Статті (КАМТС2)

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https://ela.kpi.ua/handle/123456789/13329

У зібранні розміщено матеріали, що опубліковані або готуються до публікації в наукових журналах та збірниках.

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Asynchronous Mode: Practices to Succeed in a Wartime
(Видавничий дім «Гельветика», 2023) Kornytska, Yu. A.; Kolisnyk, M. P.; Sokyrska, O. S.
This paper aims to present findings on effective organizational aspects and academic integrity issues to support productive asynchronous instruction in the context of main- taining the educational process in Ukraine during the ongoing war. Research indicates that online learning can be effective but is dependent on various factors. Asynchronous learning provides flexibility and allows students to access educa- tional resources even if the situation deterio- rates, making it crucial to sustain the continuity of education and mitigate the adverse impact of war on students' academic progress and future opportunities.
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Continuous case study as an effective method of English language learning by future engineers
(2020) Halatsyn, K.; Feshchuk, A.; Galaidin, A.
The present paper addresses the issue of teaching foreign language as an indispensable course at university. One of the demands to the training of future engineers is to prepare them for solving professional tasks and situations. A continuous case study method is one of the forms of problem-based learning which allows teachers to model fragments of future professional activity, its multicultural context. We suggest a continuous case study method as a powerful tool for modelling real professional activities, which contributes to the formation of professionally oriented English-language competence of future engineers. In our article, we aim to reveal the essence and stages of using the method of continuous case studies at English classes. We outlined the following methods: analysis, synthesis, generalization, systematization, inference, observation. In order to verify our statement, we conducted a continuous case study on the topic “Refutation of inaccurate information on technical operation and repair of lifting mechanisms at the enterprise”. As shown by the results of our research, a continuous case study method is a way of development of a professionally oriented English-language competence of the future engineers by involving them in solving imaginary professionally oriented problems through simulated engineering environment. It has been found that the use of a continuous case study method in the course “Practical Course of Foreign Language for Professional (Scientific) Purposes” contributes to the improvement of the future engineers’ professionally oriented foreign-language competencies in listening, speaking, reading; professionally oriented sociocultural, linguistic, educational, strategic and pragmatic competencies.
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Development of students' metacognitive skills by means of educational technologies in ESP instruction at University
(LUMEN Publishing, 2023) Synekop, O.; Lavrysh, Y.; Lukianenko, V.; Ogienko, O.; Lytovchenko, I.; Stavytska, I.; Halatsyn, K.; Vadaska, S.
Metacognitive skills which provide regulation and management of students’ intellectual activity in the process of their self-education are of great importance, especially in the context of the learner-centered education paradigm in the global information space, with its focus on the self-study and self-development of an individual. In this regard, the article aimed to analyze the development of metacognitive skills in first year students by means of educational technologies in ESP classes at technical university in Ukraine. As shown by the results of the study, educational technologies can be successfully used for the development of such metacognitive skills as self-directed learning skills, collaboration skills, self-management skills, self-reflection skills in first year students studying ESP at university level. The educational technologies used in our study – the Moodle platform, WebQuest, blogs and wikis, Google Classroom, Quizlet – confirmed their efficiency as a useful tool for the development of metacognition since they provide the learning environment which makes it possible for students to organize and control their learning, make decisions, reflect on the results of their learning experience and make necessary changes and adjustments if necessary.
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Distance Technologies in the Process of Forming the English-Language Competence of Future Engineers
(Wydawnictwo Akademii Polonijnej „Educator”, 2021) Halatsyn, Kateryna; Feshchuk, Alla
The urgency of forming English-speaking competence through distance technologies is caused by modern requirements of training specialists in the technical sphere and epidemiological situation in the world. The article aims to define the essence of English-speaking competence formation through distance technologies. In order to realise the defined goal, it is essential to solve the following tasks: 1) to substantiate the essence of the process of formation of English-speaking competence with application of distance technologies; 2) to analyse the specificity of formation of English-speaking competence of future engineers in the course of the use of distance technologies at English lessons. Distance technologies of developing English-speaking competence of future engineers are considered as a set of forms and methods aimed at forming and improving the competence of reading, translation, listening of authentic audio texts, video texts, scientific articles; improving the competence of English-speaking written speech; systematisation of English-speaking grammar competence through tests with the help of distance platforms and Internet-resources. It was found that English-language professional competence integrates knowledge of professional terminological vocabulary, skills of working with English-language professional texts and documents, and background knowledge of socio-cultural features of the language under study.
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Effective lesson planning and its role in classroom management and developing students’ language skills
(2023) Kutsenok, Neonila Mykhailivna; Yamshynskaya, Nataliia Valentynivna; Kryukova, Yelyzaveta Serhiivna; Meleshko, Inna Viktorivna
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Enhancing ELS students’ language proficiency through spaced repetition
(Сумський державний педагогічний університет імені А.С.Макаренка, 0024) Kryukova, Yelyzaveta; Yamshynska, Nataliia; Kutsenok, Neonila; Meleshko, Inna
In language learning, the method of spaced repetition has gained significant importance. It is undoubtedly a learning technique that can greatly enhance students' vocabulary and grammar acquisition. Spaced repetition allows to improve students' long-term retention of the language content they study enhancing language learning through active engagement, repetition, and visual aids. The effectiveness of spaced repetition as a method of improving English language acquisition was investigated by the authors of the paper. The participants of the research were students at the National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute." The experiment involved 76 students, who were divided into two groups: an experimental group and a control group. The experimental group applied spaced repetition to their vocabulary and grammar learning, while the control group continued their studies according to the traditional syllabus without the use of spaced repetition. To assess the impact of spaced repetition, both groups took the same test before and after the experiment. The pre-test served to establish a baseline measurement of each student's vocabulary and grammar proficiency, allowing for a direct comparison of progress made during the study. The post-test, conducted at the end of the experiment, aimed to evaluate the effectiveness of the spaced repetition method by measuring any improvements in language skills. Data was collected through a combination of online surveys and a Likert scale questionnaire. The results demonstrated that the majority of students in the experimental group, who consistently used spaced repetition, reported significant improvements in their language skills, as evidenced by higher scores on the post experiment test. In contrast, the control group showed less pronounced progress, highlighting the added value of spaced repetition in language learning. The findings underline the versatility and effectiveness of spaced repetition, especially when integrated into the daily learning process. This method not only proved its effectiveness for memorization but also enhanced the practical application of language skills, leading to more confident and accurate communication in English. Additionally, students in the experimental group reported positive impacts on their motivation and time management, further supporting the potential of spaced repetition as a powerful tool for language education across various linguistic fields
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Exploring the role of the discipline "English for business communication" in developing mediation skills among engineering students
(ФОП Кошовий Богдан-Петро Олегович, 0025-01-27) Stavytska, Iryna; Kryukova, Yelyzaveta; Yamshynska, Nataliia; Kutsenok, Neonila
This study explores the role of the discipline "English for Business Communication" in developing mediation skills among engineering students, highlighting the importance of language proficiency and communication skills for future career advancement. The paper aims to assess the familiarity of engineering Master’s students with the concept of mediation, explore students’ perceptions of their language proficiency in handling mediation tasks, including mediating disputes, and provide recommendations for improving mediation-focused language instruction.
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Formation of communicative culture of students in higher technical educational institutions by means of game technologies
(Видавничий дім «Гельветика», 2020) Halatsyn, K.; Feshchuk, A.
Formation of communicative culture of future specialists in engineering contributes to their professional development, growth and self-realization; ensures their readiness for successful professional activity. Interactive methods that ensure the interpersonal interaction of all its participants play an important role in the formation of communicative culture of a personality. The aim of the paper is to analyse the essence, structure and functions of the game technologies in formation of communicative culture of the future specialists in engineering. The article reveals the essence of the concept of communicative culture as a special quality of a personality of a future engineer, characterized by the system of communicative knowledge, the ability to control and regulate their linguistic behaviour, argue their position competently and convincingly, the ability to conduct business negotiations in the process of professional activity and choose the necessary style of behaviour to achieve the goal of a communicative act, collaborate productively in the process of professional tasks solving. Different game technologies are analyzed as a kind of interactive technologies (game discussions, game situations, exercise games, role-playing games); principles of organization of game activity as a means of formation of communicative culture (teacher-player, psychological support, openness, tolerance, reasoning of thoughts, actualization of achievements, positive, motivation through responsibility) are offered. Advantages of game technologies in formation of communicative culture of a personality of a future engineer (readiness for professional and interpersonal interaction) are presented. The conclusions outline the basic prerequisites for activating the process of formation of communicative culture of students of higher technical educational institutions by means of game technologies (providing development activities, developing students’ creativity and activity, creating a positive emotional environment, achieving some success).
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Formation of future engineers’ English language communicative competence
(2021) Feshchuk, A.; Halatsyn, K.
The present paper addresses the issue of future engineers’ English language communicative competence formation. One of the urgent demands for universities is training of highly qualified professionals capable of organizing various business contacts with representatives of different countries. In our article we aim to reveal the pedagogical conditions under which the effective formation of future engineers’ English language communicative competence is possible. To achieve this goal, it is necessary to solve the following tasks: 1) to determine the essence and structure of future engineers’ English language communicative competence; 2) identify and justify the pedagogical conditions for the effective formation of future engineers’ English language communicative competence. As shown by the results of our survey, future engineers’ English language communicative competence is an ability of technical specialists to interact with other specialists (native speakers) to set and solve professional problems using verbal and nonverbal means of communication. The structure of English language communicative competence comprises language, linguistic, linguistic and socio-cultural, educational and strategic and professional competences, which are based on the complex interaction of relevant knowledge, skills, abilities and personal qualities. The following pedagogical conditions for effective formation of future engineers’ English language communicative competence have been revealed: the students’ motivation to develop English language communicative competence and its recognition as a personal value; the use of authentic texts at English classes; interactivity of English language classes; students’ self-education in the process of formation of English language communicative competence.
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From the experience of development of English interactive electronic study guide for technical students
(Дрогобицький державний педагогічний університет імені Івана Франка, 2021) Svyrydova, Larysa Hryhorivna; Kutsenok, Neonila Mykhailivna; Stavytska, Iryna Vasylivna; Korbut, Oksana Hryhorivna
This article is devoted to the development and application of interactive electronic textbook for the third-year students of the specialization «Applied Mechanics» and «Industrial Engineering» in the discipline «English language». The development of science and technology stimulates the need to improve the system of professional training. In today's global digitalized society and our country's integration into the world educational space, the main priorities for the development of the entire education system are modernization and improving the quality of education. In the process of intensive transition of modern society to digital format, universities and other educational institutions are looking for ways to make the learning process more efficient by modifying methods, technologies, materials, etc. to the modern, most understandable and convenient for the student format of learning, one of the key aspects of which is the use of electronic textbooks. It is worth emphasizing the adaptability of this educational resource, which provides the ability to supplement or edit educational content, such as texts or videos of professional subject area in connection with the rapid scientific and technological progress that ensures the relevance of data. The article reveals the significance of integrating the interactive electronic textbooks into the educational process, the interactive platforms, applications and services used in creating the textbook are described in detail and the compliance of this interactive online textbook with the requirements of the new generation educational system is proved. In addition, the authors provide theoretical principles for design and developing of an electronic textbook, considering the specific features, didactic requirements at the stage of design, as well as technical characteristics and tools needed to develop the interactive electronic textbook, also highlight the drawbacks and benefits of using the electronic textbooks in the whole. The structure of the given e-study guide, developed by the authors of this paper is considered in details, a number of examples of assignments, supported with screenshots and a table, as well as appendixes and useful links are offered to consider in preparing further interactive learning materials of this type.
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Mall-технології у процесі вивчення англійської мови студентами технічних спеціальностей
(Дрогобицький державний педагогічний університет імені Івана Франка, 2024) Галацин, Катерина; Фещук, Алла; Котковець, Аліна
Підготовка високопрофесійних фахівців, здатних налагоджувати якісну комунікацію на будь-якій мові світу, успішно реалізовувати функційні обов’язки, вільно конкурувати на міжнародному ринку неможлива без урахування і впровадження в освітній процес особливостей цифровізації, діджиталізації, які відбуваються в сучасному суспільстві. Головним завданням освіти сьогодні має стати навчання та виховання особистості, яка зможе себе комфортно почувати в реаліях «цифрового століття». А формування такої людини можливе за умови використання сучасних інформаційних мобільних пристроїв, серед яких комп’ютери, планшети, смартфони та ін., які є невід’ємною частиною нашого повсякденного життя, інтенсивно розвиваються та увійшли в науку під поняттям «MALL-технологій». Мета статті – обґрунтувати освітній потенціал MALL-технологій у процесі вивчення студентами технічних спеціальностей професійної англійської мови. Для реалізації мети нами вирішено наступні завдання: 1) обґрунтувати сутність та види MALL-технологій; 2) виявити освітній потенціал MALL-технологій у процесі вивчення майбутніми інженерами професійної англійської мови. У процесі наукового пошуку використано методи аналізу, синтезу, узагальнення, систематизації, моделювання, умовисновки. Унаслідок швидкого вдосконалення та використання інформаційних технологій виникла концепція навчання з використанням мобільних пристроїв, яка є дуже популярною сьогодні, й авторами розглядається як MALL-технологія, M-learning, E-learning та мобільна педагогіка. Результати аналізу вказаних понять засвідчують їх тотожність і передбачають використання мобільних пристроїв (телефонів, годинників-смартфонів, планшетів і ноутбуків) в освітньому процесі. Запропоновано приклади використання MALL-технологій у процесі вивчення магістрами технічних спеціальностей освітнього компоненту «Практичний курс іноземної мови для ділової комунікації (англійська»)
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Modern Trends in ELT Through E-Learning Platforms
(Видавничий дім «Гельветика», 2023) Sokyrska, O. S.; Buha, S. Yu.; Kolisnyk, M. P.; Kornytska, Y. A.
This article provides an overview of the modern trends in online learning and the use of e-learning tools since the field of English Language Teach- ing (ELT) has seen a significant shift in recent years with the introduction of e-learning plat- forms. The study aims to examine the range of tools and the flexibility these platforms provide to learn English. However, technical students face unique challenges when using these platforms. These students require specialized language instruction that caters to their specific field of study, making it difficult to find suitable content on e-learning platforms. Additionally, balancing the combination of synchronous and asynchronous teaching can be challenging, as technical stu- dents may have other commitments that require flexibility in their learning schedule.
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New trends in vocational training of future specialists in applied mechanics
(2019) Feshchuk, A. M.
The analysis of the new trends in vocational training of future specialists in applied mechanics has been presented in the paper. A special attention has been paid to the exploration of the competence-based approach. The significance of the competence-based approach implementation into educational process of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” has been substantiated.
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Non-formal education in teaching english as a foreign language at technical university
(Класичний приватний університет, 2023) Stavytska, Iryna Vasylivna; Kutsenok, Neonila Mykhailivna; Yamshynskaya, Nataliia Valentynivna; Kryukova, Jelyzaveta Serhiivna
Education is always developing and changing following the needs and requirements of society. According to the forms, education is divided into formal, non-formal and informal, which in turn have both similarities and differences but imitate one main goal to obtain knowledge, skills and abilities for further development of a highly educated and competitive personality in the global space. Earlier education had only a formal direction of content and control of the acquired knowledge: laws, programs, tests, control of knowledge, exams, tests, etc. With the beginning of the digital era, it became possible to diversify education, make it more interesting and use various online platforms for additional activities to increase the level of knowledge, skills and abilities. The official educational system in Ukraine is formal education, which a person can receive both in public and private educational institutions to provide educational services. Non-formal education does not provide an opportunity to obtain qualifications according to the educational levels of the state standard but makes it possible to deepen one’s knowledge, improve skills and abilities and receive the diploma, the certificate of completion of courses, seminars, distance courses, webinars, etc. Informal education is attending lectures, watching videos, reading scientific literature, communicating with colleagues and like-minded people, etc. According to the Law of Ukraine on Education, a teacher can choose the form and structure of teaching that he/she considers the most effective: advanced training courses, lectures, or online platforms, and it depends on the students how much they will combine formal and informal learning and work on self-improvement. University teachers conducted research to combine formal and non-formal learning to find out how effective the introduction of non-formal education into the educational process is and to evaluate all the advantages and disadvantages. The experiment was conducted among students of the Igor Sikorsky Kyiv Polytechnic Institute who study English as a foreign language. The pilot study involved four groups of respondents, the total of 76 third-year students of the Research Institute of Mechanical Engineering and the Faculty of Chemical Engineering of Igor Sikorsky Kyiv Polytechnic Institute. A research methodology was developed and two control and two experimental groups were formed. The teachers conducted a survey among students to find out the level of foreign language competence, offered such online platforms as Coursera and Prometheus for students of the experimental groups, tested all types of speech activity (listening, reading, speaking and writing) and conducted a comparative analysis of the results of control and experimental groups. After the experiment, the teachers of the university took into account the advantages and disadvantages of non-formal education for further improvement of the educational process. The methodology of formation of foreign language competence through non-formal education activities has been developed and diagnostic tools for assessing the levels of formation of foreign language competence have been substantiated. The criteria, indicators and levels of development are identified.
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Psycho-Pedagogical and Methodological Aspects of Storytelling in the Process of Learning English in Higher Educational Institutions
(Інститут зі справ публічної адміністрації, 2022) Halatsyn, Kateryna; Feshchuk, Alla
The article reveals the content of the interactive method of teaching and upbringing – storytelling and the main psychological and pedagogical principles of its use in the study of English in higher education institutions, taking into personal account experience. It is emphasized that this interactive method is able to provide not only the formation of foreign language communicative competence and culture of foreign language communication but also the development of the cognitive sphere and personal qualities of future specialists. The main stages of the application of this method in learning English, as well as methodological requirements for the organization of the educational process in higher education institutions for the effective acquisition of English by students and the formation of their foreign language competence, are presented. The use of storytelling as an interactive teaching method diversifies the process of learning English, has excellent potential for the development of the cognitive sphere of the individual and provides the creation of a foreign language communicative environment in the learning process.
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Psychological Research of the Ability to Foreign Languages Acquisition
(Universidad de Almería, 2021) Kozlovska, Ganna; Furman, Anatolii; Kolesnichenko, Natalia; Kharchenko, Nadiia; Halatsyn, Kateryna; Matorina, Natalia
Along with psychological approaches and concepts of teaching foreign languages, concepts of mastering a foreign language, built on the ideas of appropriation and interpretation of a foreign language linguistic experience, have spread in psychological science. While not being opposed to theories of teaching foreign languages, these concepts and approaches, however, have some differences from them, which also require analysis and interpretation. To avoid misunderstandings in the use of the most general concepts from the field of psychology of mastering foreign languages, in their study the authors clarify them, guided by the literary materials that make up its scientific paradigm. The authors analysed the use of non-standard techniques to facilitate the acquisition of foreign languages. In their research, the authors tested the hypothesis that in the conditions of personality-oriented dialogical teaching of a foreign language, personal characteristics that complicate foreign language communication are significantly optimised. As a result of the experimental work, the hypothesis was confirmed; still, in an even more strengthened form: the significant connection between the motivation of learning and the level of development of abilities for languages is fundamentally destroyed. In other words, in the conditions of student-centred learning, insufficient development of potential language abilities ceases to be a factor that negatively affects the motivation of learning.
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Simulation of professional situations at English classes for students of technical specialties
(2021) Halatsyn, K.; Feshchuk, A.
The paper reveals the role and importance of modeling of professional situations at English classes in higher technical education institutions. The professional situation is defined as purposeful modeling of professionally similar circumstances in the process of learning English and conditions of solving engineering and business tasks, making professional decisions, achieving a successful result of business communication. The purpose of the paper is to analyze the content and requirements for modeling of professional situations in the process of studying English by the future specialists in engineering. Realization of the purpose demands performance of the following tasks: 1) define the essence of modeling of professional situations; 2) substantiate the conditions for effective modeling of professional situations at English classes in higher technical educational institutions; 3) offer examples of modeling professional situations at English classes in higher technical educational institutions. In the process of scientific research the methods of analysis, synthesis, generalization, systematization, inference, observation have been used. The components of the professional educational situation and the factors that need to be taken into account in the process of its use are identified. The examples of modeling professional situations during the study of the discipline “Practical Course of Foreign language for Business Communication” in higher technical education institutions are given. The forms of modeling of professional situations (individual, pair, group) which are directed on the formation of competences of professional English communication according to various roles of professional activity (head – subordinate, subordinate – subordinate, subordinate – collective) are defined. Special emphasis is focused on the examples of modeling of professional situations through the use of game modeling (role-playing games: controlled, improvised), method of case study and discussion. The requirements to be met in the process of modeling of professional situations: compliance with certain goals (formation of knowledge on the topic, development of ability to analyze complex problems; education of a sense of responsibility for their decisions, moral and personal qualities, etc.); compliance with the level of complexity of students’ learning opportunities; illustration of typical situations from the real facts of professional activity; use of discussion method; variability of decisions of a situation are pointed out.
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Social and Emotional Learning competence of technical university students studying English during wartime
(ПУ «Причорноморський науково-дослідний інститут економіки та інновацій», 2023) Chugai, Oksana; Svyrydova, Larysa
Ukrainian technical university students faced new threats after the beginning of a full-scale war, which led to uncertainty in their lives, putting pressure on their future, let along their study. Being under stress leads to exhaustion or aggression, which creates a tense atmosphere inhibiting learning. Therefore, teachers of English should be aware of that and employ Social and Emotional Learning (SEL), aimed at withstanding global challenges, to support their students during wartime. The study revealed peculiarities of technical university bachelor students’ SEL competence studying English during wartime regarding four dimensions: self-awareness, self-management, social awareness, and social management. The quantitative method was used to collect and analyse the results of the survey exploiting a 5-point Likert scale calculating the median (Mdn), and Inter-Quartile Range (IQR). Technical university students demonstrated a high level of self-awareness, agreeing on the importance of a positive attitude and their responsibility for their success in learning English. Regarding social awareness, the respondents were not sure that they could help each other. Nevertheless, they knew whom to ask for help, what resources to use, and were sure of their positive impact on group activities.
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Stimulating the development of creativity in the context of learning a foreign language
(Інноваційна педагогіка, 2022) Kutsenok, Neonila Mykhailivna; Yamshynskaya, Nataliia Valentynivna; Stavytska, Iryna Vasylivna; Kryukova, Jelyzaveta Serhiivna
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Teachers of English experience of providing feedback on students’ performance during war in Ukraine
(Громадська наукова організація «Всеукраїнська асамблея докторів наук з державного управління», 2023) Chugai, Oksana; Havrylenko, Kateryna
Living in a constantly changing information space is related to developing feedback literacy. The article aimed to explore experience of providing feedback by teachers who taught English in Ukraine during wartime. To achieve this aim we answered research questions about various kinds of feedback, their effectiveness, and importance of providing feedback. We administered teachers’ survey, collected data, analysed and presented results. The study used a mixed method research design, which implied obtaining quantitative and qualitative data through a Google Form survey. The survey consisted of twenty prompts regarding background information about the respondents, their experience in providing feedback to their students and their evaluation of feedback during wartime. Participation of teachers of English (N=68) was voluntary and anonymous. The results of the research were based on responses of Ukrainian teachers older than 25 years who had at least six years of teaching English at universities and secondary schools. Half of the participants had online synchronous lessons using Zoom, Google Meet and other videoconferencing planforms. Responding to the research questions, we discovered that majority of respondents provided feedback often, mostly verbally, combining group and individual feedback. Students’ reaction to the feedback was mostly positive which could be explained by the fact that teachers focused mostly on results, ways to improve and process in their feedback. We discovered three main sources of feedback for students: teachers (42%), computer-based (27%) and peers (17%). The most important function of feedback for teachers was showing students the ways to improve, the best time to provide feedback after the activity, and the most important feature of feedback was its content. Majority of teachers had the same opinions on the connection between providing feedback and improving English, importance of feedback during wartime and learning more about feedback. Respondents also demonstrated desire to learn more about ways of providing effective feedback, which was especially important during wartime.

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