Elena P. Shishmolina

The relevance of this article stems from the importance of academic writing in English as a key skill for modern postgraduate students who face challenges in writing scientific texts. This underscores the need to develop effective training modules. The aim of this article is to describe the experience of teaching postgraduate non-linguistic students majoring in humanities to write abstracts, theses, and articles in English while mastering academic writing and developing digital literacy within a specialized training module. The study involved 49 postgraduate students at Petrozavodsk State University. It utilized conceptual and systemic analysis of existing theories and approaches to teaching academic writing and developing digital literacy, observation, experimental learning, and expert evaluation. The experimental learning showed that all participants mastered abstract writing in English (100%). Meanwhile, the success rate for theses writing was 63%. Only 30.6% of respondents succeeded in writing a scientific article. During the course of study in this module, postgraduate students demonstrated improvement in writing abstracts (the average score increased by 1.4 points) and theses (by 1.0 point). In article writing, the improvement was only 0.4 points. The results indicate a reduction in the degree of "Russian accent" when writing scientific texts of varying complexity. However, the greatest difficulties remain in aspects of the structure and logic of scientific article presentation. The data obtained confirm an overall improvement in postgraduate students' skills and knowledge in digital literacy, with an increase in the average score of 1.4 and a mode value of 1.7 points. The scientific novelty of this study lies in the development and implementation of an integrated module on academic writing in English, based on digital literacy skills, in a preparatory course for the Candidate exam. The study emphasized the importance of using ICT in teaching academic writing. Its theoretical significance lies in expanding understanding of methods and approaches to teaching academic writing in English. It confirms the need for competency-based and student-centered approaches in the educational process and emphasizes the role of digital technologies in developing academic writing skills. Its practical significance lies in the creation of an effective training module that can be integrated into curricula to improve the quality of postgraduate student training. Furthermore, the study's results can serve as a basis for the creation of additional training courses aimed at developing academic writing skills and digital literacy, thereby enhancing the competitiveness of beginning scientists.

The relevance of the article is due to the fact that AI technologies actively entering all spheres of the economy lead to the need to update the methodology of training competitive university graduates. Artificial intelligence becomes capable of solving more and more complex tasks. It is a significant factor of influence in the labour market. Therefore, the application of AI technology plays an increasingly important role in teaching foreign languages to students including public speaking. Presentation competence as the ability to effectively speak in public is one of the demanded competences of graduates of humanitarian majors. The aim of this article is to describe the approbation of the module of teaching students public speaking with the help of traditional approaches and AI technologies, as well as to analyze the obtained results. Approbation of the module "Teaching Public Speaking in Digital English Environment with the Application of AI-technologies" allowed obtaining the following results: positive dynamics of development of presentation competence in the aspects of logicality, coherence, and structure of the presentation, in its speech component (lexical and grammatical design of the speech, compliance with orthoepic norms and intonation) as well as in the visualization of the presented results. In addition, subjective evaluation of the participants of the experimental training revealed an increase in their motivation for oral presentations in a foreign language, a decrease in anxiety before public speaking and the formation of a positive emotional attitude to this type of communication. Scientific novelty consists in identifying theoretical and practical aspects of improving the effectiveness of formation of foreign-language presentation competence of humanitarian students, in clarifying the didactic and methodological principles underlying the teaching of public speech in the digital English-speaking environment, as well as in developing a methodology for the formation of presentation competence using AI technology and traditional methods of teaching. The theoretical significance of the study lies in analyzing the potential of AI tools for teaching public speaking and presentations, as well as in describing the algorithms of using them in the pedagogical process. Practical significance consists in presenting the results of approbation of the module within the discipline "Foreign Language". The author concludes about the effectiveness of including AI tools in teaching public speaking and presentations in a foreign language. The proposed module can also be recommended in the organisation of foreign language teaching for students of technical and natural science disciplines.