Перегляд за Автор "Kovalenko, Olha"

Зараз показуємо 1 - 2 з 2
  • Ескіз
    ДокументВідкритий доступ
    Foreign language as a tool for developing critical thinking skills
    (Південноукраїнський національний педагогічний університет імені К. Д. Ушинського, 2025) Golub, Tetiana; Zhygzhytova, Liudmyla; Kovalenko, Olha; Nazarenko, Olga
    The paper explores the intricate relationship between students’ foreign language acquisition and the development of critical thinking skills in the context of modern university education. With the rapid advancements in information technology and globalization, which we witness nowadays, the need for highly qualified specialists proficient in foreign languages has become essential. The study argues that a foreign language learning transcends mere linguistic proficiency; it actively fosters cognitive flexibility, analytical reasoning, and metacognitive awareness, which are core components of critical thinking. Through a literature review, the paper identifies cognitive processes inherent in language acquisition that align with essential components of critical thinking, such as metacognition, problem-solving, and intercultural analysis; it also determines how the challenges inherent in learning a foreign language, such as ambiguity, cultural nuances, and complex communication. The findings indicate that modern foreign language education should absolutely move from the traditional way of learning to up-to-date methodologies that prioritize cognitive engagement and critical evaluation, utilizing tasks that compel students to articulate arguments, assess information critically, and engage in complex discussions. The implications suggest that integrating critical thinking development into language education can cultivate adaptable, reflective, and culturally competent individuals capable of navigating complex global environments. Recognizing foreign language learning as a strategic tool for cognitive development underscores its importance in fostering essential skills that are necessary for gaining academic success and effective global citizenship. The study concludes by advocating for curricular reforms that leverage foreign language instruction as a vital tool for cultivating critical thinking while suggesting avenues for future research to empirically assess the impact of various teaching methodologies on critical thinking development.
  • Ескіз
    ДокументВідкритий доступ
    The role of AI in English language teaching within technical universities
    (Волинський національний університет імені Лесі Українки, 2025) Golub, Tetiana; Kovalenko, Olha
    The modern technological shift greatly changes various aspects of people’s lives, including education. This transformation also influences the way knowledge is disseminated, acquired, and evaluated, including the rapid integration of artificial intelligence into traditional learning methods. Modern artificial intelligence offers advanced tools for personalized learning, automated assessment, and interactive content delivery. This raises a critical and timely question: can AI truly replace human English language teachers, especially in the specialized environments of technical universities? This article aims to address this question through a comprehensive analysis. The research first analyses the current state of artificial intelligence implementation in language learning, illustrating its most impactful applications and functionalities by reviewing recent research. It also states the diverse and often underestimated responsibilities, unique contributions, and inherent pedagogical value that English language teachers bring to technical university settings. Finally, the study critically evaluates the strengths and limitations of artificial intelligence against human roles. Our findings indicate that while AI has significant advantages, such as 24/7 accessibility, instant and personalized feedback, data collection for tailored instruction, and automation of routine tasks, it has limitations that currently prevent it from fully replacing human English language teachers in technical universities. AI does not provide a genuine understanding, empathy, and the ability to handle complex, unstructured human communication. Furthermore, AI cannot complete the human teacher’s role in motivation, providing socio-emotional support, or introducing cultural context that is essential for effective communication. AI also cannot replace human teachers in curriculum design, authentic assessment, mentorship, and adapting to unforeseen classroom dynamics. The article concludes that AI cannot completely replace human English language teachers, instead, a more realistic and beneficial future lies in a human-AI collaboration.