Викладання англійської мови студентам немовних факультетів з використанням інтерактивних технологій

The article considers and analyzes the features of professional dialogue mediated by means of information and communication technologies in the training of future economic specialists, the main aspects of the use of mediated dialogue in foreign language teaching. Possibilities of communication mediated by information and communication technologies in the process of learning a foreign language by future specialists in economics are considered. The concept of indirect dialogue based on the analysis of existing approaches of scientists to the problem of using information and communication technologies in the process of training future specialists in economics is revealed. Features of dialogue on the basis of Internet technologies are considered. The classification of types of educational dialogue by means of information technologies on pedagogical orientation is given. The issues of culture and ethics of behavior in the information space during the dialogue mediated by modern means of telecommunications, the use of information presented in information networks are substantiated. Based on the analysis of various approaches to the use of computer communication, the essence of this concept is revealed and the ways of its further use in the training of economics specialists are substantiated. The requirements for professional dialogue mediated by computer means are presented. The system of conditions that promote the implementation of intersubject dialogue, taking into account the specifics of its organization in the computer environment, ie: providing internal and external dialogue of the student; psychological comfort of students in dialogic interaction; depth of dialogue; compliance of the purpose of the dialogue with the motive of the student’s entry into it; dialogic content of educational material; readiness of the learning situation and its participants for dialogue; the expediency of including in the educational process of computer-mediated dialogue; attitude to the computer as a quasi-subject of dialogue. It was found that it is advisable to combine modern information and communication technologies with traditional learning technologies in the learning process. It is proved that the electronic environment creates conditions for autonomous, individual-cooperative, joint activity of students, promoting the formation of a culture of professional dialogue, personal, communicative self-development, and the use of information and communication technologies opens new prospects for professional training of future economists.

Public information and communication space is a favorable environment for the development of bilingualism. Modern communication bilingual techniques may be more effective with the use of computer technology. The article investigates the necessity and possibility of the use of information and communication technologies in the project activities at the professional training of bilingual foreign language in high school. The combination of a method of projects and information and communication technologies (ICT) in the teaching of foreign languages allows you to save interest in learning through the creative potential of a student, increasing motivation, independence and initiative. Using information and communication technologies, along with other modern pedagogical technologies (such as cooperative learning, project methodology, and others.) helps to implement the studentcentered approach to learning, providing individualization and differentiation of education taking into account the abilities of students, their level of training; to form a stable motivation of foreign language activities in the classroom through the use of authentic materials, discuss pressing issues; to improve the skills of education and self-education, to move from reproductive assimilation of information to interactive and productive forms of education. The article presents the results of the study to assess the degree of attraction for students of various activities with the use of ICT in professional and bilingual foreign language training.

Nowadays foreign language is not just a part of nation's culture, it is also the guarantee of student’s successful career in the future. The achievement of high level proficiency of foreign language is not possible without fundamental language training in higher education institution. Most of them in our country provide students with at least two or even three foreign languages. In the context of higher school reforming, important changes in the educational technologies of foreign language teaching are envisaged. Modern language education is also gradually being modernized, introducing a modular rating system for teaching foreign languages. Interdisciplinary integration, democratization and economization of education determine the manifestation of innovative components in the teaching of the foreign languages. All this requires the formulation of the new claims for teaching and a foreign language teacher in the Free Economic Zone. At the current stage of society development, the purpose of foreign language teaching in higher education institutions is students' mastering of communicative competencies that will allow them to implement their knowledge, skills and abilities to solve specific communicative tasks in real life situations. The introduction of the new effective methods of foreign language teaching in the process of preparing students of humanities and technical specialties has become not only desirable but also necessary. Innovative orientation requires teachers to master and apply the pedagogical innovations, as well as stimulate the search for new forms and methods of educational process organization. High-quality language training of students is impossible without the use of modern educational technologies. The most effective are the professionally-oriented foreign language learning, the project work in teaching, the application of information and telecommunication technologies, the work with educational computer programs in foreign languages (multimedia system), the distance technologies in foreign language learning, the use of Internet resources, the foreign language teaching in the computer environment (forums, blogs, e-mail, etc.). Nowadays, the methodology of the use of computer programs is being developed actively getting more used. Computer programs offer ample opportunities to improve the process of foreign language learning, increasing its efficiency. The computer program provides the perception of information through auditory and visual channels, so it also allows you to organize teaching and control the foreign language acquisition in different modes of independent search and at different levels of complexity. Foreign language teaching means are important to ensure the full and effective organization of students' learning in the classroom to master foreign language activities.

The article describes the features of innovative approaches in teaching a foreign language, which involves student autonomy, the transition of a teacher to the role of coordinator, a problem-oriented approach and informatization of the process. Information and communication technologies (ICT) as a part of modern innovative tools are used to search for additional educational materials, expand knowledge, meet the individual needs of students and form skills in working with Internet, which is combined with traditional teaching methods. Currently, against the background of increased propaganda during the Russian-Ukrainian war, the main threats to young people in the field of information and communication technologies have been identified: cyberbullying, phishing, data leakage, technological dependence, the dangers of social networks and video chats, imperfect software, propaganda and radicalization. The use of modern methods and technologies in teaching foreign languages regarding the capabilities of the modern Internet allows not only to increase the level of language competence, but also to form the skills necessary to protect against manipulation, fake news and cyber threats, which is the relevance of the study. The purpose of the research is to study modern means of teaching foreign languages as tools for increasing the information resilience of students in Ukraine. In the process of research, a complex of interrelated scientific methods was used, which ensured the systematicity, logic and reliability of the analysis results. Analysis was used to reveal the concept of innovative methods and information-communication technologies in learning a foreign language: this method allowed to systematize scientific approaches, define key terms and formulate the theoretical basis of the study. Analysis of scientific literature was used to identify the features of introducing innovative methods of using ICT into the educational process, in particular regarding teaching foreign languages. The comparative method allowed to assess the advantages and disadvantages of different educational approaches in the digital environment, comparing both the impact of traditional and innovative forms and means of learning on the formation of students' information resilience skills. Research into the impact of different teaching methods on the formation of students' information resilience when learning foreign languages proves the effectiveness of interactive platforms, game methods (simulations and role-playing games), online courses on digital security, as well as learning through social networks and forums. Hence, a set of exercises has been created to protect students from the threats of ICT when learning English. The exercises cover the formation of skills in protecting personal data and recognizing threats in the online environment, the development of critical thinking and checking information, the safe use of social networks, maintaining mental health, etc. through the activation of various types of speech activity in the process of learning a foreign language.

This article discusses the impact of the use of information and communication technologies on the educational process of learning foreign vocabulary. The educational and experimental work carried out with a group of students is presented, in the process of which online services and applications were introduced. During the study, the online service Quizlet was chosen. In conclusion, the results of the study are presented and analyzed, according to which the conducted educational experimental work demonstrates successful results in the development of certain lexical units and grammatical rules in a short time. On average, students increased their results by 16% compared to the initial test - the percentage of positive answers of students in the initial test varies from a minimum value of 40% to a maximum of 70%. According to the results of the first lesson, it can be noted that 67% of students have successfully mastered new lexical units. About 73% of students completed the final test with between 60% and 80% correct answers. These results indicate that the use of interactive services in the learning process is an effective method for learning foreign languages, since such programs use algorithms that affect all types of memory, which leads to more successful consolidation of lexical units, and the use of the Quizlet application in the educational process helps to increase the motivation of students, and thanks to the variety of exercises that this service offers, the process of learning a foreign language becomes simpler and more effective. It can be said with confidence that the use of information and communication technologies in the study of foreign languages significantly improves the formation and development of students' speech skills.

Problem and goal. In modern society, the fundamental priorities are both the continuous renewal and recreation of the language personality of students, and the necessary competencies and abilities for the practical application of what has been learned to solve urgent problems. The concept of the formation of a “secondary language personality” that currently exists in the methodology of foreign language education and training implies the unconditional presence of competencies, the key and most significant of which is communicative. The level of formation of communicative competence is determined by the presence of awareness in the perception of the socio-cultural portrait of the country of a foreign language; social, cultural and ethnic tolerance; speech etiquette and courtesy in communication; possibility of finding ways to resolve conflicts in communication. The above tasks take place to be implemented only if the educational process is created and maintained in the context of a dialogue of cultures. But it is impossible without the introduction of information and digital technologies into the educational process. The purpose of this study is to test the effectiveness and relevance of the application of various methods, techniques and exercises using information technology to develop students’ speech skills (in particular, monologue speech). Methodology. The pedagogical experiment consisted of four stages: the organization of the study, the implementation of the experiment, the identification of quantitative and qualitative characteristics of the results of experimental learning, the interpretation of the causes and factors influencing the results. Results. The performance of the experimental group is relatively higher than that of the control group. The explanation for these results can be the different degree of performance of groups, the level of motivation of students, as well as the technologies used in the learning process. The data of the study of the quality of monologue speech at the control stage (test-cut of the experimental group) compared with the indicators of the ascertaining stage increased by an average of 10% in all parameters. Conclusion. Results of the experimental and control groups prove that the quality of the classes, the introduction of innovative and information technologies, as well as the motivation of students play an important role in the process of teaching a foreign language.

Actuality of the conducted research is practically oriented character. Without the use of information and communication technologies (ICTs) in the field of higher education, it is impossible to carry out qualitative training of specialists in engineering, the results of which are necessary for the implementation of a national strategy for modernizing the economy and forming a progressive state of European type. Formulation of the task - the specificity of the use of ICT in the system of higher education has not been studied sufficiently. ICT form a complex environment, which includes a lot of information objects and the links between them. It can be argued that the structural and functional analysis of the use of ICT in higher education is the basis of the theoretical justification in the formation of technical professionalism of future engineers. ICTs form a complex system, which includes not only technical and software-hardware capabilities, but also psycho-pedagogical, organizational, methodological. Without taking into account all of these components, as well as the needs of the subjects of the educational process, the use of ICT tools (especially centralized) may be accompanied by risks and negatively affect the quality of high education. An analysis of recent research and publications-is actively exploring the experience of using ICT in high school, it is possible to distinguish the work of foreign specialists D. Stevenson, G. Reinhold, E. Wenger, S. Papierta, I. Zakharova, E. Patarakina, A. Khutorskogo, E. Polat The founders of this scientific direction in our country were M. I. Zhaldak, Y. I.Mashbits. The recent significant increase in the number of studies, the subject of which was the use of information and communication technologies in the educational process. Tsitemi in Ukraine is dedicated to the study of such scholars as V. Yu. Bykov, Ya.V. Bulakhova, O.M. Bondarenko, V.F. Zabolotny, G.O. Kozlakova, O. Moiko, O. Naumenko, Yu.Burovitskaya, I. Stavyts'ka, O.P. Pinchuk, O.V. Shestopal and others. Selection of unexplored parts of the general problem. The use of information technologies in the educational process is the foundation of innovative development of the educational system. The rapid development of ICT provides not only significant pace of innovative progress, but also requires the definition (limitation) of information resources that guarantee the quality of learning, the choice of techniques that are in line with the general strategy for the formation of professional competences. Therefore, the problem of choosing an approach to the process of learning with the use of ICTs remains one of the main tasks of education. Research methods. In theory and practice, the study of the application of information and communication technologies (ICT) in high school uses empirical methods of collecting and analyzing information based on the results of the survey of 120 students. Presenting main material. The essence of professionalism of future specialists of the technical direction is revealed. The scientific point of view on the professionalism of the engineer is presented. The peculiarities of formation of the basis of technical professionalism of future engineers in the process of studying at a higher school are theoretically grounded. The quantitative and qualitative analysis of the results of empirical researches of this problem is presented. The practical significance of the research topic is that the innovative approaches to the training of specialists in engineering specialties are differentiated, which differentiate in the educational concepts of teaching in higher educational institutions of European countries

The article substantiates the directions of informatization of the modern educational process in the institution of general secondary education. The analysis of normative maintenance is carried out and the needs of science, education and culture in informatization of educational process are defined. The purpose of the article: to substantiate the theoretical foundations of informatization of educational institutions. Research methods are used: analysis of scientific developments on the problem and normative sources; generalization and systematization − to identify promising areas of informatization; generalization of semantic characteristics of directions − for formulation of conclusions. The main directions of use of computer and information technologies in the institution of general secondary education are characterized, among which Computer and information technologies as an object of study, computer as a means of teaching various disciplines, as a tool to support subject lessons and other activities, as a means of development and upbringing of the child, the use of computers to perform educational and real tasks and to implement various activities, Information Technology as a means of diagnosing various functional systems of the child's body. The following arguments regarding the use of computer technology in the educational process of the school are emphasized: computer technology contributes to the improvement of teaching and increase the effectiveness of teaching; Computer literacy should be developed as early as possible so that students get used to and can quickly adapt to the constant updating of computer technology; thanks to computer technology, including the Internet, the mobility of the educational process increases, namely: students can communicate with teachers and students of other educational institutions, as well as professionals from both domestic and other countries, without leaving their class; computer technologies promote the development of self-regulation and self-control, teach students to manage their intellectual activity. It is concluded that the advantages of informatization include the following: increased activation of students' learning activities and motivation to learn; the emphasis is shifted to the development of practical skills, the development of creative thinking, memory, etc., the creation of conditions for active cooperation, the development of creativity, to develop communication skills.

This article addresses the l issue of digital competence of foreign language teachers of higher educational institutions. Digital competence plays an important role in the successful teaching and learning of foreign languages. The study presents findings on the digital competence of foreign language teachers before the COVID-19 pandemic and examines how crisis-induced changes have influenced their professional development. The research explores various aspects of digital competence among foreign language teachers, including knowledge of computer programs, application of Internet resources, integration of multimedia tools in the educational process, and effective use of digital tools for evaluation and student collaboration. The authors also research the existing training programs for teachers on digital technologies and suggest methods for organizing effective training courses on digital competence for foreign language educators. The article highlights the challenges encountered by teachers when incorporating digital tools into their work, such as limited resources, apprehension towards new technologies, and restricted access to educational platforms. Conclusions are drawn on the significance of digital competence for foreign language teachers and its impact on students’ foreign language proficiency, motivation, and engagement in the educational process. In conclusion, the article emphasizes the importance of continuous professional development for foreign language teachers in the realm of digital competence. It also underscores the necessity of creating a supportive environment that encourages the seamless integration of digital technologies in higher education institutions. Overall, the article contributes to the study of digital competence of foreign language teachers and the integration of digital tools into higher education.

Nowadays the widespread use of information and communication technologies in every field, especially in education, brings forward the idea of use of them by teachers and students intensively. Although teachers and students are far from each other physically, they communicate thanks to information and communication technologies, learn new information about their lessons, repeat this information, and reinforce what they learn in class. When taking learning and teaching into consideration, learning and teaching do not happen without communication and interaction. The importance of social media tools in information and communication technologies has been increasing in terms of education. Social media tools are generally called as social networking sites. Facebook is the most used and known tool among them. Facebook is a social network that provides communication and information exchange. People who have Internet connection in every part of the world communicate and interact among themselves via this social tool. In other words, people compose virtual social lives for themselves. People in these virtual lives identify themselves, communicate and get along with people who have the same cultural level via the facilities that the Internet provides. This case tries to find out the use of Facebook by language instructors via a questionnaire which was given to 160 English, French, and German language instructors at the School of Foreign Languages, Basic Languages Department of Anadolu University. Findings emerged related to every aim of the study. Some conclusions were drawn from the findings gained in the study. The results of the study revealed that Facebook has been used widely by instructors. There were some differences in the use of Facebook among English, French and German instructors. It was found that English instructors made extensive use of Facebook. Moreover, some instructors were found to create class pages and have some activities like communication, sharing class events, giving homework and sharing videos. Based on the results, the study was concluded by some implications to use Facebook in foreign language learning.

This article aims to apply Stenhouse’s process model of curriculum to foreign language (FL) education, a model which is characterized by enacting principles of procedure which are specific to the discipline which the school subject belongs to. Rather than to replace or dissolve current approaches to FL teaching and curriculum development, this article seeks to improve and enrich communicative and task-based orientations with an additional criterion for assessing the educational worth of the tasks through which these orientations are developed. Unlike the objectives and competences models, principles of procedure provide an intrinsic justification of school curriculum by enacting the epistemological structure of any given area of knowledge in the educational process. Accordingly, the article will first justify the need to come up with a process model of curriculum for FL education which is built around such principles; then, it will formulate a basic framework that reflects the logical structure, concepts and epistemological perspectives of the language studies, as a first step to allowing these to enter the FL classroom and orient the teaching conducted in it; finally, it will present three tasks whose design was inspired by the abovementioned framework, and which were put into practice with Primary education English as a Foreign Language learners during the 2013–2014 and 2014–2015 academic years.

Family factors significantly influence the development of critical thinking (CT) dispositions. Yet, the dynamics of this influence among foreign language (FL) learners remain underexplored, with potential moderating factors still unclear. Building on social capital theory, social support theory, and ecological systems theory, this study explored this relationship among FL learners and further investigated whether teacher support moderates this connection. A total of 16,006 secondary students from China participated in the study, spanning grades 7 through 12 (M age = 14.842 years, SD = 1.416). Data were collected using student-reported CT disposition scale, FL teacher support scale, and SES questionnaire. Multiple regression analysis revealed a positive relationship between SES and CT dispositions of FL learners. Furthermore, moderation analysis showed that teacher support positively moderated this relationship. That is, higher levels of teacher support enhanced the positive effect of SES on CT dispositions among FL learners. This research has both theoretical and practical implications for the development of CT dispositions among FL learners.

The article considers the peculiarities of implementing strategies for information and communication technologies (ICT) in the educational process of higher military educational institutions during the teaching of foreign languages. The current principles of teaching foreign (English) languages to cadets of non-linguistic specialties are defined, emphasizing their foreign language training as an integral component of the overall training system for military personnel. The integration of ICT into the educational process establishes a qualitatively new form of lifelong learning, based on purposeful self-educational activities. During the research, 57 foreign language teachers from three higher military educational institutions were interviewed. It is substantiated that the consideration of the military-specific features of the educational process is a necessary condition for the application of ICT. The article identifies the actual strategies of teaching foreign (English) language to cadets of non-linguistic specialities in higher military educational institutions of Ukraine in the context of the development of ICT, including enhancing motivation, access to modern educational materials, and providing a comprehensive system of informational and methodological support for the educational process, etc. Furthermore, the research suggests that the strategic incorporation of ICT will not only improve the efficiency of language learning but also prepare cadets for the digitalized world they will encounter in both military operations and international diplomacy. By promoting self-directed learning through ICT tools, cadets are empowered to manage their own educational paths, fostering autonomy and adaptability - traits that are essential in the rapidly evolving demands of modern military service. In conclusion, the study underscores the potential of ICT to transform foreign language education in military settings. The successful integration of these technologies, aligned with the specific needs of cadets and the military education system, will lead to a more effective, flexible, and dynamic approach to language training that ensures cadets are well-prepared to engage in global and intercultural communication within their military careers.

Foreign language anxiety (FLA) has been a perennial concern in language learning, as foreign language (FL) learners often communicate feelings of anxiety, stress, or nervousness. This study explored the role of artificial intelligence (AI) applications in speaking practice for FLA management of 48 undergraduate participants in an EFL class in Egypt. An eight‐week, quasi‐experimental pretest–posttest design examined learner anxiety levels using a 33‐item FLA questionnaire. Their oral proficiency was assessed via roleplaying using an interaction‐enhanced public version of the IELTS speaking evaluation rubric. The results confirmed that FL learners experienced FLA pre‐ and post‐intervention. The identified anxiety levels played a facilitative role in FL learning with several ensuing gains. The use of conversationally enhanced AI chatbots in interactive activities slightly intensified learners' FLA, thus meriting further investigation of these objectives. Overall, subject to further development, AI chatbots are promising for significantly improving linguistic output gains; however, this study found that learners' speech‐related anxieties were not reduced following the interactions with the chatbots. It is concluded that FLA plays an underexplored facilitative role in sharpening learner cognitive faculties and linguistic capacities. Moreover, AI chatbots may be beneficial in advancing FL learning with significant potential in EFL contexts, facilitating improved interaction and oral communication. These findings support the integration of AI technologies as effective tools in FL education, providing flexible, interactive, and learner‐centred learning. This study is expected to be of considerable interest to FL educators and learners.

The article highlights various aspects of the use of information and communication technologies in the training of future higher education specialists. Information technologies, as one of the components of a holistic system of education, not only open up opportunities for the variability of educational activity, its individualization and differentiation, but also allow to organize the interaction of all subjects of education in a new way. One of the main tasks of modern general education is the formation of information competence: mastery of information technologies, understanding of their application, weaknesses and strengths, the ability to critically evaluate information distributed by various means and advertising. Thus, the inclusion of new technologies in the educational process has become a socially determined necessity. The transition to the information society requires the education system to solve a fundamentally new problem of training people who are adapted to the rapidly changing realities of the surrounding reality, capable not only of perceiving, storing and reproducing information, but also of producing new information, managing information flows and processing them effectively. The integrity of activities related to the use of information and communication technologies presupposes the inseparable unity of education and training. Since the basis of professional training is methodological knowledge, as well as practical skills of a normative and creative nature, which are the property of the future specialist and determine his individuality, the structure of professional training for the use of information and communication technologies can be represented by three components: cognitive, personal and activity components.