Кафедра англійської мови технічного спрямування №2 (КАМТС2)
Постійне посилання на фонд
Переглянути
Перегляд Кафедра англійської мови технічного спрямування №2 (КАМТС2) за Назва
Зараз показуємо 1 - 20 з 279
Результатів на сторінці
Налаштування сортування
Документ Відкритий доступ Academic Integrity and Policies for the Use of Digital and AI Tools in Teaching Esp to Engineering Master’s Students(НУЧК імені Т. Г. Шевченка, 2026) Halatsyn, KaterynaДокумент Відкритий доступ AI-generated Сode Security(National Technical University of Ukraine ‘Igor Sikorsky Kyiv Polytechnic Institute’, 2025) Bodnar, Mykola; Rodionov, Andrii; Degtiarenko, MarynaThe integration of Generative AI (GenAI) and Large Language Models (LLMs) into software development workflows represents a paradigm shift, driven by significant productivity gains (Asare, Nagappan, & Asokan, 2023). However, this rapid adoption obscures a critical security deficit. Empirical studies demonstrate that AI-generated code frequently introduces known security flaws; comprehensive analyses reveal that nearly half of all generated code is insecure (Sabra, Schmitt, & Tyler, 2025), and iterative refinement can counterintuitively increase critical vulnerabilities. While common vulnerabilities (e.g., injection) are prevalent, the most systemic and dangerous failures lie in the logical domain of security roles and privileges. This research posits that the fundamental flaw of current models is “contextblindness” – an inherent inability to comprehend or model an application's specific risk model, security architecture, or implicit authorization invariants. This gap leads to the generation of code with catastrophic Broken Access Control (BAC) and Insecure Direct Object Reference (IDOR) vulnerabilities, rendering traditional static analysis ineffective.Документ Відкритий доступ Application of Formal, Non-Formal and Informal Education for Teaching University Students During the War in Ukraine(ProConference, general edition and design, 2023) Kutsenok, Neonila Mykhailivna; Yamshynskaya, Nataliia Valentynivna; Stavytska, Iryna VasylivnaThe research deals with the problem of a combination of formal, non-formal and informal education to ensure the effectiveness of the educational process in the conditions of the war. In the past few years, teachers have begun to use actively online learning technologies due to the pandemic. Currently, there is a need to develop new regulations, combine different forms and methods of teaching and use additional online techniques, as students do not have the opportunity to attend classes since the situation is different in the regions of Ukraine during the war. Teachers and students need detailed explanations about the possibility of enrolling certificates of different online courses, language training, webinars etc. The authors consider official documents that determine the procedure for recognizing such certificates and carry out an analysis of modern research regarding the combination of different forms of education.Документ Відкритий доступ Application of multimedia presentations in the educational process(International Science Group, 2021-06-25) Halatsyn, Kateryna; Feshchuk, Alla; Yaroshenko, OlhaДокумент Відкритий доступ Applying the project method in ESP at technical universities(«UKRLOGOS Group», 2025) Halatsyn, Kateryna; Feshchuk, AllaДокумент Відкритий доступ Approaches to English-Language Teaching in Higher Technical Educational Institution(ГО «Київська наукова організація педагогіки та психології», 2022) Halatsyn, K. O.; Feshchuk, A. M.; Yaroshenko, O. L.Документ Відкритий доступ 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.Документ Відкритий доступ Blended learning technologies in teaching english: methodological opportunities and challenges(European Conference, 2026-02-16) Halatsyn, Kateryna; Feshchuk, AllaДокумент Відкритий доступ Challenges of foreign language teaching at technical universities(UKRLOGOS Group, 2024) Feshchuk, Alla; Halatsyn, KaterynaДокумент Відкритий доступ Communicative competence of future engineers by means of English-language dialogue training(European Conference, 2023) Halatsyn, Kateryna; Feshchuk, AllaДокумент Відкритий доступ Contextual Approach in English Language Learning for Students in Higher Educational Institutions(СумДПУ імені А. С. Макаренка, 2021) Halatsyn, K.; Yaroshenko, O.Документ Відкритий доступ 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.Документ Відкритий доступ Criteria for differentiating the terminology of English-language sales sites and nomenclature units(Igor Sikorsky Kyiv Polytechnic Institute, 2025-11-26) Chebonenko, DmytroУ дослідженні розглядаються критерії розмежування термінів та номенклатурних одиниць в англійськомовній системі онлайн-продажів. Основними параметрами диференціації визначено: стандартизованість, системність, функціональність, процеси формування, аналітичні методи, семантичну стабільність, морфологічну структуру та сферу професійного використання. Підкреслено, що термінологія сайтів продажу задовольняє професійні потреби розробників та маркетологів, тоді як номенклатура орієнтована на ідентифікацію продуктів у взаємодії «продавець–покупець». Виділені критерії є підґрунтям для подальшого створення цілісної терміносистеми сайтів електронної комерції.Документ Відкритий доступ Critical thinking and its role in foreign languages study(Вінницький державний педагогічний університет імені Михайла Коцюбинського, 2025) Golub, Tetiana Petrivna; Zhygzhytova, Liudmyla Mykolayivna; Kovalenko, Olha OleksandrivnaIn the contemporary dynamic educational landscape, the development of critical thinking skills has become extremely important and is now widely recognized as a foundational objective across virtually all academic disciplines. This extends significantly to foreign language study, which was traditionally focused on linguistic accuracy and communicative competence. The article provides a research of the relationship between critical thinking and foreign language acquisition, stating that these two cognitive and educational domains are not merely complementary but are, in fact, profoundly reinforcing. The research examines the cognitive processes that engage with a foreign language and demonstrates how they foster analytical, problem-solving, and evaluative competences within the learner. It also illustrates how applying of a critical mindset enhances both the depth and effectiveness of language learning, examining pedagogical approaches and methodologies that can be integrated into foreign language curricula. These approaches are designed to actively stimulate and develop critical thinking skills through targeted activities and strategic instructional design, moving beyond rote memorization to genuine intellectual engagement. The methodology employed for the article is based on a literature review and a conceptual analysis that involves a clear conceptual delineation of critical thinking and foreign language study, as well as an exploration of theoretical frameworks that link cognitive development with linguistic acquisition. Furthermore, the methodology focuses on identifying instances of mutual reinforcement, investigating how learning a foreign language stimulates critical thinking and, conversely, how critical thinking can be strategically applied by learners to optimize their language acquisition strategies. The article also highlights the substantial academic and practical benefits of fostering critical thinking in foreign language learners that are far beyond primary linguistic competence and encompass broader cognitive, metacognitive, and intercultural capabilities. The main research findings reveal a relationship where critical thinking is both an outcome of and an enhancer for foreign language learning, which naturally fosters metacognitive awareness, problem-solving and inference skills, cross-cultural comparison and perspective-taking, and critical evaluation of information and sources. At the same time, a critical mindset significantly improves language acquisition through strategic learning, deeper linguistic processing, effective error analysis and self-correction, enhanced reading and listening comprehension, and improved productive skills. Pedagogically, integrating critical thinking requires a shift to tasks demanding analysis, synthesis, and evaluation, such as problem-based learning, debates, authentic material analysis, and comparative tasks. The conclusions emphasize that cultivating critical thinking in foreign language learners transcends the traditional objective of achieving linguistic proficiency, instead equipping learners with essential cognitive tools that empower them to make more informed and reasoned decisions, engage in more profound and empathetic intercultural communication, and critically understand diverse perspectives.Документ Відкритий доступ 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.Документ Відкритий доступ Development of students’ speech competence through storytelling(International Science Group, 2023) Halatsyn, Kateryna; Feshchuk, AllaДокумент Відкритий доступ Digital tools and online platforms in ESP for future engineers(ЦФЕНД, 2025-05-24) Feshchuk, A. M.; Halatsyn, K. O.Тeaching of English for Specific Purposes (ESP) to engineering students is traditionally focused on technical vocabulary, report writing, and communication in professional contexts. However, with the growing reliance on digital technologies in education and industry, there is an urgent need to rethink how ESP is taught. The integration of digital tools and online platforms has revolutionised both the content and methodology of ESP, particularly for future engineers who are expected to be proficient not only in technical concepts but also in using digital communication tools.Документ Відкритий доступ Digital tools for enhancing linguistic mediation in online learning environments(КПІ ім. Ігоря Сікорського, 2025-02-04) Feshchuk, Alla; Halatsyn, KaterynaAs online learning becomes increasingly prevalent, higher educational institutions, in particular teachers, face unique challenges in providing students with essential language and communication skills. As COVID-19 spread, teachers had to incorporate digital technology into their teaching methods. At the same time the war in Ukraine has made significant and wide-ranging effects on educational systems. Despite the continuous conflict, Ukrainian teachers are finding the ways to maintain their own and their students’ psychological health and professional effectiveness. Supporting students and actively participating in different events and initiatives are essential ways for the teachers to find meaning and selfrealisation despite the hardships of war.Документ Відкритий доступ Discussion as Stepping-Stone to Studying English Language by Students of Technical Specialities(«Молодий вчений», 2021) Halatsyn, Kateryna; Yaroshenko, OlhaДокумент Відкритий доступ Distance Technologies in the Process of Forming the English-Language Competence of Future Engineers(Wydawnictwo Akademii Polonijnej „Educator”, 2021) Halatsyn, Kateryna; Feshchuk, AllaThe 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.