimulate active engagement. The incorporation of AI-powered chatbots and mobile tools expands opportunities for spoken language training, helps reduce psychological barriers, and supports the development of oral speech culture among students across traditional, remote, and blended learning formats. The research assumes that the development of students’ oral speech culture can be significantly enhanced through a structured three-stage experimental model integrating digital speaking platforms. At the initial diagnostic stage, both groups were expected to demonstrate comparable levels of oral proficiency, forming a baseline for valid comparison. During the formative stage, it was hypothesized that sustained training with Duolingo, ELSA Speak, Talkpal.ai, and GPT would accelerate progress in pronunciation, vocabulary activation, fluency, and dialogic interaction more effectively than traditional classroom practice. At the final assessment stage, the experimental group showed measurable improvement in phonetic accuracy, lexical diversity, fluency, and communicative confidence, reflected in higher monologic and dialogic performance scores. Thus, it is concluded that the digital-based methodology will yield clearer positive dynamics across key oral production criteria, confirming its pedagogical value in university language training.

The paper presents the description of experimental research aimed at revealing the stages of listening comprehension skills development in students with low foreign language proficiency. The experimental group was formed as the result of a multi-component monitoring test. During the studies, special attention was paid to the facilitation of listening skills and a subsequent response to an oral message. The experiment was divided into three stages. The first one was dedicated to the formation of social language competence (the creation of neuron connections between a phoneme, a grapheme, and the acquisition of intonation of an English sentence). The second stage included listening comprehension training with both supporting texts and their gradual elimination. Such consistent transition made it possible to combine listening comprehension tasks with training active vocabulary and grammar, to accompany listening with visuals to include the cultural component in teaching the foreign language for specific purposes, to form skills to define the general idea of an oral message, etc. The third stage of our experiment proved to be challenging for students with low language proficiency. It was concluded that it would be more effective to proceed with the listening activities of the second stage but with the gradual introduction of oral responses to the listening activities.

Розкрито сутність, цілі і цінності індивідуальної освітньої траєкторії здобувача вищої освіти. Відповідно до аксіологічного підходу проаналізовано можливості реалізації індивідуальної освітньої траєкторії студентів в українських університетах. Розкрито окремі виклики та способи їх рішення в реалізації індивідуальної освітньої траєкторії на бакалаврському і магістерському рівнях вищої освіти. Наголошено на тому, що успіх індивідуальної освітньої траєкторії залежить від низки чинників. Серед таких чинників виокремлено наступні: переосмислення ідеї предметної інтеграції англійської мови з іншими освітніми компонентами конкретного рівня освіти, чіткі планові патерни взаємодії студента з викладачем та іншими студентами в академічній групі у позааудиторний час, узгоджені канали і способи комунікації, кореляція цілей вивчення навчальної дисциплін із визначеними результатами навчання під час вибору способів самостійної навчальної роботи, вибору цифрових сервісів, оптимізація форми звітності і обсягів самостійної навчальної роботи з кожного модуля навчальної дисципліни у випадках навчання за індивідуальним навчальним планом, пропусків аудиторних занять з об’єктивних причин, за потреби — створення інклюзивного освітнього середовища під час реабілітації чи відновлення студента. Наведено пропозиції щодо організації роботи в групі (малій чи змінного складу) з використанням сервісів Canva, Padlet, які містять значний потенціал для організації проєктної роботи. Рекомендовано переліки систем штучного інтелекту в якості помічників для самостійної роботи з опанування іноземної мови за професійним спрямуванням. Наприклад, «Babbel» для аналізу прогресу та надання відгуків і вправ, адаптованих до конкретних потреб, має програмурозпізнавання голосу, тож є можливість удосконалити свою вимову, «Duolingo. Pimsleur» платформа використовує технологію розпізнавання голосу за допомогою штучного інтелекту для спілкування англійською, кожне заняття триває 30 хв; Gemini, бот для вивчення англійської від Google можна використовувати, щоб генерувати справжні заняття з англійської мови, гейміфікований онлайн-тренажер для розвитку словникового запасу Quizlet.

The relevance of study is determined by ever increasing integration of innovative technologies into teaching and learning process at all levels of educational system, as well as evident change in the population of today students   Generation Z representatives are ‘digital natives’, thus educators have to search for appropriate methods and didactics to motivate and engage them, to enable their high performance results in changing landscape of education.  Numerous studies have discovered innovative methods to design environments that are appropriate for ESL/EFL learners’ needs in order to guarantee successful mastery of their target language through the integration of technology in language learning. The results of several studies have shown the effectiveness of such a platform through the use of particular video game genres, such as MMORPG. Based on narrative review methodology, with the elements of case study approach, the current study attempted to identify and systematize existing key concepts and the overall scope of evidence in the domain of MMORPG gamification embodying to the process of teaching English. The findings tie MMORPG educational integration with the connectivism paradigm in modern pedagogy, and show that MMORPGs activate metacognitive and cognitive skills in learners, significantly contributing to vocabulary acquisition, reading and writing skills, as well as English communication skills. At the same time, some actually latent pitfalls should be taken into account   such as assimilation of non-standard English, slang, or game-specific language, as well as the risk of addiction development. Thus, we conclude that a balanced perspective should be applied in the process of MMORPG gamification integration into the teaching process and curricula, and further empirical studies are needed in this domain.

This article investigates the integration of multimodal approaches, conceptualized as interactive learning systems, for developing linguistic competence crucial for effective engagement with contemporary digital information sources and services. Examining language as a dynamic system of signs within a digitally saturated environment, it is argued that a multimodal framework—which thoughtfully combines visual, auditory, and textual elements delivered via information technologies—can significantly enhance users' understanding and proficiency in processing complex information. The study analyzes effective pedagogical strategies that leverage multimodal resources and interactive digital platforms to facilitate deeper engagement with linguistic concepts, thereby improving the ability to interpret and create multimodal digital content. Through a comprehensive empirical assessment involving pre/post-tests, surveys, case studies, and focus groups within an English philology context, the advantages of multimodal learning environments (as information systems) in fostering critical linguistic skills (syntax, semantics, pragmatics) are underscored. These skills are foundational for advanced digital information literacy. The findings indicate statistically significant improvements in linguistic components and user engagement when multimodal strategies are employed. The implications of these approaches for designing effective educational information systems and training users to critically navigate a rapidly evolving multimodal information landscape are discussed. This research contributes to the discourse on innovative methodologies for developing information competence, advocating for a comprehensive approach that reflects the intricacies of contemporary digital information use and design.

Objectives: This research explores effective strategies for the development of English language competence within the educational context. The study focuses on the integration of English language modules at different educational levels and the incorporation of discipline-specific courses to address specific linguistic needs.   Methods: The research investigates the impact of digitalization measures, such as online laboratories, exam preparation modules, and online courses, on language learning outcomes and student engagement. These strategies were analyzed to understand their effects on language competence and engagement.   Results: The findings demonstrate the positive effects of these strategies in facilitating progressive and comprehensive language skill development. The integration of both traditional and digital approaches has shown improvements in the overall learning experience.   Conclusion: This research contributes to the ongoing discourse on innovative approaches to English language instruction. It provides insights into designing effective language learning programs. The recommendations presented aim to help English Philology students improve their English language skills, enabling them to communicate proficiently, comprehend complex texts, and succeed in their academic and professional pursuits.

The article attempts to comprehend the state of the art and challenges inherent in the system of international students studying in Ukraine. A non-traditional approach is applied in the research, namely the influence of geopolitics on the construction of the educational landscape and cross-cultural adaptation possibilities for international students, and, accordingly, the competitiveness of educational institutions in the global arena. Dialectical and structural-functional methods were applied for the research. Content analysis was utilized as the main tool. The principle of historical and logical relationships between politics, economics, culture, and education lies at the basis of the study. The latency and simultaneously harmful nature of geopolitical influence in higher education is demonstrated. The study revealed the core drawbacks of Ukrainian higher education institutions and regulators' vision of the necessity of interweaving geopolitical concerns into the higher education fabric. The study outlines implications and challenges of international student mobility within a complicating geopolitical landscape and provides some vectors for possible strategies to cope with them.

This study analyzes the effects of augmented reality technology on teaching English as a second language. The article indicates that AR helps classroom teaching and enhances academic results. AR technology enables language tutors to blend time-tested teaching approaches with interactive activities. The research evaluates AR applications; it analyzes how vocabulary development programs and conversation practice interfaces function when integrated with realistic language simulation systems. AR technology in classrooms fosters teachers to develop adaptable learning experiences that support all learning preferences while removing language proficiency barriers for students. Research reveals that augmented reality boosts student motivation while simultaneously enhancing cognitive development and knowledge retention. Learners show substantial improvements in vocabulary cognition, writing, and listening comprehension abilities. The learning process helps students to develop better group collaboration abilities when they receive feedback right away. Augmented reality transforms English language learning into a customized experience that aligns with the digital age. Successful application of AR requires addressing practical concerns with pedagogical and logistical barriers.