The Journal of V.N. Karazin Kharkiv National University. Series: Foreign Philology. Methods of Foreign Language Teaching

Attitude to Elderly Individuals Visibility: Politics VS Fashion

Alla Belova — Tue, 30 Dec 2025 00:00:00 +0000

The article highlights the verbal packaging of attitude to visibility of older people in politics and fashion – the two professional fields marked by unrivaled visibility and exceptional interest of the public. Statistics, gerontolinguisitcs, multiple reports reveal the greying of the world, the skyrocketing propotion of people 65+, with the soaring share of octogenarians. Nevertheless, elderly individuals remain invisible in public places, workplaces, being excluded from decision-making process. In the 21st century visibility of the elderly becomes a component of inclusive societies and sustainable development. Age limitations keep people of retirement age out of employment in many fields but outstanding professionals in their eighties break age stereotypes and remain active, stealing the limelight due to their extraordinary talent and exceptionalism. Gerontocracy in the US politics in the 2010-2020s is being severely criticised in mass media and gets lots of negative comments on social media. Gerontocracy has crept into the White House, Congress, The Supreme Court where octogenarians are obsessed with workism, nonagenarians cling to power. The articles on US political gerontocracy are marked by obvious negative sentiment, usage of age-related idioms, words with the negative evaluative meaning. Vice versa, senior models catwalking at prestigious fashion shows and invited to luxury brands advertising campaigns are perceived positively as the embodiment of taste, elegance and a healthy way of life. Laudatory articles about clothes-wise mature female models – successful actresses, singers, writers – have positive sentiment. Age-related words (wrinkle, grey) are used in the articles about fashion in a positive context. Brilliant careers of octogenarian and nonagenarian politicians are neglected in the articles while the past achievements of senior models are presented in the advantageous way.

Multimodal Strategies of Children’s Exploratory Engagement in The Digital Discourse of British Museums

Julia Biliuk — Tue, 30 Dec 2025 00:00:00 +0000

The integration of digital technologies into museums has transformed approaches to communication with audiences, particularly children. Museum websites today function as autonomous environments for representing cultural and natural heritage, where multimodality is a key principle. In digital museum communication, child-oriented multimodality emerges as a promising area of research. The relevance is determined by the need to understand how multimodal practices reshape the role of children, shifting them from passive recipients to active participants in cultural communication. This study analyses how the multimodal resources of museum websites construct exploratory interaction with cultural heritage for young audiences, showing how leading institutions employ strategies that position children as active participants in cultural communication and learning. The research employs qualitative multimodal discourse analysis, combining structural-semiotic observation with comparative analysis of web interfaces and educational content across institutions. Based on the analysis of the British Museum, the Natural History Museum, and the National Gallery websites, the findings demonstrate that sensory backpacks, interactive guides, creative challenges, and edutainment activities provide opportunities for children to explore exhibits and actively engage with the museum environment. Narrative framing of activities combines tactile, auditory, and visual engagement, while interactive elements extend communication across channels and create a digital atmosphere of curiosity, participation, and emotional connection. Such practices highlight the growing role of digital platforms as spaces where museums test new pedagogical and communicative models tailored to younger audiences. In this perspective, museum websites function as repositories of information and at the same time as curated multimodal spaces where play, interpretation, and exploration shape communication with children. Emphasising children’s multimodal engagement opens new forms of interaction with heritage, strengthens participatory practices, and reflects broader transformations of institutional identity in the digital age, ensuring sustainable engagement of future audiences.

Verbal Means of Persuasion in English Educational Video Discourse: a Communicative‑pragmatic Perspective

Yaryna Malakhovska — Tue, 30 Dec 2025 00:00:00 +0000

The article presents a systematic communicative‑pragmatic analysis of verbal means of persuasion in English educational video discourse, conceptualized as a multimodal, socially situated phenomenon with a distinct discursive organization. Insufficient attention to specifically linguistic means of influence in the educational context has drawn our focus to the study of verbal means of persuasion in English educational video discourse. Persuasiveness in educational communication is most often interpreted through teaching methodology, whereas it is precisely linguistic units that ensure engagement, regulate behavior, and enhance the effectiveness of communication. The aim of the article is to identify and systematize verbal means that actualize persuasive influence in teacher talk and to trace their communicative‑pragmatic functions in educational video contexts. Persuasion in this case is construed as a discursive strategy oriented toward shaping learners’ knowledge, skills, and behavioural patterns through the combination of explicit and implicit linguistic resources. The paper focuses on lexicogrammatical means that verbalize the speaker’s persuasive intentions: action words, imperative constructions, modalities, evaluative language, and intensifiers. Action words function as semantic triggers that activate learners’ cognitive activity and directly realize the teacher’s intention to change behaviour or promote knowledge acquisition. Imperative constructions, examined in canonical, polite, verbless, and embedded forms, operate as instructive signals that set expected patterns of pupil behaviour. Modality in the educational discourse is represented by three primary types – bouletic, deontic, and dynamic – each contributing to the expression of will, obligation/permission, and ability respectively. In English educational video discourse, verbal means of persuasion actualize the speaker’s intentions both explicitly and implicitly to foster learners’ acquisition of knowledge and skills.

Representation of Donald Trump in Metaphtonymic Internet Memes as an Instrument of Socio-Political Influence

Alla Martynyuk , Iryna Nabokova — Tue, 30 Dec 2025 00:00:00 +0000

The article focuses on the constitutive features of political internet memes representing the 47th President of the United States, Donald Trump. All the memes analysed are responses to Trump’s post on his own social media platform, Truth Social, in which he claimed that he would be the world’s best Pope. The relevance of the study is accounted for by the need to elucidate the principles of interaction between the verbal and visual modes in metaphtonymic internet memes in achieving socio-political communicative impact, as well as establishing the contribution of these modes and verbal allusion to the creation of a humorous effect as an instrument of communicative influence. The process of communication as part of socio-political processes has been analysed in terms of the methodology of multimodal cognitive linguistics. The internet meme is viewed as an interactive text, predominantly humorous in nature, circulating on the Internet as a historically established media resource providing the possibility of combining visual and verbal semiotic modes to achieve situationally determined communicative goals. The interpretation of an internet meme is possible only in the context of current socio-political events relevant for a particular society. The humorous effect of metaphtonymic memes stems from their structure containing at least two incompatible conceptual structures that are simultaneously activated in the recipient’s mind, followed by a two-stage model of resolving incongruity. The application of the cognitive metaphor and metonymy theory to multimodal communication analysis has made it possible to identify and describe visual metaphtonymy as well as visual-verbal metaphtonymy interacting with allusion. Both types of metaphtonymy are constructed on the basis of several metonymies, each activating conceptual structures of certain experiential domains, while metaphor establishes connections between these structures by projecting features from the source domain onto the target domain. The incompatibility of the activated conceptual structures creates a humorous stimulus and highlights the incongruity between Trump’s traits and the expectations of the global mass audience regarding the President of the United States. Thus, metaphtonymic memes exert socio-political influence on recipients and function as instruments for shaping public opinion.

Descriptions of Clothes in the English-language Publicistic Discourse of the 21st Century

Nataliia Marchenko — Tue, 30 Dec 2025 00:00:00 +0000

The article explores the phenomenon of descriptions of clothes in the English-language publicistic discourse of the 21st century as an important object of contemporary linguistics and media studies. The relevance of this research is determined by the increasing role of mass media in shaping public opinion and cultural codes, where descriptions of clothes perform not only an informative function but also evaluative, social-identification, and symbolic functions. In the 21st century, fashion emerges as a semiotic system reflecting social transformations, ideological priorities, and globalization processes, which heightens the scientific interest in the analysis of linguistic means of representation.

The purpose of the study is to identify lexical, stylistic, and discursive features of descriptions of clothes in English-language publicistic texts and to determine their communicative functions in the modern media space. The research methods combine content analysis, linguistic-stylistic analysis, and elements of discourse analysis. The empirical base includes texts from English-language publications (“The Guardian”, “The New York Times”, “Vogue”, “The Independent”) reflecting contemporary socio-cultural processes.

The results demonstrate that descriptions of clothes function as a multifunctional tool: they represent characters’ appearance, emphasize social status, convey cultural trends, and realize the evaluative-expressive potential of publicistic discourse. The study’s theoretical significance lies in deepening knowledge about the functioning of fashion language in media, while its practical significance is determined by the potential interdisciplinary application in linguistics, cultural studies, and media studies.

In conclusion, descriptions of clothes are an important means of meaning-making in contemporary English-language media, as they reflect fashion changes and shape social perceptions of norms, gender roles, status, and ideals of beauty, thus contributing to the construction of 21st-century discourse.

Features of Translational Video Game Playback

Kamilla Voronina , Олександр Крученюк — Tue, 30 Dec 2025 00:00:00 +0000

The article explores the specifics of video game translation, with a focus on the localization of the iconic role-playing game The Witcher 3: Wild Hunt. The relevance of the study lies in the rapid development of the gaming industry, its growing cultural influence, and the rising demand for localized products that are not only technically accurate but also culturally appropriate. Game translation, as a form of intermedia communication, requires attention to language, stylistics, context, cultural codes, genre conventions, and audience expectations. The purpose of the article is to analyze the main translation strategies, linguistic and intersemiotic transformations used in the localization process, and to determine the factors affecting the preservation of authenticity in the game environment. The methodology is based on a comparative analysis of the Polish, English, and Ukrainian versions of the game, using linguocultural, functional-semiotic, and pragmatic approaches. The study examines the translation of proper names, archaisms, dialects, folklore elements, humor, profanity, mythologems, and the rendering of character-specific language strategies. It identifies common translation challenges such as conveying Polish realia, preserving allusions to Slavic culture, and adapting character stylistics and registers. Key transformations include transcoding, calquing, generalization, specification, contextual substitution, elimination, compensation, addition, and translator-driven interpretation. The findings conclude that video game translation is an interdisciplinary phenomenon that requires not only linguistic competence but also deep understanding of cultural codes, genre conventions, player experience, and technical constraints. Effective localization plays a decisive role in the commercial success of the project, its reception by users, and its longevity in the media space.

Стратегії та Перекладацькі Трансформації Суспільно-Політичних Реалій з Англійської Мови Українською

Nadiia Grygoryan , Liubov Pershyna — Tue, 30 Dec 2025 00:00:00 +0000

The article examines the issue of translating socio-political realia from English into Ukrainian within the framework of contemporary journalistic media discourse. Such units are identified as carriers of culture-specific information that reflect national identity, the socio-political structure, and the historical experience of a given society. They perform not only nominative but also expressive, pragmatic, and evaluative functions, which significantly complicates their reproduction in another linguistic environment. The translation of realia requires consideration of both semantic accuracy and cultural relevance, as well as pragmatic adequacy, which presupposes the integration of linguistic and cultural competence on the part of the translator. The article systematizes the main translation transformations of socio-political realia, including transcription, calquing, descriptive translation, lexical substitution, and adaptation. Their functional purpose in rendering culturally marked units is clarified, and it is demonstrated that the choice of a strategy is determined not only by the structural features of a given term but also by its contextual use, pragmatic orientation, and level of cultural markedness. It is argued that the translation of socio-political realia is most often implemented through a combined approach, where the integration of several transformations makes it possible to achieve a balance between accuracy, clarity, and communicative efficiency. The findings demonstrate that the effectiveness of translating socio-political realia depends on the ability to preserve both the semantic content and the pragmatic potential of the original text while ensuring accessibility for the target audience. This approach contributes not only to the optimization of cross-cultural communication but also to the adequate reproduction of political and social phenomena in the translated media space. The article emphasizes the importance of a systematic approach to analyzing translation transformations, which makes it possible to reveal regularities in transformations and to formulate practical recommendations for the training of professionals in the field of translation. Special attention is paid to the methodology of teaching the translation of socio-political realia in higher education, since mastering the relevant transformations is a key factor in developing the professional competence of future translators.

Decoding Dictionaries: the Critical Perspective of Roksolana Zorivchak

Oksana Dzera — Tue, 30 Dec 2025 00:00:00 +0000

The article explores the critical legacy of Roksolana Zorivchak in Ukrainian lexicography. It argues that dictionaries function not merely as linguistic tools but also as essential instruments of cultural memory and national identity. This problem gains particular relevance in the context of globalization and Russian aggression, when issues of language, culture, and identity become especially acute. The aim of the article is to highlight Zorivchak’s role as a critic of Ukrainian lexicography and to assess the significance of her work for contemporary studies in metalexicography. The methodological foundation of the paper is based on the interdisciplinary approach encompassing Translation Studies, Metalexicography and Cultural Studies. The research combines historical and critical perspectives to trace the evolution of Ukrainian lexicography under varying sociopolitical conditions and applies methods of comparative analysis, discourse analysis and hermeneutic analysis. The main findings reveal that Prof. Zorivchak addressed a wide range of issues: from preserving national traditions in dictionary-making to introducing innovative approaches, especially in translation and terminological lexicography. Her critique exposes the manipulative potential of dictionaries in a totalitarian society while simultaneously emphasizing their role in restoring cultural continuity. Importantly, her legacy demonstrates how dictionaries can resist ideological pressure and serve as spaces for safeguarding linguistic diversity. Zorivchak’s observations continue to resonate in today’s scholarly debates, particularly in the context of decolonial approaches to Ukrainian studies. Thus, her contribution not only enriches Ukrainian lexicographic criticism but also provides a framework for understanding dictionaries as both scholarly and political instruments. The conclusions stress that revisiting Zorivchak’s contributions opens new avenues for studying dictionaries as instruments of cultural resistance, identity preservation, and integration of Ukrainian lexicography into the global academic landscape.

Challenges of Philology in the Age of AI: How Artificial Intelligence is Changing ESL-Teaching, Translation and Research

Iryna Zmiiova , Inna Panenko , Iryna Huslenko , Olena Karpenko — Tue, 30 Dec 2025 00:00:00 +0000

The article analyses the impact of artificial intelligence (AI) on the main areas of philological activity. The relevance of the topic is stipulated by the need to rethink traditional approaches to teaching, translation and research in the context of technological transformations. The object of the study is artificial intelligence and its technologies in the educational domain, and the subject is the ways of applying them in teaching, translation and research. The article aims to provide a comprehensive analysis of the impact of AI on three main areas of philological activity: ESL teaching, translation and research. To achieve this goal, the authors analyse modern AI tools used in ESL teaching; investigate the impact of AI on translation theory and practice; identify the benefits and risks of using AI in research; and outline the ethical and regulatory aspects of using AI in the philological field. The article takes a comprehensive look at the use of AI in teaching English as a foreign language, including such tools as adaptive platforms, chatbots, personalised assessment, and the transformation of the role of the teacher and the structure of the course. In the field of translation, the evolution of CAT tools, the growing role of post-editing and the threat of losing professional skills are analysed. Special attention is paid to AI's impact on research methodology, including the ease of access to information, automated source analysis, and text editing. The final section is focused on the ethical and academic aspects of using AI, including issues of integrity, authorship, and academic responsibility.

Exercises as a Tool for Developing Student Agency in Language Education

Valeriia Ilchenko , Natalya Startseva , Олена Карпенко — Tue, 30 Dec 2025 00:00:00 +0000

The article examines student agency as a set of motivational, cognitive, emotional, and volitional characteristics of the student, which ensures their ability to initiate, control, and direct their own learning – of a foreign language in particular – and reflect on its effectiveness. The theoretical foundations of student agency and the four main approaches to its definition – socio-cultural, psychological, sociological and socio-cognitive – are outlined. The existing typology of student agency encompassing self-directed, collaborative, technological, culture-oriented, research, reflexive, and action-oriented student agency, is analysed and its manifestations are specified with regard to the disciplinary dimension. It is emphasized that student agency is not a permanent feature; it is formed and activated in the process of student interaction with the educational environment conditioned by educational norms and regulations, teacher’s expectations, and traditions of an educational establishment. A significant role in this process is played by teaching methods, types of exercises and the degree of autonomy provided to the student in the learning process. The relationship between the types of student agency and learning exercises that can form its individual types is established. It is determined that different types of exercises feature different agency-forming potential. It is noted that the key means of forming student agency is productive exercises, since they integrate the cognitive, social, reflexive, and functional components of student learning activity. Reproductive and productive-reproductive exercises acquire agency-forming potential, provided that such exercises are used in the educational process focused on the subject activity, their reflection and conscious acquisition of language as a tool for everyday and professional interaction. The authors emphasize the need for an optimal balance between the use of different types of exercises to ensure the formation of sustainable and comprehensive agency in the subject of the educational process, since this approach will maximize the effectiveness of the educational process as a whole.

AI Era Classroom Beyond Post-Editing: Custom Gpts in Translator Training

Viacheslav Karaban , Anna Karaban — Tue, 30 Dec 2025 00:00:00 +0000

The article addresses the current pedagogical dissonance in translator training, where Large Language Models (LLMs) are either banned or students are confined to the remedial task of post-editing of LLM output, neglecting the critical up- and downstream decisions. We propose a structured integration of custom GPTs for translation teaching into the curriculum, reframing AI from a generic tool into a suite of specialized assistants for the pre-production, production, and post-production phases of the translation workflow. This approach makes the translator's decision-making process transparent, teachable, and assessable, shifting the focus to strategic thinking.

We situate this design in current work on LLM-assisted translation, post-editing, automated evaluation, and AI literacy, and recommend human oversight to limit hallucinations and biases. Methodologically, the paper offers a narrative synthesis of pedagogical, professional, and ethical arguments for the adoption of the custom GPTs and formalizes their role/function action plan. The paper presents a framework and a small proof-of-concept custom GPT suite spanning sense resolution, synonym precision, challenge identification, term extraction, explainable translation, and quality assurance. Early use indicates the following benefits: metacognitive lift via explicit alternatives, rationales, and confidence; efficiency without opacity, as assistants recommend while students decide.

By embedding these role-based GPTs, educators can foster essential competencies like AI literacy and prompt engineering, while students gain agency and a deeper understanding of the translation process. The teacher-machine-student triad recenters agency and accountability in translator training. This approach promotes the development of crucial, future-proof skills and positions technology as a tool that augments and enhances human capabilities within a human-centered AI (HCAI) paradigm and provides an actionable path for educators to move beyond the post-editing bottleneck, transforming AI from a forbidden shortcut into a structured apprenticeship in translator thinking for an AI-integrated industry.

Online EFL Learning in Ukraine: Comparing Secondary School Learners’ and Teachers’ Perceptions

Marianna Lőrincz, Tamás Vrabel, Hanna Taranenko — Tue, 30 Dec 2025 00:00:00 +0000

The transition to online EFL instruction in Ukraine, induced by wartime disruptions, has become a necessity. Yet, there is a limited understanding of how language teachers and learners perceive its effectiveness. This study, therefore, examined how secondary school learners and teachers in rural Ukraine assess the effectiveness, benefits, and shortcomings of online instruction, and whether the length of their respective experience influences their perceptions.

The study employed a quantitative survey design, eliciting data from 98 secondary school EFL learners and 22 teachers using an adapted questionnaire based on Zou et al. (2021). The data were analysed statistically through independent samples t-tests, chi-square tests, and simple linear regression. The results revealed that learners considered online EFL instruction as more effective than teachers did. While both groups expressed similar views concerning key advantages, such as flexibility, accessibility, and technology use, teachers were more inclined to endorse an immediate feedback. No statistically significant differences were found in the reported disadvantages, although teachers were more concerned about student engagement and interaction, whereas learners more often pointed to issues with the variety of instructional techniques. Notably, longer involvement with online instruction emerged as a significant predictor of more favourable effectiveness ratings, albeit modest. Overall, these findings underscore key role experience plays in shaping online learning and teaching attitudes while pointing to the need for meaningful experience and ongoing digital competence development for learners and teachers alike.

Translator Education in Times Of Change: Competences, Technologies, and Market Expectations

Olena Mazur, Yuliia Naniak — Tue, 30 Dec 2025 00:00:00 +0000

This study provides a comprehensive analysis of the current state of specialized translation and interpreting training in Ukraine, examining curriculum design, depth of specialization, integration of digital and translation technologies, and alignment with evolving professional market demands. The objective is to identify and characterize the gap between university-based preparation and actual labor market requirements by exploring students’ evaluations of course relevance, satisfaction with their training, and self-assessed readiness for professional practice. The empirical basis is a stratified anonymous survey of 226 undergraduate and graduate students from six Ukrainian universities. A mixed-methods research design was applied to detect correlations between program characteristics and satisfaction indicators. The results show that higher satisfaction levels are associated with increased specialization, practical orientation, and opportunities for authentic project work; however, the findings also reveal insufficient coverage of domain-specific subjects, limited exposure to CAT tools, artificial intelligence applications, business and legal aspects, as well as a lack of systematic career guidance. Respondents express demand for enhanced training in community and conference interpreting, audiovisual translation and localization, and the development of soft skills. The study's findings support the idea of adapting curricula to align with international competence frameworks, fostering closer cooperation between universities and employers, balancing theoretical knowledge with practical skills, and using student-centered teaching methods to boost graduate competitiveness.

Designing the Methodology for the Development of Students’ Emotional Intelligence in Terms of Digital Transformation

Olha Osova — Tue, 30 Dec 2025 00:00:00 +0000

The problem of the development of students’ emotional intelligence has always been crucial for their future professional activity, and is acquiring particular significance during present stage of humans’ development and educational transformation. In this context a foreign language is not only an important means of communication but also an effective tool for self-development and formation of emotional intelligence, that in its turn requires reconsideration of existing educational strategies and methods.

The aim of this article is to ground theoretical knowledge and design methodology for the development of students’ emotional intelligence by means of a foreign language in terms of digital transformation. The object of the article is the process of the development of students’ emotional intelligence, and the subject is the design of the methodology of the development of students’ emotional intelligence by means of a foreign language in terms of digital transformation. In the article analyzed are the essence and components of emotional intelligence in the terms of education. Emotional intelligence of students in higher education is viewed as an integrated feature of the individual that synthesizes cognitive, emotional and behavioral components and presupposes effective adaptation to the dynamic nature of education and future professional activities. The article defines the specific impact of digital environment on development of emotional intelligence during foreign language education. The designed methodology of the development of emotional intelligence is grounded on systemic approach that comprises the embodiment of authentic materials, reflexive practices, interactive tasks as well as digital tools. The methodology integrates fundamental and specific principles of training aimed at the use of digital technologies that entails the development of emotional competence while foreign language education. Special attention is paid at the use of AI in simulating emotionally infiltrated dialogues and also feedback. The article presents example exercises and tasks that are pertinent to the framework of designed methodology and are aimed at activation of students’ emotional and communicative experience.

Expertise in Setting-up Certificate Educational Programmes in Interpreting

Oleksandr Rebrii , Olha Pieshkova , Diana Klimova — Tue, 30 Dec 2025 00:00:00 +0000

The present paper concerns the implementation of the certificate educational programme ‘Conference Interpreting’ for students of the second (master's) level of higher education at the School of Foreign Languages of V. N. Karazin Kharkiv National University. The relevance of the article is determined by: (1) the need to train interpreters to support European integration processes; (2) the desire to share the experience of the certificate programme in interpreting. The object of the study is the aforementioned certificate programme, implemented with the support of the European Parliament, and the subject of analysis is its structure, participants and conditions of implementation, advantages and disadvantages. The aim of the study is to disseminate the experience of a successful certificate programme for training interpreters at the second (master's) level of higher education. The study was conducted using a number of methods: analysis and synthesis were used to study European requirements for the training of interpreters and to develop our own certificate programme; the descriptive method was used to describe the structure of the programme, its content and participants; the comparative method allowed us to compare the Ukrainian approach to interpreting training with the European tradition. The educational programme, worth 26 ECTS credits (780 hours), consisted of eight educational components – six practical and two theoretical ones. The programme lasted two semesters or 32 weeks. The total number of classroom hours was 256, with a weekly workload of 8 hours (6 practical and 2 lecture hours). The online implementation of the programme had its advantages: (1) the opportunity to obtain additional qualifications in free time outside of the main course; (2) the availability of online tools for practising all types of interpreting skills; (3) the spread of remote interpreting. Based on our own experience, we have formulated a number of recommendations for the organisation of similar programmes by other higher education institutions in Ukraine.

Developing Language and Communication Skills in Foreign Language Learning via Digital Resources for Reading (a Study of Storyweaver, Project Gutenberg, Manybooks)

Svitlana Sheludchenko , Anna Mariia Karaim — Tue, 30 Dec 2025 00:00:00 +0000

Relevance. The article explores the potential of the digital platforms, namely StoryWeaver, Project Gutenberg and ManyBooks, as tools for the formation and development of linguistic and communicative competencies in the process of foreign language learning. In the context of the digitalization in the sphere of education, online resources that provide free access to a variety of original language reading texts are gaining increasing popularity. These platforms contain a large number of textual materials that represent various genres, levels of complexity, and topics. The platforms contribute to their effective adaptation to the needs of learners with different levels of language proficiency. The purpose of the study is to analyze the potential of the digital reading resources StoryWeaver, Project Gutenberg, and ManyBooks in developing linguistic and communicative competences in foreign language learning.

Research results. In the course of the research, the possibilities of using these resources as a didactic tool that promotes the expansion of vocabulary, the improvement of grammatical skills, the enhancement of reading and translation abilities, as well as the development of critical and creative thinking, were analyzed. The authors emphasize the importance of working with original texts as such materials allow students to better immerse themselves in the linguistic and communicative environment, understand cultural contexts, and the peculiarities of foreign language discourse. The involvement of digital platforms in the educational process also stimulates motivation for independent learning, increases the level of engagement of learners, and contributes to the formation of self-regulated learning skills.

Particular attention has been paid to the integration of these online resources into the learning process as an element of modern pedagogical strategy. The study demonstrates the examples of how to work with the texts that educators can use to develop various components of language competence. The advantages and challenges associated with the use of the digital resources under investigation in the field of education and pedagogy are also analyzed. It is concluded that the platforms (StoryWeaver, Project Gutenberg and ManyBooks) are effective tools for improving the quality of linguistic and communicative training, contribute to the creation of a more flexible and inclusive educational environment, and open up new perspectives for foreign language learning in the digital era.

Student Group Translation аs а Cultural аnd Educational Practice

Pavlo Shopin — Tue, 30 Dec 2025 00:00:00 +0000

This article examines collaborative student translation as a cultural and educational practice. The object of the study is an educational and cultural diplomacy project focused on the English translation of Mykhailo Liakh’s essay “Between Drahomanov and Marx: The Political Life of Lesya Ukrainka,” carried out by twelve students from Mykhailo Drahomanov State University of Ukraine. The subject of the research is the pedagogical, linguistic, and cultural dynamics of group translation as a method of learning and intercultural engagement. The purpose of the article is to determine the role of collaborative translation in developing the professional competencies and critical historical awareness of student translators, as well as to explore how such translation projects contribute to the international recognition of Ukrainian political and intellectual traditions. This study is relevant in the context of ongoing efforts to globalize Ukrainian intellectual heritage, particularly in the aftermath of Russia’s full-scale invasion. Against this backdrop, the participants approached translation both as a linguistic task and as a form of cultural diplomacy and civic engagement. The research method combines case study analysis, participant observation, and editorial critique of student drafts within the broader context of translation pedagogy and public scholarship. The research material includes the original Ukrainian text by Mykhailo Liakh, its English translation, and the iterative revisions made by students and the professor that led to the final published version. The project demonstrates that collaborative student translation can function both as a pedagogical model and as a form of cultural diplomacy, offering students the opportunity to act as mediators of national history for international audiences. Future research could explore the cultural potential of translation through the analysis of other student-translated popular texts under the author’s supervision, the role of translation in the decolonization of knowledge, the ethical integration of AI tools in translation education, and translation as civic engagement in the context of the Russo-Ukrainian War.