Кафедра англійської мови
Permanent URI for this collection
Browse
Browsing Кафедра англійської мови by Author "Fedoriv, Mariya"
Now showing 1 - 10 of 10
Results Per Page
Sort Options
Item Critical thinking and academic discourse: developing students' analytical skills(2025) Fedoriv, Yaroslava; Kytaieva, Susanna; Pirozhenko, Іryna; Fedoriv, MariyaThis article explores effective teaching methods for developing critical thinking skills essential for academic communication. Through analysing teaching strategies, the paper examines how educators can enhance students’ analytical abilities. Educators can equip students with the tools necessary for effective scholarly communication by integrating critical thinking exercises, promoting a scaffolded approach to critical reading, and fostering conditions for reflection and inquiry.Item Design thinking as a pedagogical framework for enhancing English for Academic Communication(2025) Fedoriv, Yaroslava; Kytaieva, Susanna; Pirozhenko, Іryna; Fedoriv, MariyaIn an increasingly globalised academic environment, the ability to communicate effectively in English has become crucial for EFL students. This paper explores the integration of design thinking into English for Academic Communication (EAC) instruction for EFL students, with a focus on developing oral communication skills. Drawing on the principles of human-centered design, the study argues that design thinking fosters greater motivation, deeper learning, and improved communicative competence. A draft syllabus is proposed to operationalise design thinking in EAC through authentic tasks, iterative prototyping, and role-based speaking projects, accompanied with peer feedback and reflection. This approach aims to equip students with the competencies required to participate in global academic and professional discourse.Item Distinction between a paragraph and an essay : a strategy for teaching 1st-year EFL students for international English certification exams(2025) Fedoriv, Yaroslava; Fedoriv, Mariya; Semiankiv, Iryna; Pirozhenko, ІrynaFor EFL candidates taking international English certification exams (e.g., IELTS, TOEFL, Cambridge Assessment English), a significant, yet often overlooked, problem is their inexperience in distinguishing between paragraph and essay structures. This impacts writing coherence, effective detail use, and overall task fulfillment. This paper defines specific attributes of each writing form, emphasizing the importance of their accurate application for English proficiency assessments.Item The Elliptical sentence as a textual marker of empathy : a case study of intercourse between the human and artificial intelligence(2025) Fedoriv, Yaroslava; Pirozhenko, Іryna; Shuhai, Alla; Fedoriv, MariyaThis study investigates the potential of elliptical sentences as textual markers of empathy to distinguish between human-written and AI-generated fiction. The research addresses how empathy – a key feature of human communication – can be linguistically encoded and whether AI can emulate this effect. Using a comparative case study methodology, the analysis examines the use of elliptical constructions in emotionally resonant literary texts, contrasting human and AI outputs. Findings indicate that while human authors employ ellipsis effectively to evoke empathy, AI requires iterative refinement to approximate similar effects. Nonetheless, with guided prompting, AI shows emerging capabilities in reproducing empathic stylistic patterns. The study highlights the linguistic mechanisms of empathy, and further studies in this field will contribute to the evolving discourse on AI‘s potential to bridge the communicative gap between human and machine-generated texts.Item Narrative writing for emotional well-being: a case study into enhancing students’ language skills and resilience(2024) Fedoriv, Yaroslava; Pirozhenko, Iryna; Fedoriv, MariyaIn the current global world, marked by unprecedented crises such as the COVID-19 pandemic and geopolitical conflicts, the educational landscape has undergone significant changes, necessitating innovative approaches to support teaching and learning. This article aims to examine the dual benefits of narrative writing for students learning English as a Foreign Language (EFL) in crisis conditions, focusing on their linguistic development alongside psychological stability. Backed up by contemporary studies on the healing potential of narrative writing, the research hypothesis holds that narrative writing as a pedagogical tool not only facilitates EFL skills development by enhancing vocabulary, grammar, and overall language proficiency but also plays a crucial role in fostering resilience among students facing adversities. The article draws on the case study methodology to examine how narrative writing aids in building coping mechanisms, self-efficacy, and emotional well-being, thus reinforcing the students’ ability to overcome hardships. The findings suggest that through crafting and sharing personal narratives, students are provided with beneficial conditions for emotional expression, which is particularly vital in terms of stress relief during times of crisis. Given its therapeutic potential, the study advocates for reinforcing narrative writing in the ELF curricula and embedding resilience-building narratives in EFL classrooms to both support the students’ language acquisition and nurture their emotional health. Accounting for possible challenges and limitations, the paper underscores the importance of holistic educational practices, including intellectual, psychological, social, and ethical dimensions while addressing both cognitive and emotional needs of the students and emotimately contributing to creating a balanced and inclusive educational environment that assures not just academic achievements but also personal growth, well-being, and overall life skills.Item Reading as a Quest: A Transformative Approach to Engaging the Young Generation with Texts(2025) Fedoriv, Yaroslava; Fedoriv, Mariya; Pirozhenko, Іryna; Semiankiv, IrynaThe article examines the problem of the limited ability of contemporary youth to engage in sustained reading and deep cognitive analysis of texts conditioned by pervasive digitalisation. The spread of fast-paced audiovisual content has led to the emergence of so-called clipped thinking, which negatively affects students’ cognitive functions, working memory, and critical thinking skills. The aim of the study is to develop and theoretically substantiate the pedagogical model of "reading as a quest", designed to restore skills of in-depth information processing. The research methodology is based on the progressive challenge design and includes three key components: text parcellation (dividing texts into manageable segments), task scaffolding (the gradual increase of cognitive demands, in accordance with Bloom’s Taxonomy), and strategic gamification. This approach enables the transformation of passive information consumption into active inquiry, aligning with the digital competencies of contemporary learners. The analysis demonstrates that the “reading as a quest” model facilitates the integration of intrinsic motivation and meaningful learning through gamebased frameworks. Its practical implementation involves the use of digital tools (e.g., Quizlet, Google Forms, etc.) and the creation of a narrative learning structure in which each task is perceived as a game-like level toward achieving a goal. At the same time, potential risks are identified, including the possibility of superficial knowledge acquisition when excessive emphasis is placed on game elements, which necessitates a careful balance between free exploration and deep reflection. The conclusions and pedagogical implications point to the need for systemic changes in approaches to academic literacy. The implementation of the proposed framework not only enhances cognitive engagement but also fosters the development of metacognitive skills and students’ academic autonomy. The study demonstrates that adapting reading methodologies to the cognitive and emotional characteristics of contemporary youth is crucial for cultivating a new generation of critically thinking readers.Item Role of Teamwork in Teaching English for Academic Communication(2025) Fedoriv, Yaroslava; Kytaieva, Susanna; Pirozhenko, Іryna; Fedoriv, MariyaThis study explores the role of teamwork in enhancing academic language proficiency among English as a Foreign Language students. With globalisation increasing the demand for advanced academic communication skills, mastering academic English has become essential for students to engage with scholarly content, present research, write academic papers, and participate in academic discussions. Concurrently, collaborative learning has gained popularity in educational institutions, with research highlighting its positive impact on students' critical thinking, problem-solving, and engagement with course material. However, there is a gap in the literature regarding the specific influence of teamwork on language acquisition and academic communication skills. This study aims to address this gap by examining how team-based activities in English as a Foreign Language courses impact students' academic communication skills and learning outcomes. Using a survey-based methodology, the study explores the dynamics of teamwork, as a result proving its beneficial contribution to developing language proficiency, critical thinking, and the development of essential soft skills such as collaboration and problem-solving. The paper concludes by emphasising the advanced understanding of the impact of teamwork on academic communication and language learning and highlighting the importance of structured teamwork, clear role definitions, and feedback mechanisms in promoting student engagement and motivation, which cumulatively hold the scientific and practical value of the findings. Overall, this research contributes to the development of more effective collaborative English as a Foreign Language learning strategies. and suggests future research on online and blended learning models, particularly in crisis conditions, where remote collaboration can support resilience and motivation to foster long-term academic and professional success.Item Strategies and Practices for Enhancing Learner Motivation in Times of War: Ukraine Case Study(2023) Fedoriv, Yaroslava; Pirozhenko, Iryna; Solomashenko, Nataliya; Zhukorska, Liudmyla; Fedoriv, MariyaThe paper discusses the topic of enhancing learner motivation in times of war, with a specific focus on the case of Ukraine. This research aims to explore the learner motivation in the emergency situations and techniques of enhancing online learner motivation. The authors conduct a study of the students’ survey responses and explore applicable strategies and practices that can be used to support and motivate learners in difficult circumstances.Item Strategies for transitioning EFL students from A2 to B1 level: a case study on the topic "family"(Liha-Pres, 2024) Fedoriv, MariyaThe transition from A2 to B1 level in English as a Foreign Language (EFL) education can be challenging for learners. Students encounter more complex grammatical structures, vocabulary, and communicative tasks, which often result in common issues in speaking, writing, and listening. This paper overviews teaching strategies to support this transition, using the theme of "Family" as a case study to illustrate practical methods for addressing these issues.Item Teaching EFL students to use oral referencing in academic presentations(2025) Fedoriv, Yaroslava; Kytaieva, Susanna; Pirozhenko, Іryna; Fedoriv, MariyaWhen presenting research at academic conferences, effective oral communication is a necessary skill for EFL students, which implies the ability to verbally cite sources accurately and naturally. This paper explores strategies for teaching Master-level EFL students how to incorporate verbal citations into their presentations. It outlines instructional techniques, best practices, and offers practical exercises aimed at enhancing students’ ability to integrate citations while maintaining fluency, coherence, and credibility in their spoken discourse.