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Digital teaching has become an alternative way to replace the conventional learning process in COVID pandemic time. Educators explore different language achievement strategies to assist students on the way to academic success. One of the approaches the teachers can benefit from significantly is instructional modal -- the Sheltered Instructional Observational Protocol (SIOP). This study aims to determine the effectiveness of SIOP instructional strategies in this digital teaching of EFL students. The study was conducted at the undergraduate level for English language learners in the Faculty of Philology, V.O. Sukhomlynskyi National University of Mykolaiv, Ukraine. The researchers conducted the study in the first semester of 2020. The contribution of this study is to evaluate experience of teachers in instructional strategies and to assess their effectiveness in digital teaching. The study analyzes the responses of twenty-five teachers and 63 students to the SIOP-based survey. A descriptive statistical method was used to test the validation. The results of the research show that EFL learners are not satisfied with activities to apply language and content knowledge. The results justified that teachers need to establish active online communication with their students. The study presents some recommendations for EFL teachers to improve their professional skills by adopting the specific components of SIOP and mastering their instructional strategies in digital learning. The implementation of the SIOP Model in digital teaching could bring appropriate and meaningful resources for high school teachers as a tool for them to grow professionally in COVID pandemic time.

Digitalization of all life spheres is the reality of modern world development. The global digitization creates a powerful information environment. Its navigation requires serious tools for structuring, systematizing and processing information. Digital processes, as the most progressive, are in constant development. Artificial Intelligence (AI) is gaining popularity. The latest product that has created a lot of discussion is chatGPT (Generative Pre-trained Transformer) from OpenAI, which is an artificial intelligence chatbot that demonstrates the ability of digital devices to perform the tasks inherent to intelligent beings. The paper shows some issues of using ChatGPT for making a new course of Law English, a curriculum, a syllabus at the tertiary level removing concerns related to its application and utilization. The purpose of the manuscript is to describe a real case of working out a professional English course for university students applying ChatGPT. The methods of analysis, synthesis, case study, expert assessment were used. The results are as follows: a new course for Law English training, a curriculum, a syllabus and a textbook using content created by ChatGPT were readied. The conclusion is that, nowadays, everything can be taught by a teacher partly with an AI. ChatGPT can be used for a wide variety of educational purposes, including providing information, generating necessary texts, tasks, tests, and answering many questions. Most of the mentioned ChatGPT services are important educational elements in language teaching and learning, they can be used for professional English course development. [ABSTRACT FROM AUTHOR]

The study investigates trans-language methods in teaching English. The research examines multilingual practices in the Ukrainian context from sociocultural and multimodal perspectives. Also, it is a desire to know how trans-language techniques can effectively enhance language acquisition. The data came from the Program of English Language Profile conducted in two Ukrainian Universities, aimed at giving students in the bachelor's programs the opportunity to reinforce their multilingual and intercultural competencies in a second foreign language (English) within the first semester of 2021. The study analyzes the audio recording of students' and teachers' multilingual practices, questionnaires on students' attitudes toward translanguage, and qualitative interviews with teachers. Results show how multilingual resources may facilitate intercultural communication and language development. The findings emphasize the importance of building natural multilingualism and making it a resource, strategy, and goal of teaching English. This study provides practical suggestions and techniques on how universities can adapt to formal teaching environments. Implementations show that trans-language processes become a set of multilingual practices whereby language teachers build on and use their students' linguistic resources and background knowledge to convey meaningful content. This research develops 'trans-language' as an educational and linguistic concept and gives educators the ground to think critically about the advantages and limitations of adopting a multilingual approach. [ABSTRACT FROM AUTHOR]

Digital technologies are currently one of the main engines of growth and technological development of the global economy. The introduction of digital technologies contributes to the competitiveness of various sectors of the world economy, the creation of new business opportunities in terms of connecting to digital global value chains, the emergence of new markets and niches, and the accelerated introduction of new digital goods into the global market. The digitalization process does not happen simultaneously in different countries of the world, so there is a certain gap in the degree of digitalization of national economies, which gives rise to digital inequality and, as a consequence, increasing the dependence of countries on developed countries. Politics, legal norms, traditions and culture, the level of economic development achieved, the level of education, and the country's own technological base, as well as many other factors, play an important role in the digital transformation of a country's economy. As a result of the digital transformation of the global economic architecture, new contours of the digital economy are emerging, characterized by the exponential growth of data flows. The formation of the digital market space contributes to increasing competitiveness primarily in the industrial sector through the creation of new products and their service system, which leads to the emergence of new market segments. In other words, the digital market, in fact, is a modern mechanism providing a rapid transition from national markets limited by state borders to a single global market. This situation requires a study of the economic aspects of digitalization in the context of sustainable development of our state, which determines the relevance of the chosen research topic. The purpose of the article is to assess the impact of digitalization on the economy through the example of Ukraine and its directions in peacetime and under martial law. Assessment of digitalization and its impact on the economy was carried out on the basis of open data, in particular GDP per capita, indexes of global and digital competitiveness, digital induction, and sustainability index were used. During the study, the following scientific methods were used: analysis and synthesis, the method of establishing cause-effect relationships, and graphical methods. As a result of the study, the main trends in the digitalization of the national economy and its risks were identified, focusing on the shift in emphasis from service to military goals of digital transformation. A conclusion was made about a significant breakthrough in the digital economy in Ukraine and further development regardless of russia's military invasion of Ukraine. The state of Ukraine was analyzed with the help of digitalization indices and the confirmation of the need for further monitoring of the digitalization of the Ukrainian economy and the study of its impact on the rate of economic growth was identified on their basis. [ABSTRACT FROM AUTHOR]

The recent globalization processes have created the new opportunities for young people's international mobility making educational migration the major trend of our time. One common way to confirm an English-level qualification is to obtain a certificate in an international examination, e.g. Cambridge ESOL exams, which are intended to test comprehensively all language skills. One aspect that due to its complexity and even ambiguity deserves to become an object of thorough consideration and detailed analysis is the problem of reaching desired level of student's proficiency in foreign language listening. This article presents a research that offers perspective on the problems of developing students? listening. Thus, the purpose of the article is to research the interaction between the improvement of students? listening comprehension skills in comparison with the advance of other academic competences and to offer the ways of the intensification of listening ability development. Among the research methods, following have been used: the students? progress in developing five language competences (Listening, Writing, Speaking, Reading and Use of English) was measured by testing (oral and written), observation, discussion; statistical methods (Student's t-test) helped to evaluate the results of the experiment. In total, 90 University students in 2017/19 took part in this study. As our experiment has demonstrated, listening competence is less ready to progress compared with other component of the English language competence (Speaking, Reading and Use of English) surpassed only by Writing. It is found that the present investigation opens the perspectives for further researches. [ABSTRACT FROM AUTHOR]

The theoretical bases of interference research are analyzed in the article, the essence of the concept of "interference" is turned out. The translation of linguistic interference, causes and mechanisms of its appearance, its impact on professional communication are considered in the paper. The publication deals with the manifestations of interference within the limits of imperfect parts of the language and the difficulties of translation caused by the syntactic and punctuation features of the language. Comparison of grammatical systems of contacting languages makes it possible to avoid some of the difficulties caused by interference, because of their conscious comparison. The phenomenon of interference is studied in linguistics, sociolinguistics, psychology, psycholinguistics, methods of teaching foreign languages. Actualization of the linguistic aspect of interference occurs at all levels of the language system and is realized in speech regardless of the speaker's consciousness. Linguistic interference in translation can appear both at the level of morphemes and at the level of words represented by different parts of speech: pronouns, verbs, nouns, adverbs, Participle I, Participle II, prepositions, conjunctions. All interferences covered in the paper have been analyzed. Consequently, interference is one of the factors, one of the engines of language development, linguistic changes that are accumulated and drown in it. In a subordinate plan, mass and frequent interference means the constant mixing of two systems, their more or less mutual assimilation. Thus, identifying areas of linguistic interference, studies have attested interference phenomenon are important for improving language culture. Attracting attention to those areas and units of language where there is a probable occurrence of deviations from the norm under the influence of another language can help to avoid interference. It was emphasized that it is precisely the account of the manifestations of interference in the training of professional intercultural communication and translation that can ensure the effectiveness of the educational process for the preparation of translators. [ABSTRACT FROM AUTHOR]