Elena N. Poludova

An urgent issue in modern higher education, particularly when teaching English in a technical university, is the contradiction between the need for systematic monitoring of language skills development and the ineffectiveness of traditional assessment methods. These methods take up a significant amount of academic time and prevent the adaptation of the educational process to the individual needs of students. The aim of this study is to explore a dynamic approach to resolving contradictions: to evaluate the development of English language proficiency levels of technical university students based on their entrance and final tests in order to enhance the effectiveness of monitoring language acquisition. To achieve the goal, the following tasks were set: 1) To analyze the theoretical aspects of testing as an assessment tool. 2) To describe the stages and specifics of the entrance and final testing at the Russian University of Transport (MIIT). 3) To analyze the results of the entrance and final testing of 1st-year students of the Foreign Language Department of RUT (MIIT). 4) To evaluate the effectiveness of the applied testing format and to identify promising areas for its improvement. The testing results demonstrate the effectiveness of the applied format and its compliance with its purpose. The use of systematic entrance and final tests allows us to effectively monitor the dynamics of the development of English language proficiency among technical university students. This helps us to tailor educational materials to individual student needs, and as a result, increase the effectiveness of their learning. Based on a detailed analysis of the testing results, areas for further development were identified, in particular, the need to adjust the teaching methods for level B1. The theoretical significance of this research is the analysis of contemporary methods used to assess students in technical universities when learning English, as well as identifying the most effective methods for monitoring the progress of learning materials. The practical significance of this work lies in the analysis of the results from two years of testing, which shows a positive trend towards students' progress from A1 and A2 levels to higher levels, as well as a noticeable increase in their language proficiency. Additionally, the study demonstrates the transition of some students from the entry-level A0 to higher proficiency levels.

The article addresses the current issue of exploring the comprehensive integration of digitalization into foreign language learning processes, in light of the implementation of the National Project "Education" and the Federal Project "Digital Educational Environment". It examines the prospects of using the Maximum digital textbook in teaching English at institutes within the Russian University of Transport (Moscow Institute of Railway Engineers). The Maximum textbook is an interactive platform comprising educational modules, multimedia content, and an automated task assessment system. The study focuses on evaluating the effectiveness of the Maximum digital textbook in teaching English to A1-A2 level students. To validate the hypothesis about its positive impact on motivation, communication skills, and digital literacy, the researchers analyzed learner-centered outcomes. The work combines theoretical analysis (a review of key trends in the use of digital textbooks in linguistic education) and experimental methods, including: project-based methodology applied to the "Communication" section; Likert-scale surveys, communication skills testing, and analysis of students’ reflective comments; quantitative evaluation based on criteria such as academic progress, level of autonomy, and quality of group discussions. The results confirm the hypothesis that the use of the digital textbook positively influences students’ motivation, independence, and ability to overcome communication barriers. Theoretical significance lies in validating the effectiveness of digital textbooks in educational practices. The findings can be practically applied to optimize linguistic education in technical universities. Future research is linked to further integration of artificial intelligence tools into the educational process.

In the context of globalization and the digitalization of education, proficiency in English is a key skill for students in engineering fields. It provides not only access to up-to-date scientific and technical information but also enables successful professional communication. However, the use of authentic materials in the learning process, such as scientific articles, technical documentation, and professional podcasts, is associated with a number of challenges. The effectiveness of learning and student motivation can decrease due to the complexity of vocabulary, grammatical structures, and cultural contexts, which often exceed the capabilities of students with varying levels of language proficiency. The aim of this study is to explore and implement innovative methods for adapting authentic materials using artificial intelligence in teaching English at technical universities. The authors analyze the potential of modern technologies, including language complexity analysis, the use of generative neural networks to automate text simplification, create contextual exercises, personalize learning tasks, and visualize complex professional concepts. The study presents practical approaches to applying GPT-based tools that allow adapting educational texts to students’ language proficiency levels. The use of these technologies promotes individualized learning by considering the unique needs of each student, thereby increasing engagement and motivation to learn a foreign language. The results of an experiment conducted at the Russian University of Transport confirm the effectiveness of materials adapted with AI tools. Significant improvement in academic performance and communication skills was observed in groups where these technologies were applied. The study emphasizes that the integration of artificial intelligence into the educational process does not replace the role of the teacher but serves as a powerful auxiliary tool that optimizes the preparation of educational materials and supports the development of professionally oriented competences. The theoretical significance of this work lies in expanding the understanding of the capabilities of artificial intelligence tools in the linguodidactics of engineering disciplines, while the practical significance is found in the development and testing of innovative teaching methods that contribute to improving the quality of specialist training in the context of modern digital education.

The relevance of the article is due to the increasing interest in works focusing on the pedagogy of cooperation as a modern form of relationship, both in higher education in general and in a technical university in particular. The roots of the pedagogy of cooperation could be traced back to ancient times, finding development and continuation in the ideas of innovative teachers of the Soviet period. The article considers modern trends in the pedagogy of cooperation as a form of modern education in the engineering sciences field. With all the merit of V.N. Obrastsov’s scientific legacy as well as his expertise in professional training for the transport industry, there is practically no theoretical and practical researches on his pedagogical approach to educating transport engineering specialists. The purpose of the study is to analyze the scientific and pedagogical heritage and the ways of cooperation pedagogy implementation in V.N. Obraztsov’s professional activities and work. An important trajectory of the research is studying, preserving, and applying his pedagogical traditions and educational practices. The purpose of the study required embracing the entire spectrum of V.N. Obraztsov’s scientific heritage and works devoted to his activities. It includes examining the main approaches to conveying technical knowledge, analyzing the concept of «pedagogy of cooperation» in Russian and foreign academic literature, and developing the principles of linkage between V.N. Obraztsov’s pedagogical practice and the pedagogical cooperation concept. The article uses the following research methods: theoretical analysis of literature, historical and comparative methods, generalization, and data systematization. The article considers key features of V.N. Obraztsov’s pedagogical practice, such as providing and distributing technical knowledge, the main approaches to pedagogy cooperation, and educational models based on this concept. The authors conclude that person-to-person relations based on students’ expanded autonomy contribute to the efficient dissemination of technical knowledge and its development in new directions. The practical significance of the study is its pedagogical application in different forms of educational activities in a technical university, both in teaching foreign languages and other disciplines. The results of the research may be interesting for educators and instructors, scientists and practitioners, as well as a wide range of persons interested in the interconnection of «teacher-student». The study of the scientific and pedagogical heritage of academician V.N. Obraztsov confirmed the theoretical value of his works and opened new prospects for the development of higher engineering education in Russia.