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Документ AI tools in foreign language teaching: pros and cons of Ukrainian and foreign practices(Хмельницький національний університет, 2024) Martynyuk, Olena; Мартинюк, ОленаThe paper considers the pros and cons of integration of AI tools in foreign language teaching in Ukrainian and foreign higher education institutions. The author analyzes AI algorithms such as Natural Language Processing (NLP), Reinforcement Learning (RL), and Deep Learning (DL) that enhance foreign language learning through techniques like tokenization, lemmatization, speech recognition and machine translation creating personalized lessons, real-time feedback and adaptive difficulty levels, ensuring that learners remain engaged and motivated, whereas platforms like Duolingo apply these algorithms to optimize lesson plans based on user performance. Attention is also paid to Large Language Models (LLMs), such as ChatGPT, that support text generation, translation and immersive language practice facilitating development of lesson materials, simulating dialogues and providing tailored feedback. It is also pointed out that AI-based language learning systems (AIBLS) employ recommendation algorithms and digital footprint tracking to enhance learning, monitor progress and adapt content accordingly; speech processing tools improve pronunciation and engagement; smart tutors offer personalized learning environments adjusting content to individual progress, provide instant feedback, simulate real conversations and support skill development in vocabulary, grammar, and pronunciation. AIBLS apply machine learning, NLP and adaptive algorithms to create dynamic educational experiences. AIBLS also employ metacognitive scaffolding to support learners through feedback, reflection and progress tracking. Apart from the obvious benefits in education, the paper also highlights the limitations of AI tools, since their application raises concerns like data privacy, inequality, and algorithm bias. While helpful for automating basic task performance checks, AI cannot replace teachers in fostering emotional intelligence or cultural interactions. The conclusion has been drawn that effective integration of AI into language teaching is possible through adaptation of traditional methods and creation of AI-based assignments, ensuring a balanced, student-centered approach.Документ American flipped classroom model in teaching linguistic disciplines to students majoring in a foreign language(2019) Мартинюк, Олена Володимирівна; Martynyuk, OlenaThe paper deals with the technology of using a flipped classroom model in teaching linguistic disciplines to students majoring in a foreign language. The sug gested idea of ‘flipped classro om’ i s based on the use of Moodle learning platform which is designed to provide educators and learners with a secure and integrated system to create personalised learning environments. The efficiency of flipped classroom model has to be ensured by incorporatin g in practice the so - called four pillars of flipped learning defined by the Flipped Learning Network community as flexible environment, learning culture, intentional content, and professional educator. The procedure of flipping a classroom can be efficient ly arranged taking into account a step - by - step guide provided by the University of Texas at Austin: i dentifying in what part of the course the flipped classroom model may be used most efficiently ; spending class time engaging students in application activi ties with feedback (p eer instruction , t eam - based learning, case - based learning, process - oriented guided inquiry learning); c larifying links between in - class and out - of - class learning; adapting learning materials for students to acquire course content in pr eparation of class ; e xtending out - of - class learning by means of individual and collaborative tasks . The recommendations for in - class language learning activities using the Extempore app in flipping the classroom have been considered. The conclusion has been made about he main advantages and challenges of the flipped classroom model in teaching a foreign language .Документ Assessing philology students’ intercultural competence in Ukraine and abroad(ХНУ, 2021) Мартинюк, Олена Володимирівна; Martynyuk, OlenaДокумент Документ Case study method in teaching english to students majoring in foreign language(2020) Мартинюк, Олена Володимирівна; Martynyuk, OlenaThe paper deals with acase study method as an effective means of developingstudents’ ability to work independently, communicate in professional environment, think analytically and make proper decisions in teaching a foreign language as a major discipline. The concept of case study method has been considered, the main approaches to classification of cases have been characterized, a functional activity model of the case study method has been presented.Документ Документ Developing Philology Students’ English Writing Skills by Means of Educational Online Resources(2019) Мартинюк, Олена Володимирівна; Martynyuk, OlenaThe paper deals with the mechanism of out-of-class work with online resources to provide effective development of Philology students’ English writing skills by completing different types of writing assignments. The most common genres of writing assignments for Philology students, such as essays and critiques, have been characterized on the basis of foreign pedagogical experience. The six-stage approach to a writing activity (including planning, drafting, revising, editing, proofreading and presenting) has been considered efficient for self-guided writingДокумент Distance Learning of a Foreign Language in the Context of Neuropedagogical Factors(BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 2024) Lakhmotova, Yuliia; Sadovets, Olesia; Orlovska, Olha; Martynyuk, Olena; Myroshnychenko, Viktoriia; Lebedieva, LiudmylaAbstract: The relevance of the article lies in the fact that in our time, the organization of distance learning when learning a foreign language is extremely relevant. The purpose of the article: to find out the main terms and forms of distance learning; consider the features of online education; explore platforms for the convenient organization of online learning; highlight the advantages and disadvantages of distance learning when learning a foreign language as an aspect of neuropedagogical training. Work methods: compare the analysis of literary sources on the research problem; to systematize the researched; compare the benefits of distance learning. The novelty of using mobile technologies, which is extremely effective and necessary when learning a foreign language online. Results: synchronous, asynchronous and mixed learning are distinguished among distance learning forms. E-learning is a basic form that has both advantages and disadvantages. Blackboard is widely used among e-learning platforms. Conclusion: the role of the teacher who uses interactive forms of learning for mobile learning has changed. The Internet provides a wide selection of modern materials for learning a foreign language. Students and teachers accept online education with desire and interest, increase their information and communication competence. Physical activity is necessary for long-term work on educational platforms. Keywords: Online, synchronous, asynchronous, distance education, virtual class, mobile learning, neuropedagogy.Документ INTRODUCING ACTIVE LANGUAGE LEARNING TECHNIQUES INTO A VIRTUAL CLASSROOM: REFLECTION ON THE AMERICAN PRACTICES(Хмельницький національний університет (Україна), 2023) Мартинюк, Олена Володимирівна; Орловська, Ольга Володимирівна; Martynyuk, Olena; Orlovska, OlhaThe paper considers American active learning (AL) practices that can be used in a virtual language learning classroom in Ukrainian higher education institutions to encourage students’ engagement, collaboration and evaluate their performance. The authors study the concept of AL, its main techniques and peculiarities of application; outline technologies and tools that have the potential to influence active language learning (ALL) in a virtual classroom; define the techniques that can be used to promote ALL in a virtual classroom (polls and surveys, discussions and forums, case studies, interactive lectures, simulations and games, collaborative projects, personalized learning). Particular attention is paid to online AL strategies applied by Columbia University and Cornell University (USA). Here belong Online Polling, Think-Pair-Share, a Minute Paper, Small Group Discussion and Short Student Presentation strategies, each of them requiring appropriate online learning platforms, services and tools for its effective implementation. They include Zoom videoconferencing platform with its breakout rooms, polling, screen sharing, whiteboard and nonverbal feedback features, Poll Everywhere, CourseWorks Quiz, Canvas Quiz features, collaborative online tools such as LionMail (Google) Docs, Sheets, Slides, etc. Another important issue considered in the paper is assessment and evaluation of students’ progress in AL. Assessment techniques used in Cornell University comprise Grading Rubrics, plagiarism detection, self-assessment, peer assessment, surveys and classroom polling. In this context, Canvas Rubrics, Canvas Assignments, FeedbackFruits, Gradescope, Qualtrics, Turnitin can be used as effective assessment tools. The authors conclude that the main advantages of ALL are its flexibility, collaborative learning opportunities, customization options, access to online resources while its challenges involve lack of face-to-face interaction, technical difficulties, high pricing plans for some online services and tools, variety of distractions such as social media, email, or other online activities, and limited learning environment.Документ Simulation Technique in Assessing Future Foreign Language Teachers’ Communicative Competence(2018) Мартинюк, Олена Володимирівна; Martynyuk, OlenaДокумент Teaching English as a global language to students majoring in philology and foreign language teaching(Дрогобицький державний педагогічний університет імені Івана Франка, 2018) Мартинюк, Олена Володимирівна; Martynyuk, OlenaThe article attempts to prove the necessity of teaching English as a global language in the process of training future English language teachers and philology students. The emphasis has been placed on the importance of raising students’ awareness about the diversity of accents and dialects among English-speaking communities in different countries of the world. It has been suggested to incorporate the theoretical and functional aspects of English language varieties into the content of the professionally-oriented subject “Studies of English-speaking countries”. One of the course syllabus sections, designed by the author, has been profoundly analyzed; some types of classroom and out-of-class activities, aimed at developing students’ intercultural communicative competence, have been characterized. It was established that the effectiveness of foreign communication depends primarily not on the mastered foreign language forms, but on the efficiency of students’ abilities and skills necessary for them to participate in foreign-language communication. Keywords: global English language, variety of English, accent, dialect, course syllabusДокумент Techniques to increase interactivity of online foreign language classes(Термінова поліграфія, 2023) Martynyuk, Olena; Мартинюк, Олена ВолодимирівнаДокумент The Impact of Large Language Models on Foreign Language Education in Ukraine and Abroad(«Термінова поліграфія», 2024) Мартинюк, Олена Володимирівна; Martynyuk, OlenaДокумент The new approaches to organization of students’ individual work in foreign language learning in ukraine and abroad(Khmelnytskyi National University, 2017) Lysak, Halyna; Martynyuk, OlenaDifferent approaches to organization of students’ individual work using information technologies in Ukraine and abroad have been presented in the paper. The authors have analyzed the concept and role of students’ individual work in the language learning process. It has been revealed that students’ individual work is a rather flexible process and involves such activities as preparation for lectures, practical tasks, workshops, preparation for different types of control, solution of different complexity level problems in and out of class; work with various sources of information and writing essays, reports, summaries. It has been concluded that information technologies can be a powerful tool for everybody who wants to learn foreign languages through individual work and an efficient facility to enlarge students’ creative potential. The concept of “information technologies” in education has been analyzed and the advantages of using information technologies in organization of students’ individual work have been determined. Language practice at phono and video laboratories, the use of the Internet resources, special computer software and online courses, e-books, electronic encyclopedias and dictionaries have been analyzed as the most effective means to organize students’ individual work in the language learning process.Документ Навчання студентів закладів вищої освіти усного англомовного монологічного мовлення(Хмельницька гуманітарно-педагогічна академія, 2019-06) Лисак, Галина Олександрівна; Мартинюк, Олена Володимирівна; Lysak, Halyna; Martynyuk, OlenaУ статті розглянуто проблему підвищення ефективності процесу навчання усного англомовного монологічного мовлення з використанням автентичних художніх фільмів. Проаналізовано сутність поняття «монологічне мовлення», основні види та характеристики монологічних висловлювань. Розглянуто основні підходи до навчання монологічного мовлення. Розглянуто переваги використання відеофонограми як опори у процесі формування монологічних умінь студентів. Встановлено, що демонстрація автентичного художнього фільму дозволяє використовувати емоційно-мотиваційний фактор в оволодінні іноземною мовою, а саме: стимулює вербальне спілкування, посилює мотивацію, демонструє автентичні мовленнєві зразки.