CANVA PLATFORM: VISUAL CONTENT FOR DEVELOPING WRITING SKILLS OF PROSPECTIVE ENGINEERS IN ESP CLASSES

This article explores the integration of visual content technologies, with a specific focus on the Canva.com platform, to enhance the teaching of English for specific purposes (ESP) to prospective engineers. The primary goal of the authors was to investigate the effectiveness and benefits of using Canva.com for developing writing skills among prospective engineers through a mix of theoretical research and practical implementation in an educational setting. For this purpose, they implemented targeted activities via Canva.com, provided classroom observations, conducted a literature review, and administered a questionnaire survey with 50 engineering students, which helped to analyze students\u27 work and demonstrate the impact Canva had on the development of students\u27 writing abilities. Canva’s user-friendly interface and visually appealing templates support the mastery of writing, covering various formats like resumes, cover letters, essays, and engineering blueprints. The article not only highlights the potential of Canva.com but goes further to present concrete examples of activities tailored for prospective engineers. Models of both individual visual storytelling and collaborative endeavours, exemplified by the “Evolution of Railway Technology” project, showcase the platform’s versatility in facilitating engaging and educational experiences. In addition to these activities, the authors provide insightful assessment criteria and teaching tips, offering valuable guidance on effectively incorporating Canva.com into the classroom. By seamlessly integrating visuals into writing activities, the authors emphasize the transformative impact on prospective engineers, encouraging them to express ideas more effectively and imaginatively. The Canva.com platform emerges as a dynamic and indispensable tool in ESP classes, cultivating an environment that not only stimulates creativity but also provides structured templates that empower students to navigate the intricacies of writing with confidence. Consequently, the article advocates wholeheartedly for the effective integration of Canva.com in English language instruction for prospective engineers, presenting a compelling avenue to elevate both their writing skills and overall language proficiency.

Teaching «Fundamentals of Health» with the application of cloud technologies

The aim of the article is to analyze the results of teaching the subject «Fundamentals of Health» in grades 5-9 in the conditions of distance learning with the application of cloud technologies. The following methods were used for the study: videoconferences, explanations, interviews, surveys, tests for formative and summative assessment, performing practical tasks, works, projects, compiling instructions to tasks, creating educational presentations and videos. The article substantiates the possibility of teaching the subject «Fundamentals of Health» in grades 5-9 using cloud technology and educational platforms in the conditions of distance learning, such as: Google Classroom, Zoom, Meet, Edpuzzle. The results of 5-9-grade students’ academic performance were analyzed and it was found that grades 5, 6, and 9 showed a fairly high level of academic achievement, while for the students of 7th and 8th grades this indicator was quite low. The obtained results are explained by the difference in motivation, experience of blended learning and students’ age psychological peculiarities, parents’ inclusion in the educational process, various types of practical tasks. The prospects for further use of distance education are highlighted in the article. They include application of tried and tested cloud technologies, systematic and comprehensive professional development of teachers; teacher-parent cooperation, preparing guidelines for students’ parents; adapting types of tasks and their content to the conditions of distance and blended learning; launching teachers’ own YouTube channels

Traditional, video and extended reality (XR) assisted flipped classroom teaching methods:an approach and comparison

This paper examines the comparative effectiveness of three distinct Flipped Classroom (FC) teaching methods in the context of Power and Electrical (PE) engineering education: Traditional Flipped Classroom (TFC), Video-Assisted Teaching Methods (VAFC), and Virtual Reality Flipped Classroom (VRFC). The study incorporates valuable feedback from students who experienced these methods and provides an evaluation of their perceptions. A cross-over methodology for comparing these FC methods is presented. The VAFC method is perceived to be an effective approach and preferred over TFC and VRFC by students. The paper also provides Teachers' perception in implementing above FC methods, which outlines a process for developing VAFC and VRFC teaching resources. Operational difficulties in implementing such methods are highlighted, especially in the context of fast-paced, privately-catered undergraduate education sector striving for implementing non-conventional teaching methods

Cultivating communication skills in times of crisis : the perceived impact of SEL techniques in formative assessment on the communication competence of pre-service teachers in Ukraine

This study examined the integration of social-emotional learning (SEL) in formative assessment of pre-service English as foreign language (EFL) teachers during times of crisis and its perceived impact on their communicative competence. The study encompasses a six-month trial period of SEL-enriched formative assessments across five Ukrainian universities. Findings from interviews with 12 participants indicate that incorporating SEL in EFL teacher education programs enhanced learning outcomes, when compared to traditional assessment methods. Furthermore, data suggest that promoting SEL in formative assessment provides invaluable feedback for tutors, prompting them to modify their teaching strategies appropriately while applying and expanding pre-service EFL teachers’ professional-focused skills.peer-reviewe

Organization of Students’ Educational Control Activities in Ukrainian High School

This article deals with the organization of control procedures in Ukrainian high school to assess students’ learning outcomes. This paper carefully looks at the tasks, requirements, functions, types, forms and methods of control. Important types of control for educational purposes include preliminary, current, thematic and final control activities. These can be carried out in different forms; individual, group and frontal. Oral, written and standardized tests as control methods enjoy the widest popularity among Ukrainian high school teachers. This research proves that, control activities are only efficient if they cover all the educational material and are differentiated according to the level of students’ knowledge

Modern Textbooks and Prospects for Innovative Technologies: Effects on Teaching Foreign Languages in Ukraine

The use of modern textbooks is currently affecting the growth and development of Ukrainian higher educational establishments. Keywords like; “teaching”, “foreign languages”, “textbook”, “training manual”, “electronic textbook”, and “electronic training manual” were used to search for scientific pedagogical and methodological literature. The review shows a convergence tendency among the different kinds of educational publications and redistribution of their functions. The article indicates that the limits imposed by textbooks are indistinct due to their integration into other educational training manuals and publications [such as workbooks, reference books, reading books, dictionaries]. The advantages of multimedia means can be realized in full, only if the perception of new information is accompanied by different kinds of cognitive activities: from motor functions to inductive, logical and creative thinking. These goals can be achieved using the complex of exercises presented in the contents of the analyzed electronic textbooks

Technology of Forming Future Teachers’ Readiness for Pedagogical Improvisation

The article grounds the relevance of the special preparation of students of pedagogical universities for pedagogical improvisation based on the analysis of psychological and pedagogical literature and the ways in which future teachers acquire professional knowledge and skills. Having analyzed the content of the educational programs of psychology and pedagogy we proved that no purposeful training of future teachers for pedagogical improvisation has been organized. It caused the need for developing an appropriate technique. The purpose of the article is to develop a technique to form future teachers’ readiness for pedagogical improvisation in the process of studying psychological and pedagogical disciplines. Methodology. The research was conducted with the application of theoretical (analysis of psychological and pedagogical literature to define a conceptual-categorical apparatus; grounding the technique of forming future teachers’ readiness for pedagogical improvisation) and empirical methods (surveys, questionnaires, testing, observation, conversation, dialogue, methods of expert evaluation, self-assessment analysis of learning outcomes, content of educational programs of psychological and pedagogical disciplines). In the course of the research the following results were achieved: the essence of the concepts «readiness for pedagogical improvisation», «learning technique» was defined; structural components of readiness for pedagogical improvisation were singled out; surveys, interviews and questionnaires were conducted among the future teachers to identify their level of readiness for pedagogical improvisation. Moreover, the research contributed to the development of a technique to form future teachers’ readiness for pedagogical improvisation, which led to the gradual formation of students’ skills to improvise. The conducted research allowed us to draw the conclusion that the readiness for pedagogical improvisation is a stable individual quality that integrates the values, knowledge, skills, which should be formed in several stages. Motivational-targeted stage was aimed at stimulating the development of positive motivation for improvisation; content and procedural stage that provided for acquiring the necessary knowledge and skills of pedagogical improvisation; evaluation-reflexive stage involving evaluation and correction of personal and professional development, content, forms and methods of training

Conditions for forming future language teachers’ lexical competence in pandemic times

Successful communication in English as a foreign language depends primarily on the amount of vocabulary learned, which ensures speech appropriateness in a particular communicative situation and adequate perception of information. The article reveals the conditions for forming future language teachers’ lexical competence in Ukrainian higher pedagogical education institutions on the example of vocabulary denoting coronalogisms. The summative stage revealed students’ positive motivation for learning new vocabulary, while the formative one was aimed at expanding students’ range of vocabulary on a particular topic. The work was carried out in three stages: introducing new vocabulary; practicing and consolidating new material; using the target vocabulary in written and oral speech. Determining the range of students’ vocabulary, their word knowledge quality and ability to use target vocabulary at the control stage gives grounds to state the effectiveness of conditions for forming future language teachers’ lexical competence during the pandemic: using ICT and time-conditioned blended learning as a combination of traditional and distance learning