Teaching Languages at Higher Educational Establishments at the Present Stage. Intersubject Relations

The role of AI in optimizing maritime English learning for students with low language proficiency

2026-01-26T16:28:21+00:00

This article explores the potential of using artificial intelligence (AI) technologies to optimize the learning process in the context of teaching Maritime English to higher education students with low language proficiency. International research has demonstrated the high effectiveness of artificial intelligence applications in language learning, particularly in supporting students who face difficulties in mastering professional terminology and complex linguistic structures. AI is noted for its ability to support personalized learning approaches, as it helps identify and address studentsʼ individual weaknesses while enabling educators to create tailored learning materials that correspond to specific educational needs and learning objectives. The study also highlights the necessity for more comprehensive research on the integration of AI technologies into language training within Ukrainian higher education institutions, considering the growing demand for digital tools in maritime education.

The article presents the practical experience of teachers of Kherson State Maritime Academy in optimizing the curriculum of Maritime English course through the use of AI-powered chatbots, including ChatGPT, Microsoft Copilot, and Google Gemini, to support students with low language proficiency. Examples of simplified texts and tasks from “Ship Arrangement” module are provided as it contains specialized terminology which can be challenging for students with limited language skills.

The integration of AI technologies into the learning process has enables students with low language proficiency to successfully grasp complex professional topics and prepare for practical shipboard activities. The findings demonstrate that AI not only facilitates a personalized approach to teaching Maritime English but also enhances studentsʼ competency development, promotes more effective material comprehension, and supports development of communication skills.

Studying the history and culture of Ukraine as a means of forming intercultural communicative competence among international students

2026-01-26T20:17:29+00:00

The article is devoted to substantiating the role of studying the history and culture of Ukraine as a key factor in forming intercultural communicative competence among international students in higher education. The study analyses contemporary academic approaches to the structure of intercultural communication and establishes that language training alone cannot ensure a full understanding of sociocultural norms without integrating materials of historical and cultural content. The relevance of the work is determined by the need to update methodological approaches to the training of international students, to strengthen the role of humanities in developing intercultural dialogue, and to overcome cultural barriers in the learning process. Teaching the history of Ukraine and Ukrainian culture to international students acquires particular significance, as it performs not only an educational but also an important image-building function, contributing to the formation of a holistic understanding of Ukraine in the global context.

The purpose of the article is to determine the importance of cultural and historical training of international students as a necessary condition for effective intercultural interaction, which ensures a deeper understanding of the semantic, pragmatic, and contextual features of communication in Ukrainian society. The methodological basis of the study is an interdisciplinary approach that combines developments in intercultural communication theory, cultural studies, and educational anthropology. To clarify the impact of the cultural component on the formation of intercultural communicative competence, the study employs the method of structural-functional analysis and elements of pedagogical observation.

The obtained results demonstrate that materials on the history, culture, and national traditions of Ukraine contribute to forming a holistic cultural perspective, expand the context of educational interaction, enhance motivation, and create conditions for the development of communicative flexibility. It is revealed that systematic work with cultural meanings and value orientations significantly strengthens studentsʼ ability to interpret cultural differences, increases tolerance, and ensures more effective adaptation to the Ukrainian sociocultural environment. The findings have practical significance for developing methodological recommendations and curricula aimed at improving the system of intercultural training of international students under conditions of university internationalization.

Interdisciplinary integration of economics and linguistics: Corpus-based vocabulary modelling for Financial English

2026-01-27T14:44:14+00:00

This study addresses the growing need for linguistically grounded and domain-sensitive vocabulary modelling in Financial English by integrating methods from corpus linguistics with insights from financial discourse analysis. While financial communication is central to global economic systems, the vocabulary that structures this domain remains under-examined, particularly in terms of how lexical items function across different genres such as journalism, corporate reporting, and regulatory texts. This gap is especially evident in English for Specific Purposes (ESP) instruction, where existing materials often lack empirical grounding and fail to reflect the complexity of real-world financial language use. The purpose of the study is to develop a corpus-based vocabulary model that captures the semantic, collocational, and discourse functions of Financial English vocabulary. A 878,000-word Financial English Corpus (FEC) was constructed, incorporating 220 texts from financial journalism, corporate financial reports, and institutional regulatory documents. The methodological framework includes frequency analysis, mutual information (MI)-based collocational profiling, semantic tagging using the UCREL USAS system, and qualitative concordance analysis. The results demonstrate that core financial terms such as inflation, capital, risk, and yield exhibit genre-specific frequencies, collocational partners, and discourse functions. For instance, inflation is highly evaluative in regulatory discourse, while capital is linked to strategy in corporate texts. Semantic tagging revealed a significant presence of evaluative and affective language, challenging assumptions of objectivity in financial writing. The study concludes that a corpus-based model offers a replicable and pedagogically valuable approach to specialised vocabulary. The output has practical implications for ESP instruction, terminology management, and financial NLP, contributing to a more nuanced understanding of how financial meaning is constructed in institutional contexts.

The rise of Ukrainian language education in France: educational policies, institutional actors, and contemporary challenges

2026-01-28T14:24:01+00:00

The article examines the recent and rapid expansion of Ukrainian language education in France, a process driven by changes in educational policy, increasing societal interest, and strengthened cultural and diplomatic ties between Ukraine and France. Following the large-scale arrival of Ukrainian citizens in 2022, French educational institutions have taken significant steps to integrate Ukrainian at various levels of schooling. Key developments include the introduction of Ukrainian as a second foreign language (LV2) in collèges and lycées, the provision of targeted support for newly arrived Ukrainian-speaking pupils through CASNAV structures, and the longstanding academic presence of Ukrainian studies at INALCO. The study analyses official policy documents, institutional initiatives, media reports, and digital learning resources to provide a comprehensive overview of the current landscape. Particular attention is given to the role of cultural diplomacy, public communication, and innovative teaching tools – such as self-study manuals and digital platforms – that help compensate for the limited availability of traditional teaching materials. The article demonstrates that Ukrainian language instruction in France has moved beyond emergency measures and is gradually becoming a stable component of the national multilingual education framework. Despite persistent challenges, including the shortage of qualified teachers and the need for standardised curricula, the ongoing institutional support and growing public interest indicate strong potential for the long-term development of Ukrainian language education within the French system. The findings highlight the importance of continued research into pedagogical practices, learner needs, and cross-institutional cooperation in order to support this emerging field.

Digital learning revolution: MOOCs as a viable alternative to university education

2026-01-29T07:35:56+00:00

The article examines the role of Massive Open Online Courses (MOOCs) in the professional activities of university teachers in Ukraine, particularly in the context of digital transformation and the disruption of traditional educational processes due to wartime conditions. The need for flexible, accessible, and resilient educational solutions has become increasingly important to sustain teaching and learning despite various institutional, infrastructural, and geographic challenges. Special attention is paid to the possibilities of translating the theoretical potential of MOOCs into practical language teaching, including their use for developing communicative competence, improving teachersʼ digital pedagogy, and enriching foreign language courses through authentic multimedia content, interactive tasks, and self-paced learning modules.

The study aims to explore the attitudes of Ukrainian university educators toward the use of MOOCs, identify the factors influencing their adoption, and assess how MOOCs contribute to professional development and the modernisation of higher education by outlining concrete ways MOOCs can be embedded into blended and language-oriented instructional models. A mixed-methods approach was employed, which combined an online survey with qualitative feedback to gather both quantitative data and deeper insights into educatorsʼ experiences. The results indicate that most respondents are aware of major MOOC platforms and actively utilize them for professional development. Educators recognize several advantages of MOOCs, including flexible scheduling, access to high-quality materials, opportunities for independent learning, and exposure to global expertise. They also noted that MOOCs aid in the development of digital skills and support innovative teaching practices. However, various barriers were identified, such as limited time resources, inconsistent digital infrastructure in certain areas, inadequate institutional support, and a lack of clear recommendations for integrating MOOCs into formal curricula. The study concludes that MOOCs have considerable potential to enhance the resilience and adaptability of higher education in Ukraine. Effective integration of MOOCs requires coordinated institutional policies, methodological guidance, professional development initiatives, and ongoing investment in digital infrastructure. The findings contribute to a better understanding of educatorsʼ digital practices and highlight strategic directions for improving the role of MOOCs in modern higher education.

Formation of digital competence of future philologists through internet resources: theoretical-methodological and practice-oriented perspectives

2026-01-29T12:42:51+00:00

The relevance of this study is driven by the rapid digitalization of society, which fundamentally reshapes the educational landscape and alters the professional competencies required of philologists and foreign language educators. Digitalization is viewed not merely as an auxiliary tool but as a critical prerequisite for effective professional activity in technology-rich environments. This necessitates the development of an integrated set of digital, communicative, linguistic, and research skills in future specialists, aligning with the contemporary labor market demands and frameworks such as DigComp and DigCompEdu. The study aims to identify the theoretical and methodological foundations for fostering digital competence in future philologists and to propose practice-oriented recommendations for the systematic integration of Internet resources into English language instruction. Methodologically, the research employs a comprehensive analysis of scientific, pedagogical, and linguodidactic literature, as well as systematization, classification, and modeling techniques. The conceptual scope of “digital competence of a philologist” is clarified. A functional classification of Internet resources for foreign language teaching was conducted, resulting in the identification of five categories: resources for working with authentic language materials, platforms for developing language skills, tools for creating digital learning content, LMS platforms and synchronous communication tools, and resources for assessment and self-assessment. The study highlights that Internet resources are a potent instrument for enhancing student motivation, personalizing learning, providing access to authentic materials, and fostering the comprehensive development of digital, linguistic, and communicative competencies. However, effective integration requires addressing challenges such as technical limitations, digital inequality, and critical evaluation of content and digital security concerns. Future research directions include empirical studies to assess the impact of different types of resources on learning outcomes and the design of adaptive learning models tailored to diverse learner profiles.

Flipped learning as means of enhancing the cognitive activity of philology students

2026-01-29T13:36:06+00:00

The article investigates flipped learning as an innovative and highly effective pedagogical approach that serves as a tool for enhancing the cognitive activity of philology students in the process of studying foreign languages at higher educational institutions. The study emphasizes that contemporary language teaching methodologies are oriented toward developing learnersʼ autonomy, critical thinking, analytical and communicative competences, as well as fostering self-directed learning and responsibility for academic progress. Flipped learning (flipped classroom) implies an inversion of the traditional structure of the educational process: the acquisition of theoretical knowledge takes place outside the classroom through video lectures, interactive tasks, and online educational resources, while classroom time is devoted to practical exercises, analytical and creative activities, group work, discussions, and project-based learning. The article analyzes the theoretical foundations of the flipped learning approach, its methodological principles, and its connections with construction, activity-based, and competence-oriented pedagogical frameworks. The methodology of implementing flipped learning in the curriculum for philology students is outlined, including the description of main instructional stages, types of digital tools and platforms used, and strategies for ensuring effective interaction with learning content both online and in face-to-face settings. Empirical observations and student survey results demonstrate that the application of flipped learning significantly increases studentsʼ motivation, supports the development of autonomy and reflective thinking, fosters responsible attitudes toward personal learning, and stimulates active application of language skills in practical contexts. The study concludes that flipped learning is not only an innovative instructional technology but also an effective pedagogical strategy that contributes to the formation of active, responsible, and creative future philologists while improving the overall quality of language education in higher education institutions.

AI language models in an educational context: an analysis of communication strategies

2026-02-03T19:24:38+00:00

The article analyzes communication strategies for interacting with artificial-intelligence-based language models. The relevance of the topic stems from a scientific and didactic problem: how to ensure a controllable communication strategy with AI language models in educational settings that supports and develops learnersʼ cognitive skills and, in the long term, preserves the active role of a specialist in key stages of reasoning processes.

The aim of the study is to identify optimal strategies and rules for communicating with artificial-intelligence-based language models in order to obtain the highest-quality responses in the educational process, as well as to examine how user prompts influence the accuracy and relevance of generated outputs. Another important task is to develop clear guidelines that help learners acquire the ability to formulate precise, structured prompts and select effective communication strategies for working with language models.

The article proposes recommendations for choosing communication tactics that transform the use of AI language models into a fully fledged intellectual activity that preserves learnersʼ cognitive engagement, fosters the development of language competence, and supports adherence to the principles of academic integrity. Chain-of-thought and iterative prompting strategies, as well as single- and multi-step prompting methods, are identified as effective for the learning process, including for Ukrainian-language instruction. The study concludes that optimizing chatbot personalization settings significantly improves the accuracy and relevance of responses, while precise instruction-based prompts, the use of a professional style, and the specification of user parameters lead to substantially higher-quality outputs suitable for educational use. Outputs generated in Ukrainian require particular attention, and their verification should rely on authoritative dictionaries and the updated 2019 edition of Ukrainian orthography.

A well-substantiated approach to communication with artificial-intelligence-based language models, supported by clear prompts and specialized instructions in the context of language teaching and learning, will be useful for researchers and methodologists in preparing methodological materials and recommendations on the use of AI tools in education. A promising direction for further research is the development of a prompt repository for learnersʼ independent work in language study and a comprehensive evaluation of its effectiveness.

Developing cognitive flexibility as a component of critical thinking through writing skills enhancement

2026-02-03T20:03:22+00:00

The article examines the problem of developing cognitive flexibility in university students learning English as a foreign language. In todayʼs information-rich environment – characterized by rapid changes, stressful conditions, and the constant need for swift intellectual adaptation – cognitive flexibility emerges as one of the key executive functions. Drawing on contemporary theoretical sources and empirical research, the paper substantiates the relationship between the development of writing skills, metacognitive processes, and studentsʼ ability to shift thinking strategies and variably interpret information. The discussion highlights leading approaches to teaching writing, including argumentative writing, reflective writing, and work with counterarguments, all of which have demonstrated effectiveness in enhancing both cognitive control and critical thinking.

A structural model of a system of exercises for developing cognitive flexibility in university students through the improvement of writing skills is proposed. The model includes three interrelated stages: activation of prior knowledge, аwareness/рrocessing (conscious processing of information), and reflection followed by the transfer of strategies to new contexts. For each stage, a targeted set of exercises is provided, aimed at fostering rapid switching between concepts, analyzing and reinterpreting situations, flexibly constructing argumentative structures, varying styles and semantic fields, and developing metacognitive awareness. These exercises develop learnersʼ abilities to analyse, synthesise and evaluate information, generate alternative viewpoints, and construct substantiated written responses, thus supporting the formation of cognitive flexibility and enhancing overall academic writing competence.

The proposed model can be used by university-level English instructors to systematically develop studentsʼ cognitive flexibility as a component of critical thinking, to enhance writing proficiency, to improve the quality of written work, and to optimize the educational process in line with the demands of the contemporary academic environment.

Standard and pidgin English in Nigeria: cultural revaluation and its impact on educational system

2026-02-04T18:20:06+00:00

This paper examines cultural perceptions of Standard English versus non-standard varieties, such as Nigerian Pidgin, and their implications for society. It discusses how linguistic discrimination affects the psychological well-being and social identity of speakers of Nigerian Pidgin English (NPE). The study is qualitative and is based on data generated from news sources, the International Corpus of English, observations and interviews. The results of the study reveal that linguistic discrimination against NPE speakers occurs because NPE carries a cultural stigma and is associated with lower social class and illiteracy. Standard English, inherited from the British colonial era, is perceived as a mark of education, class and social mobility. Due to the pressure to speak Standard English, Nigerians strive to improve their British accent, even when they have a high level of English proficiency. The tension between English and NPE varieties highlights cultural and linguistic politics, as well as the interaction between language and culture in shaping communication and identity. This duality creates psychological and social pressures for speakers, influencing their self-esteem and identity. Nevertheless, many Nigerians code-switch, combining NPE with other indigenous Nigerian languages and English to create a hybrid cultural resource. This paper argues that, rather than outlawing NPE or penalising its use, teachers should implement translanguaging strategies that ncorporate NPE, English, and native languages, thereby boosting studentsʼ self-esteem and literacy. Further research could focus on ways to implement the findings of this study in the Nigerian education system.

Pedagogical grammar as the framework of TEFL research. Part 19. Correlation between the form of rules of linguistic and pedagogical grammars

2026-02-04T18:29:28+00:00

The nineteenth paper in the series continues to discuss the correlation between linguistic (LG) and pedagogical (PG) grammars in the development of communicative grammar skills. This time, the author addresses the issue of the form of LG and PG rules, aiming to answer a series of questions. What is the general attitude of researchers towards using LG grammar information in the classroom? Are LG rules effective for grammar teaching in their current linguistic form? How can their efficiency be increased by changing their form, bearing in mind the psychological nature of the process of developing grammar skills? An analysis of contemporary literature on this topic revealed a significant shift in attitude towards explicit focus on linguistic form in teaching, moving away from the zero tolerance of LG information in communicative language classrooms of the 1970s and 1980s. While maintaining strict adherence to the communicative nature of teaching and the prevalence of meaning-focused tasks in the classroom, researchers also acknowledge the importance of explicit attention to form for language acquisition. Stressing the teacherʼs role as a facilitator, the authors praise the use of pre-task modelling techniques, which positively impact learnersʼ attention to linguistic forms and facilitate second language skill development. Conversely, the author cautions against the uncritical revival of grammar-translation techniques, asserting that PGʼs primary objective is to foster studentsʼ communication abilities rather than their comprehension of LG structure. Based on this, he suggests that PG can disregard the principles of LG structure and establish its own rules, which may differ from those of LG. The author convincingly demonstrates the validity of this principle using examples from the pre-zero-tolerance era and shows the potential of types of pedagogical information such as models and algorithms as specific forms of PG rules. The author suggests a number of requirements for PG rules, promising to extend this list in his next contribution to the series.

Textual structure of Ukrainian as a foreign language lesson (based on the topic “Mental health, psychological supportˮ).

2026-02-04T18:47:00+00:00

The article examines the problem of textual organization of a lesson in Ukrainian as a foreign language (UFL), which is a significant issue in contemporary language teaching methodology. In the learning process, the text performs a triple function: it serves as a didactic tool for developing communicative skills, acts as a carrier of content, and simultaneously determines the internal logic and structure of the lesson. This creates the need to understand how different types of textual organization shape instructional interaction. The aim of the study is to characterize three types of lesson text structures using the topic “Mental Health. Psychological Support” as material, and to identify the factors that influence the teacherʼs choice of each type.

The study employs a set of methods: content analysis of instructional texts, comparative analysis of lesson plans, linguodidactic design, pedagogical observation, and generalization of practical teaching experience in UFL. Three types of textual lesson structures are distinguished. The panoramic (mosaic) structure involves working with several texts of various formats and provides a multidimensional understanding of the topic. The detailed structure is based on one central text and enables in-depth exploration of its content, organization, and linguistic features. The simplified structure relies on one or two short texts or video fragments and is primarily aimed at stimulating oral interaction and creating a comfortable, supportive learning atmosphere. The study identifies several factors that determine the appropriateness of each structure: studentsʼ language proficiency, the format and conditions of the course, education goals, and the needs of a particular group.

The findings demonstrate that the variability of textual lesson structures offers opportunities for effective work with authentic materials and for the integrated development of linguistic and communicative skills. Addressing the topic of mental health has shown the importance of studentsʼ personal involvement, dialogic interaction, and a psychologically safe educational environment.