Inna N. Kosheleva

The relevance of this study is stipulated by the wide application of artificial intelligence technologies across various fields, including education, and, more specifically, foreign-language teaching. This practice is grounded in the concept of cognitive offloading associated with the use of external tools (in this case AI) to reduce the load on a person’s working memory. On the one hand, that frees up cognitive resources by providing users with ready-made solutions and quick answers; on the other hand, it reduces the need to engage with the mental operations that underlie critical thinking. The aim of the article is to describe the notion of cognitive offloading as it applies to English teaching at tertiary level. Since the study is grounded in cognitive psychology, cognitive load theory plays a significant role. Within this paradigm the learning process is built on the interaction of working memory and long-term memory and involves the transfer of information from working memory to long-term memory through the construction of schemas. Consequently, this theory is important for designing an effective instructional system that accounts for the limitations of working memory. The main points of the study also align with the concept of desirable difficulties, which justifies the need to overcome challenges in order to master knowledge. The key findings of the article are summarised in the formulation of alternative solutions for foreign language teaching practice that promote beneficial cognitive offloading aimed at activating critical thinking. The article also emphasizes the important role of instructional design in preparing future professionals for the reality in which AI is used ubiquitously. It identifies strategies for the rational use of AI technologies that can be applied in university English classroom: reducing extraneous cognitive load, building cognitive schemas, implementing multiple representations, organizing active cognitive processing, and organizing retrieval practice. The theoretical significance of the article lies in its contribution to the comprehensive study of the role of artificial intelligence in the educational process, particularly in foreign language teaching. The practical significance resides in the possibility of enriching teachers’ practice with strategies to counteract detrimental cognitive offloading. These strategies can be applied within English courses across various educational contexts, tailored to the goals and needs of learners.

The relevance of this study is determined by the changed modes of communication in the digital age, which imply the combination of different modalities for the perception and transmission of information — linguistic, visual, auditory, gestural, and spatial. As a multimodal tool, the listicle is defined by its unique structure and information organization, making it an effective resource for fostering language skills, critical thinking, and the ability to work with modern materials that meet the needs of the digital student generation. However, the potential of listicles as a medium for the multimodal approach to teaching English in higher education remains understudied. Accordingly, the aim of this study is to outline the principles for using listicles in the English language instruction of students in non-linguistic universities. The research is grounded in the social semiotic theory of multimodality by G. Kress and T. van Leeuwen, and also draws on the tenets of connectivism as advanced by G. Siemens and S. Downes. The study revealed the characteristic features of listicles, which include: concise presentation of information, accessibility and adaptability to diverse educational contexts, a hybrid nature, multimodality, hypertextuality, and a structured format. The article also outlines the stages for working with listicles, taking these features into account. These stages include: the focus on language skills and systems aimed at discussing the article as a whole, as well as interactive and collaborative reading; the analysis of the listicles' structure, which determines their methods of influencing readers and conveying meaning; and the creation of a listicle according to specified criteria. The theoretical significance of the article lies in the fact that the obtained data create a scientific basis for the inclusion of modern multimodal texts in the educational process, exemplified by listicles, and expand the scope of application of the multimodal approach in general. The practical implications of this work are that the proposed tasks can greatly diversify English language instruction and boost student engagement. They are designed to foster digital-age skills in handling multimodal sources of information and to prepare students for successful professional careers in the context of a constantly changing information landscape.

The relevance of the research problem is driven by several factors, including the need to adapt to new realities in the rapidly changing modern world, as well as the importance of fostering psychological resilience to such changes. In the context of foreign language teaching, the development of flexible thinking also takes center stage. In this way, cognitive flexibility influences one’s ability to sustain communication in daily life, successfully overcome barriers in interaction, perceive learning as a process where mistakes serve as opportunities for professional growth, lay the foundation for a growth mindset, and rely on critical thinking to understand the logic of a foreign language. Of particular importance is the study of cognitive flexibility in relation to English language teaching at a non-linguistic university, where students learn both general English and English for specific purposes. The latter involves simulating real workplace scenarios, analyzing professional case studies, and engaging in specialized discussions. Accordingly, the aim of this article is to outline the psychological and pedagogical aspects of developing cognitive flexibility in non-linguistic university students by identifying its key characteristics and proposing targeted exercises. The study is grounded in cognitive flexibility theory and constructivist theory of learning. The findings reveal the following features of cognitive flexibility: the ability to adapt to changing conditions, the capacity to generate novel and creative solutions, the application of existing knowledge in new contexts, the analysis of problems or situations from multiple perspectives, the ability to switch between different rules and tasks, and the demonstration of a growth mindset. Based on these characteristics, the paper describes task types that facilitate the acquisition of essential skills for adapting to the demands of the modern world. The theoretical significance of the study lies in its comprehensive examination of cognitive flexibility, enriching the understanding of executive brain functions and their application in foreign language learning. The practical significance of the research is twofold: it expands the methodological repertoire of creative exercises for English language instructors and it demonstrates the potential for applying the proposed techniques in other educational contexts, tailored to learners' needs.

The relevance of the research is driven by the need to reconsider traditional approaches to teaching English grammar in non-language universities. This is related to the fact that the following questions remain unresolved: insufficient hours allocated to studying this aspect of the language due to the overloaded curriculum with other aspects such as economic translation, home reading, and written speech practice; limited students' exposure to the English content outside the classroom; a significant gap between students' theoretical and practical knowledge, leading to the problem of inert knowledge, where mastery of English grammar rules does not always ensure effective communication in the language. Accordingly, the article aims to systematize the most effective methods of working with grammar material in the context of a non-linguistic university. The research is conducted within the framework of a usage-based approach. The following theories, hypotheses, and principles were also applied in the study: the noticing hypothesis, the interaction hypothesis, the principle of transfer-appropriate processing, and the delayed-effects hypothesis. The study of the leading trends in the field of teaching foreign grammar, based on scientific works of domestic and foreign authors, allowed us to formulate the key principles for working with grammatical aspect of the language: presentation of the material that illustrates the use of grammatical constructions, practicing grammatical forms, and recycling of the learned material. The theoretical significance of the research lies in expanding the framework of scientific understanding of teaching English grammar, revisiting the effectiveness of traditional approaches, and exploring the possibilities of applying artificial intelligence when working with the grammatical elements. The practical significance of the article is determined by the fact that the proposed principles for working with grammatical material can enrich the teachers' methodological toolkit. Additionally, the showcased methods of interacting with grammatical units can be adapted for use in various educational contexts, considering the needs of the learners.

The relevance of microlearning research is determined by the increasing level of digitalization of society, which leads to a change in the way people communicate, especially in the context of the popularity of social networks, the creation and obtaining information. All of this creates conditions for transforming learning formats and intensifying the trend of lifelong learning. The 2020 coronavirus pandemic also prompted the teaching community to revise teaching methods, as leading positions were given to online learning. In these conditions, the practice of teaching English in non-linguistic universities also underwent changes, making it relevant to use messengers, social networks, and applications in the learning process. In addition, the microlearning format meets the needs of modern Generation Z students, who have short attention span, and it also allows to reduce cognitive load for students in non-linguistic universities, where programs require the acquisition of a large volume of knowledge, skills and abilities in general English language and professional language. The purpose of this article is to describe the possibilities of integrating the principles of microlearning into the practice of teaching English in a non-linguistic university. The study is carried out within the framework of the leading learning theories: John Sweller's cognitive load theory, Richard Mayer's multimedia learning theory, and the connectivism theory of George Siemens and Stephen Downes. The study of the leading trends in the development of the concept of microlearning has allowed to formulate a number of principles of this format for English teaching: the use of a multimedia environment; presentation of the learning material as microcontent; formation of microskills through the setting of specific goals; a focus on collocations and chunks as one of the objects of study in the context of the development of lexical skills. The theoretical significance of the study is determined by the possibility of expanding scientific views on the internalization of bite-sized material in a short period of time. The practical significance of the article lies in the fact that the highlighted principles of microlearning allow us to diversify the teaching methods and streamline the learning process with the help of digital technologies.