Institute of Foreign Languages

Mobile messaging surged as a teaching aid during and after the COVID-19 lockdowns, yet its evidence base in integrated science, technology, engineering, arts and mathematics (STEAM) education remains fragmented. Guided by Arksey-O’Malley and Joanna Briggs Institute scoping protocols, this review systematically searched Web of Science, Scopus, and ERIC for peer-reviewed articles published between 2020 and 2024 that embedded WhatsApp in STEAM learning. Twenty-one studies satisfied the requirements. Seventy-two percent of the applications were for math or science, and there weren’t many for engineering, technology, or, especially, the arts. This shows a clear imbalance between the fields. Most of the studies were short, cross-sectional, or qualitative; only four used experimental or longitudinal designs. Most of the reported benefits were in problem-solving, working together, and grasping concepts. The impact sizes were moderate, and there wasn’t much testing of higher-order skills like creativity, design thinking, and creative expression. Low data costs and user familiarity made it easy for people to start using it quickly, but too many messages, privacy problems, and exhaustion from interacting with too many people–especially in groups with more than fifty members–threatened long-term use. There was still not much evidence on fairness, ethics, and long-term learning. The review suggests (1) broadening the focus of the disciplines to include engineering, technology, and the arts, (2) using stronger, more complex research designs, (3) incorporating validated tools that measure advanced STEAM skills, and (4) including clear privacy and ethics guidelines to support long-lasting, scalable practice. The results together lay out a study plan for moving mobile instant messaging applications, such as WhatsApp, from being used as a one-off pilot to making strong, balanced contributions to STEAM teaching.

The preparation of future English language teachers in contemporary higher education requires a pedagogical model that effectively combines theoretical linguistic knowledge with the methodological expertise necessary for classroom practice. This article examines the integration of linguistic and methodological disciplines within the framework of linguodidactic training, emphasizing their combined influence on the development of professional competence. Such competence encompasses linguistic mastery, methodological skill, and communicative ability, all of which are essential for effective language teaching. Drawing upon the principles of an interdisciplinary approach, the paper highlights the shortcomings of the traditional separation between language theory and pedagogy, argues for a more unified curriculum, and proposes strategies for achieving meaningful integration. The discussion is supported by insights from both theoretical scholarship and practical teacher education experience.

Turkiston xalqining savodli va maʼrifatli, to‘q va farovon bo‘lishi, uni ozod va obod vatanga aylantirish, birinchi navbatda mustaqillikka erishish, mustamlakachilik iskanjasidan xalos bo‘lish jadidchilik harakatining asosiy maqsadi edi. Shunday shiorlar va maqsadlar bilan jadidlar o‘z faoliyatlarini, kuch-g‘ayratlarini millatni uyg‘otishga bag‘ishladilar, mahalliy xalqning ko‘zini ochib, yuzlarini yorug‘ etish uchun jonlarini tikanliklari tadqiq etilgan.

Young people use slang for identifying themselves with a particular social group, gaining social recognition and respect from that group, and expressing their emotional state. One feature of Internet slang is its active use by youth in online communication, which, under certain conditions, may cause problematic Internet use (PIU). We conducted two studies in young Russian speakers (n1 = 115, n2 = 106). In study 1, participants were asked to rate a set of slang and common words using Self-Assessment Manikin. The study revealed that the most reliable predictor of higher emotional ratings was word familiarity. There were no significant effects of slang vs. common words or word frequency. In study 2, we used a dual lexical decision task to reveal the effects of word characteristics and propensity for PIU on reaction time (RT) for Internet slang words in pairs with semantically related vs. unrelated common words. Study 2 did not reveal any significant semantic priming effect. Word frequency was a significant predictor of lexical decision facilitation. Common, but not slang, word valence and dominance significantly affected RT in the opposite direction. Individuals with higher cognitive preoccupation with the Internet responded significantly faster, while those more likely to use online communication for mood regulation responded significantly slower to the stimuli. Apparently, on explicit and implicit levels, in-depth knowledge of Internet slang can be one the PIU markers. The results are discussed in line with Davis' approach to determining the general pathological Internet use.

Russian In this article, the possibilities of teaching Chinese language were actually were presented on the example of China. It emphasized the issue of cyber threats. The threat of the teaching methodic Russian is considered to the causes of the between the other countries.

У світі стрімко впроваджуються інноваційні технології у закладах освіти. До них належать технології віртуальної та доповненої реальності. Вони слугують новітнім підходом до викладу та засвоєння матеріалу здобувачами освіти. Стаття досліджує перспективи застосування технології віртуальної реальності (virtual reality, VR) в контексті освіти з акцентом на індивідуалізоване навчання. В роботі обговорюються методологічні виклики, що виникають у процесі впровадження VR в освітній процес, такі як педагогічна стратегія, дизайн навчального контенту та оцінювання успішності. Мета статті полягає в обґрунтуванні можливостей і подальших перспектив застосування технології віртуальної реальності в освітньому процесі закладів освіти України. Було визначено доцільність використання цієї технології, розглянуто найпоширеніші та найдоступніші додатки, що ґрунтуються на VR, проаналізовано доречність їх впровадження в освітній процес. Було виявлено й охарактеризовано основні переваги застосування методів віртуальної реальності та технічне забезпечення, що необхідне для їх впровадження. В дослідженні також висвітлено можливості, які віртуальна реальність відкриває для індивідуалізації навчання, включаючи створення інтерактивних сценаріїв, персоналізованих завдань та посилення мотивації і зацікавленості здобувачів освіти. Результати дослідження сприяють кращому розумінню впливу технології VR на освітній процес та визначають стратегії для успішного впровадження цієї технології в індивідуалізованому навчанні. 
\nПозитивними аспектами використання віртуальної реальності в освітньому процесі було визначено: значно краще засвоєння матеріалу, збільшення зацікавленості здобувачів, створення найбільш реалістичних умов для вирішення різноманітних задач. 
\nПотенціал віртуальної реальності як інструмент для персоналізації та оптимізації освітнього процесу величезний, а також необхідний для подальших досліджень та максимального використання цієї технології у сфері освіти.

This paper explores the pedagogical implications of language learning by examining two distinct phases: first language acquisition in childhood and second language learning in adulthood. While cognitive development in adulthood supports advanced comprehension and analysis, the effort required to attain proficiency in a second language far exceeds that of first language acquisition. Both processes involve the formation of a language system, but differ significantly in terms of age, learning environment, and instructional methods. Despite these differences, the two language systems influence each other, often resulting in the formation of an interlanguage during second language acquisition. By integrating linguistic theories with personal experience, this paper provides insights into how educational practices can be enhanced to better support language learners at different stages.

ОРГАНИЗАЦИОННЫЕ И ДИДАКТИЧЕСКИЕ ПОДХОДЫ К СОЗДАНИЮ И ФУНКЦИОНИРОВАНИЮ ЦЕНТРА АКАДЕМИЧЕСКОГО ПИСЬМА В РЕГИОНАЛЬНОМ УНИВЕРСИТЕТЕАннотация: требования, предъявляемые к публикационной активности преподавателей и обучающихся в высшей школе, обеспечивают рост количества публикаций, однако не оказывают заметного влияния на их качество.Проблему качества публикаций российских авторов не решить, если ориентироваться только на ведущие университеты, в которых сегодня работают центры академического письма, без поддержки инициативы и возможностей развития академического письма в малых (региональных) университетах.Решение организационных, методических, кадровых проблем в региональном вузе связано с интеграцией собственных ресурсов и направлений в развитии академического письма.Цель статьи -представить результаты исследования по выявлению комплекса организационных и дидактических подходов к созданию и функционированию Центра академического письма в региональном университете.Для определения комплекса подходов в реализации работы центра академического письма в региональном университете использован анализ отечественных и зарубежных источников по проблемам академической грамотности, академического письма, работы центров академического письма в высшей школе.Эмпирическая часть исследования связана с апробацией предлагаемых подходов в деятельности Центра академического письма Петрозаводского государственного университета, анализом и оценкой результатов опытной работы посредством анкетирования и интервьюирования.В статье предлагаются следующие подходы к функционированию центра академического письма: организационные -полифункциональный, коллаборативный подходы, непрерывность и поэтапность введения курсов академического письма в программы обучения преподавателей и студентов; дидактические -би-лингвальный, трансдисциплинарный, междисциплинарный, практико-ориентированный и интерактивный

ObjectiveTo investigate the influence of subjective exercise experience on adolescent trait anxiety and to reveal the mediating effect of exercise behavior.MethodsUsing the Subjective Exercise Experience Scale (SEES), Physical Exercise Rating Scale (PARS-3), and Trait Anxiety Inventory (T-AI), a questionnaire survey was conducted among 500 adolescents in Southwest China, and the SPSS21.0 and AMOS21.0 statistical analysis software was used to statistics and analysis on the questionnaires.Results1) Among adolescents, the exercise behavior of boys was significantly higher than that of girls (p < 0.05), and the subjective exercise experience of students aged 9 to 12 was significantly higher than that of students aged 12 to 15 (p < 0.05). 2) The subjective exercise experience could directly and positively predict exercise behavior (β = 0.45, p < 0.001) and negatively predict trait anxiety (β = -0.26, p < 0.05), and exercise behavior could directly and negatively predict trait anxiety (β = -0.32, p < 0.01). 3) The exercise behavior played a partial mediating effect between subjective exercise experience and trait anxiety (the mediation effect was -0.14). Among them, compared with low- and high-exercise amounts, the exercise behavior of moderate exercise amounts had the strongest mediating effect between subjective exercise experience and trait anxiety.ConclusionThe good subjective exercise experience not only has direct benefits for improving trait anxiety in adolescents but also helps to improve their exercise behavior, enrich daily physical exercise activities, and indirectly promote the reduction of trait anxiety.

Modern higher education faces serious challenge of teaching future teachers to provide a psychologically safe environment in their interactions with students. This ability involves addressing developing conflict situations, accurately recognizing issue’s root cause, and concentrating on emotional condition of participants. The goal of this study is to show possibility of utilizing scenario method while creating a virtual reality (VR) application for pre-service teachers to use in pedagogically complicated conflict scenarios. The proposed technology facilitates creation of scenarios based on actual teacher-student interactions. Different scenarios comprise dialogues that illustrate a variety of possible instructors’ responses to a disagreement, so demonstrating range of chosen behavior tactics in pedagogical interaction settings. The research was developed utilizing ADDIE model instructional design methodology. At this level, useful classroom management scenarios have been constructed. These scenarios have been examined by experts. According to scenario analysis, three scenarios received positive ratings for their relevance, realism, learning objectives, feedback, engagement, flexibility, and effectiveness. During level of implementation, participants are master’s degree candidates in “training in pedagogical conflict management.” Participants also studied use of text and video material in VR. Notwithstanding their assumption that they are more effective, a survey of participants showed that they feel learning and deploying VR technology is time-consuming. As VR development tools become more accessible and user-friendly, unfavorable opinions will change, since it will take user time to comprehend technology. On the other hand, while it is a great indicator that they feel they are competent in execution, it may be troublesome for institutions to believe they are incapable of reaching these goals.