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Документ Academic english as a component of curriculum for esl students (foreign experience)(Хмельницький національний університет, 2019-03) Садовець, Олеся; Sadovets, OlesiaIt has been substantiated that Academic English must be an integral component of ESL students’ study at foreign languages departmentssyllabus, to achieve success as professionals and be ready to realize themselves in a demanding world of today. We have defined the main problem on the way to it, namely the insufficient provision of the Academic English discipline in curricula of foreign language departments or its absence. The necessity to elaborate a syllabus for Academic English discipline being taught throughout all the course of study has been substantiated. Educational programs of Academic English in a number of foreign educational establishments of Great Britain, the USA, Canada and Australia have been analyzed and their defining features have been outlined. Strategies and conditions for effective teaching of Academic English have been characterized. It has been defined that in general, in spite of slight differences in the topics covered by different EAP programs, all of them are aimed at: developing strategies and vocabulary for reading and understanding academic texts; finding, understanding, describing and evaluating information for academic purposes; developing active listening and effective note-taking skills; building on language skills to describe problems and cause-and-effect; gathering a range of information, using the skills learned, to integrate it into a written report; engaging in peer-to-peer feedback before finalising one’s piece of academic work. Requirements for students’ achievements at the end of the course have been determined. As a basis for Academic English syllabus elaboration has been chosen a course by M. Hewings and C. Thaine (upper-intermediate and advanced levels). On its basis we have defined units to be covered by the course as well as skills to be developed. Recommendations as to better and more efficient teaching of the discipline have been outlined.Документ Academic writing as a part of curriculum for ESL students(Сумський державний педагогічний університет імені А. С. Макаренка, 2018-11) Садовець, Олеся Володимирівна; Sadovets, OlesiaAcademic writing should be included into ESL students’ curriculum in the form of a separate discipline or at least a module of Scientific Research Basics Course. Its availability testifies to students’ ability to demonstrate that they are knowledgeable about the latest information in their discipline; can develop an argument and reason on the basis of evidence; can design and conduct independent research; are prepared for graduate employment in a particular profession; can reflect on how they and other people feel and think.Документ Cambridge English teaching framework as a means for consistent language teachers’ professional development(Khmelnytskyi National University, 2020-09) Садовець, Олеся Володимирівна; Sadovets, OlesiaThe paper concerns an important issue of language teachers’ professional development, namely its consistent, logical and effective organization and implementation which is especially urgent in view of new professional development policy that is being introduced in developing countries, a so-called “accumulative system of professional development hours/credits”. Due to it teachers received more freedom in selection of professional development forms, activities, places but frequently they chaotically choose available professional development forms without thorough consideration of their effectiveness and usefulness. It has been defined that teachers need some direction to move on their development. In this respect special attention should be paid to Cambridge University which has elaborated Cambridge English Teaching Framework (CETF) according to which teachers’ professional development organization and consistent implementation is fulfilled. It outlines categories of teachers’ professional development (Learning and Student; Teaching, Learning and Assessment; Language Abilities, Language Knowledge and its Awareness for Teaching; Professional Development and Values) and stages of their professionalism (Foundation, Developing, Proficient and Expert). It has been substantiated that this framework can be used by developing countries to optimize and rationalize language teachers’ professional development. Using this framework, teachers can determine the category and the stage of their current professional development and understand what their next goal in this process is. Besides, Cambridge University team has elaborated professional development activities for each category and stage organized into 4 groups: 1) methodical videos; 2) printed matter; 3) teachers’ self-development such as search of new methods of teaching, attendance of conferences, seminars, webinars, downloading resources etc.; 4) enrolling into educational courses elaborated for each stage and level of professionalism. Key words: language teacher, professional development, Cambridge University, Cambridge English Training Framework, category of teacher professional development, stage of teacher professionalism, language teaching.Документ Comparative analysis of foreign language teachers’ education at British and American universities(Khmelnytskyi National University, 2022-12) Sadovets, OlesiaThe paper studies progressive experience of foreign language teachers’ education at leading universities of Great Britain (the University of Sheffield, London, Lancaster, Cambridge, Southampton, and Newcastle Universities) and the USA (the University of Illinois, New York University, Princeton and Yale Universities). It is defined that to get a qualification of a foreign language teacher in both countries one must obtain a degree in foreign language education or language teaching that can be provided by different programs in either Teaching/Education or Applied Linguistics for Language Teaching (the title can somewhat differ depending on the university). It is found out that in the UK and US universities the latter focus on different aspects of language study such as morphology, syntax, semantics, psycholinguistics, and translation; bilingual education; and teaching foreign languages. Standards for the Preparation of Foreign Language Teachers in both countries are analyzed. Curricula, syllabi, compulsory and elective subjects, implementation of teaching practice and scientific research for foreign language teaching (FLT) are characterized. Comparative analysis of British and American education programs aimed at FLT is carried out. Similar features include combination of professional subjects (majors) and theoretical ones; development of skills to deliver lessons, develop lesson plans, and syllabi; provision of students’ exchange programs; wide use of multimedia technologies; adaptation to individual requirements and needs of students; prevalence of individual work of students in curriculum workload; interdisciplinary character of education; differentiation and focus on realization of students’ professional goals; flexibility and diversity of educational process; and inclusion of extra-curricular activities into the content of study. Different is the essence of education programs for FLT – in the USA they are more practice-oriented, whereas in GB students gradually switch from theory to practice. British curricula for FLT are more focused on language disciplines, whereas American ones are more concentrated on the development of sociocultural competence of students.Документ Concept-based approach to foreign language teachers’ training: generalization of the world experience(Plovdiv, Bulgaria, 2025) Sadovets, OlesiaMethodological thinking is the key to successful activity of the majority of teachers. Assimilation of methodological knowledge into the training of foreign language teachers provides them with profound knowledge of theory of a foreign language teaching. Thus, the university gradually transforms from a “teaching system” to “a research center for generating pedagogical ideas” and “work with innovations in education”. The institutions not only implement programs for teachers, but together with them create innovative methodological solutions that determine the development of foreign language education through the creation of a concept-based approach in mastering the specialized discipline of methodology of foreign language teaching.Документ Developing Assessment Literacy in Pre-Service Teachers: a Cambridge-Based Approach to A2 Key for Schools Writing(Хмельницький національний університет, 2025-12) Bidyuk, Natalya; Zachynska, Natalia; Sadovets, OlesiaQualifications, in secondary education and in the systematic development of assessment literacy in pre-service English teachers, with a specific focus on the writing paper. Emphasis is placed on the email / letter and story tasks and on preparing teacher-training students to apply the analytic Writing Assessment Scale and CEFR A2 descriptors to learners’ written production. Drawing on recent official exam materials and teacher-development resources, the study proposes a framework of core competences for pre-service English teachers. These include: understanding the principles of analytic writing assessment and the structure of the scale (Content, Organisation, Language); interpreting and applying A2-level criteria when working with learners’ texts; designing coherent lesson sequences that integrate preparation for A2 Key for Schools with the communicative development of writing; using formative assessment, varied feedback formats and self-assessment; organising mock exams, analysing typical learner errors and planning subsequent teaching on this basis. Practical implications concern the elective course “International Examinations and the Specificities of Exam Preparation”, which is presented as a reference model for designing methodology and assessment components aligned with international examination standards. It is argued that informed, reflective and ethically grounded exam-preparation practices enhance both learners’ writing performance and the professional growth of pre-service teachers. Aligning university-based teacher education with school realities through such a framework helps future teachers to build a robust understanding of the A2 Key for Schools Writing paper and to prepare learners for the exam in a responsible, learner-centered way. Future research is aimed at exploring the long-term impact of exam-focused assessment literacy on classroom outcomes, adaptation of the framework to other CEFR-aligned exams, and the integration of digital assessment tools to enhance pre-service teachers’ training.Документ Developing professional competence of English language teachers within international cooperation(International Scientific Unity, 2024) Sadovets, OlesiaThe development of professional competence of English teachers in the context of international cooperation is a natural process that stimulates motivation for continuous improvement of subject knowledge. Due to international cooperation, a number of teachers’ personal qualities are developed: broad worldview, tolerance, responsibility, ability to resolve conflict situations. International cooperation is a motivation and incentive for the development of foreign language communication skills and professionalism in general. At the same time, increased motivation enhances cognitive activity, personal components of professional competence and thereby contributes to the improvement of professional knowledge of the English language, mastery of new interactive methods, approaches and techniques of its teaching as a foreign language. It should be noted that the development of professionally significant personal qualities in teachers is an incentive for self-improvement and professional growth.Документ 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 Education for sustainable development: implementing experience and practice of European countries(Хмельницький національний університет, 2023-12) Sadovets, OlesiaThe article analyzes the experience of the leading European countries in implementing the concept of Education for Sustainable development (ESD). Official documents, which are the foundation of ESD policy, are studied and the works of leading scientists and pedagogues related to the issue are characterized. ESD provides learners with appropriate and up to date information on how to organize their life in a way that is friendly to environment and other people. It requires universities to shift education and professional training of students from a knowledge- to a more competence-based approach in their national curricula. This approach encourages the development of students’ sustainability competences. It also enables them to implement sustainability values, and embrace complex skills necessary to take or request action that restores and maintains eco-system health, enhances justice and generates visions for sustainable future. The core document used in higher education system of European countries to develop students’ ESD competences is “GreenComp – The European sustainability competence framework” which includes 4 competence areas and 12 competences that together make up a pillar for sustainability practice. ESD requires universities to promote transformative changes in learning in 4 different ways: 1) pluralizing limited agendas; 2) empowering collective influence; 3) politicizing power relations; 4) embedding learning systems. It is stressed that universities must implement ESD based on connectivism principle. Specific examples of this principle in action are described in the article. They include Urban Living Labs, which are a kind of collaboration aimed at implementing joint projects in the field of urban development and infrastructure improvement, and Academic Consultancy Training for master degree students in which they cooperate with students of other educational programs (specialties) and stakeholders to conduct interdisciplinary research and learning. To outline the ways European experience can be used in developing countries, namely Ukraine, legislative documents of the country related to ESD were characterized and the corresponding activities of Ukrainian universities (on the example of Khmelnytskyi National University) were described. In the result, a set of recommendations was prepared on how to improve the policy of ESD in developing countries using European experience.Документ Integrating World Literature Content and Teaching Methods into a Single Academic Discipline within the Professional Training of Teachers(Nottingham, United Kingdom, Lulu Press, Inc., 2026-01) Sadovets, OlesiaAbstract. The article outlines the issue of combining a course in world literature with the methods of teaching it within a single academic discipline. It justifies the feasibility of an integrated approach in the professional training of teachers, outlines scientific approaches to studying this issue, and provides specific examples of the integration of world literature content and teaching methods within a single academic discipline.Документ Integration of english for specific purposes into applied linguistics curriculum: overview of leading universities’ experience and a new approach suggestion(Хмельницький національний університет, 2020-05) Садовець, Олеся Володимирівна; Лисак, Галина Олександрівна; Sadovets, Olesia; Lysak, HalynaThe aim of the paper is to prove the relevance and appropriateness of ESP for students studying Linguistics in tertiary education, design possible formats of its implementation and check its effectiveness by means of experiment. In the course of the research the experience and practice of leading universities of Great Britain, the USA, Canada and France have been analyzed, peculiarities and specificity of Applied Linguistics curriculum have been studied and the place of ESP in educational process has been defined. In the result of the conducted analysis a completely new approach to ESP in Applied Linguistics curriculum has been suggested. It has been defined that ESP course for linguists must be focused on the tasks corresponding to the types of professional tasks that linguists may perform in their future professional life. The idea of developing an ESP revision course has been outlined. Tasks within it are supposed to cover the main skills of professional linguists – doing research in linguistics, doing linguistic analysis of texts, processing information using IT and working with machine translation; translating and interpreting; editing and proofreading. 20 Bachelor’s degree students of Khmelnytskyi National University (Ukraine) studying linguistics professionally in Applied Linguistics specialty took part in this research. The experiment took place in 2018-2019 and 2019-2020 academic years. The results of the experiment indicated significant dynamics in increase of students’ academic performance (proficiency) in the experimental group. During the experiment, the students of the experimental group significantly improved their knowledge and developed ESP skills. At the beginning of the experiment only 5 students (17 %) had a high level of professional knowledge and skills whereas at the end of the experiment the number of students reached 6 (50 %). The originality and the value of the study lies in a new approach to ESP for future linguists (branch that has never been included to the list of ESL branches before). The value of the ESP revision course has not only been substantiated but demonstrated on the basis of designed lessons and samples of tasks that can be included into them.Документ Modern trends in continuous professional development of foreign language teachers (on the basis of the British Council research)(Khmelnytskyi National University, 2017) Sadovets, OlesiaResearch conducted by the British Council concerning modern continuous professional development of teachers has been analyzed. The issue concerning foreign language teachers’ professional development has been considered. Productive approach to this process that gives a teacher the opportunities to define aspects of their professional activities that are in need of improvement and introduce appropriate strategies of their own professional development has been characterized. Direct connection between continuous teachers’ professional development and the level of students’ academic achievements has been stressed. Key characteristics of effective professional development have been defined, namely: being correspondent to actual needs of teachers and students; teachers’ involvement into the decision making concerning the content and the fulfillment of professional development; provision of cooperation and teachers’ experience exchange; collegiality presupposing common work of teachers and educational establishments in general; practicality, that is the fulfillment of professional development directly in the process of teachers’ work in class; obligatory character of professional development as indispensable part of teachers’ work; constant reflection and research; prioritizing academic achievements of students as the main stimulus for professional learning of teachers; continuity of professional development and its consideration not as separate forms of work. Modern widely used forms of teacher professional development have been analyzed, namely: self-education, common lessons planning with their further analysis; professional discussions concerning new teaching techniques and the appropriateness of their application; reflexive groups for teaching experience exchange and lessons analysis (video recording of lessons or students’ works), observation/attending teachers’ lessons with their further discussion in constructive form and without formal evaluation; participation in professional learning communities to solve urgent issues concerning school work and teachers’ professional activities; common work of teachers with curricula for detailed studying of problematic issues and their elimination; common teachers’ elaboration of learning materials for definite groups of students; participation in mentoring programs; work in online educational communities It has been proved that modern professional development of foreign language teachers shifts its focus from the competency of a teacher to the level of students’ academic achievements which is the direct indicator of a teacher’s competency.Документ Peculiarities of applied linguistics training at the universities of the USA(Khmelnytskyi National University, 2022-08) Sadovets, Olesia; Садовець, Олеся ВолодимирівнаThe article is dedicated to the study of BA, MA and PhD programs in Applied Linguistics at the universities of the USA. Special attention has been paid to Georgetown University where professional training of future specialists in Applied Linguistics has its specific features and experience that can be studied and borrowed into educational systems of developing countries. Special feature of Applied Linguistics study at the university is the ability of students to complete an accelerated Master’s degree program, write a Senior Honor Thesis and participate in inter-disciplinary research in cognitive science, which allows students to combine the study of language with broader study of human mind. The curriculum of Bachelor’s degree program has been analyzed and academic disciplines constituting it have been defined. Requirements to students’ knowledge, abilities and skills have been characterized. It is a notable fact that in American universities and in Georgetown in particular it is a privilege for students to write an Honors Thesis. Only a limited number of students in Applied Linguistics can be bestowed an honor to write it in their senior year of Bachelor’s study. The procedure of writing the Thesis and its presentation have been thoroughly described. Accelerated Master’s degree program that allows students to complete Bachelor’s degree training and start Master’s degree training simultaneously has been analyzed. Traditional Master’s degree program in Language and Communication – a twoyear professional program that is based on Applied Sociolinguistics and provides training to students necessary to become professionals capable of using linguistic skills in business, government, non-profitable, technical and educational branches has been presented and its curriculum analyzed. Compulsory and elective academic disciplines have been characterized. It has been defined that after obtaining Master’s degree, students can submit application for PhD degree program in one of the following branches: Applied Linguistics, Computational Linguistics, Sociolinguistics, Theoretical Linguistics, and General LinguisticsДокумент Standards of Foreign Language teachers` Professional Training: Prospects and Foreign Experience(Khmelnytskyi National University, 2018-11) Садовець, Олеся Володимирівна; Бідюк, Наталя Михайлівна; Sadovets, Olesia; Bidyuk, NatalyaThe article deals with an urgent issue of necessity to enhance professional training of future foreign language teachers. It has been substantiated that the only way to assess its quality is to use a set of professional standards. Theoretical substantiation of the standards elaborated by TESOL, as well as their step-by-step process of elaboration, have been studied. These standards served as a model for developing standards of foreign language teachers’ professional training in other countries. On their basis the standards of foreign language teachers’ professional training, as well as indicators of teachers’ performance for each of them, have been formulated as a role model for other countries which pay special attention to foreign language teachers’ training. The main difficulties of the standards implementation have been defined, as well as their possible solutions. One of the most urgent issues raised in the article is the necessity to elaborate a detailed system for assessing teachers’ correspondence to the standards and to adjust the existing training programs to them. Conclusions about productivity and efficiency of the conducted research can only be made after the standards approbation throughout the complete foreign language teachers’ training program that is 4-6 years (depending on the degree – Bachelor or Master). Still, at this stage of our research it is quite clear that one of the possible solutions to the problem of the necessity to elaborate a detailed system for assessing teachers’ correspondence to the standards and to adjust the existing training programs to them is involvement of stakeholders of different levels to elaboration of the standards (from future teachers to representatives of Ministry of Education). The practical value of the presented material is that it can be used by other countries for elaborating their own national standards.Документ Textuality standards as a basis for linguistic analysis of english language texts(Хмельницький національний університет, 2020-12) Садовець, Олеся Володимирівна; Орловська, Ольга Володимирівна; Sadovets, Olesia; Orlovska, OlhaThe paper deals with the issue of linguistic analysis of English language texts on the basis of textuality standards which allow to carry out a complete analysis of the text and judge about its communicative value. The appropriateness of linguistic analysis of texts with the consideration of seven standards of textuality have been substantiated. These standards are: coherence (introduction of a new item in the text and subsequent referral to it by means of another item), cohesion (the ways in which components of the sentences in a text are mutually connected grammatically and lexically), intentionality and acceptability (a speaker/author’s intention to produce a sound piece of information and the recipient’s desire to accept the text as a communicative piece of information), informativity (ways and means by which parts of the text acquire communicative value), contextuality (focusing on the context and the role it plays in any form of communication) and intertextuality (understanding and perception of one text on the basis of the structure of another text similar to it). Special attention has been paid to cohesion as semantic relation between elements of the text. Categories of cohesion such as reference, substitution, ellipsis, conjunction and lexical cohesion have been analyzed. It has been defined that the linguistic analysis carried out with consideration of seven standards of textuality requires knowledge of different branches of linguistics – syntax, morphology, phonology, grammar, semantics, lexicology, stylistics, pragmatics, sociolinguistics. Definite examples of every standard application have been presented. It has been substantiated that the appropriateness of a text is the agreement between its setting and the ways in which the standards of textuality are applied. The standards of textuality entail factors of cognition, planning and social environment merely to distinguish what constitutes a text. Keywords: textuality, linguistic analysis, English language text, linguistics, textuality standards, communicative value.Документ The relevance of applied linguistics in relation to language and communication studies: a worldwide overview(2019) Sadovets, OlesiaThe paper outlines the peculiarities of Applied Linguistics as a branch of science and specialty provided by universities worldwide. Its scope, relevance in modern labour market and immediate relation to communication and language studies have been analyzed. Its advantages as a flourishing educational program for tertiary education and as an occupation in modern digital world with diverse realms of communication and language application have been substantiated. A wide range of activities pressuposed by Applied Linguistics study have been outlined: researching language in classrooms (classroom-based research); work with different kinds of written and spoken texts (corpus linguistics); approaching language learning (learner autonomy); testing and assessment of language learning; expanding vocabulary (including multiword expressions); dictionary making; interpretation and translation; studies of bilingualism and multilingualism. It has been determined that five most important concepts are basic for understanding the relation of Applied Linguistics to language and communication studies: Functional Linguistics, Language and its Application, Communicative Competence; Cognitive Discourse Analysis, Conceptual Blending Theory, and Contemporary Discourse Analysis; Barriers in Specialized Translation fields and their overcoming (by means of technology); Linguistics and Culture; Language hierarchy, authority, policy, and planning. Applied Linguistics program in tertiary education provides students with necessary studies in relation to language and communication in terms of language communication, its components, conditions of successful communication and cooperation; language etiquette; speech codes, their switching and mixing; speech acts and their types; context of culture, situation and co-texts; assembling and working with corpora; researching collocations and units of meaning. Undergoing the program of Applied Linguistics in tertiary education students can broaden knowledge of linguistics and language; deal with contemporary issues concerning the diversity of languages and cultures in societies; learn and teach foreign languages; eliminate language and communication gaps between people of different cultures; enhance the development of languages and communication skills.Документ Using flipped classroom approach to enhance high school students’ engagement in ESL studying(Scientific Publishing Center “Sci-conf.com.ua, 2025-11) Korzhuk, Alina; Sadovets, OlesiaThe article examines the effectiveness of the flipped classroom approach in enhancing high school students’ engagement in learning English as a Second Language (ESL). The study explores how pre-class digital materials, interactive classroom activities, and learner-centered instruction contribute to increased motivation, participation, and overall involvement in the learning process. The findings suggest that the flipped classroom model promotes greater autonomy, collaboration, and interest in language learning, ultimately improving students’ academic performance and communicative competence in ESL contexts.