Anna V. Rubtsova

In the context of digital transformation in education and the increasing volume of scientific information in foreign languages, the development of critical reading skills among students of technical training programmes has become particularly relevant. Modern graduates should not only be proficient in a foreign language but also be able to analyse scientific texts, identify methodological limitations and implicit meanings. Traditional methods often do not take into account the potential of digital technologies, which creates a gap between technological capabilities and their methodological application. The aim of the study is to analyse the methodological foundations of using digital tools in teaching critical reading in a foreign language. The methodological framework includes a systematic analysis of scientific literature on digital didactics and critical reading, as well as a comparative review of the effectiveness of digital tools. Theoretical methods such as analysis, systematization, and data synthesis were employed to develop recommendations for integrating digital tools into critical reading instruction. As a result of the research, a system of criteria for selecting digital tools for teaching critical reading has been developed, a typology of digital tools has been proposed, and strategies for integrating digital technologies at all stages of working with a text in the process of teaching critical reading in a foreign language have been identified. The theoretical significance of the research lies in substantiating the role of digital tools as cognitive enhancers, facilitating a shift from passive information consumption to active text analysis. The practical value consists of methodological guidelines for using digital tools to develop critical reading skills in a foreign language. The findings indicate that the systematic use of digital tools optimizes the learning process while fostering students' independent engagement with scientific texts, critical thinking, and academic literacy.

The relevance of the study is due to the need to improve the technologies for the development of foreign language socio-cultural competence in foreign students of Master's degree studies in the Humanities in the context of the digital transformation of education. The search for tools that can bridge the gap between traditional approaches to teaching and the requirements of modern multicultural environment, where effective communication involves not only language literacy but also a deep understanding of socio-cultural contexts, is of particular importance. The aim of the study is to analyze the potential of digital scribing technology as a means of developing foreign language socio-cultural competence of foreign students of Master's degree studies who speak Russian at the B1+B2 level. The leading approach of the study was an integrative approach that combines theoretical concepts and practical aspects for a comprehensive analysis of the process of implementing digital scribing technology. The results of the study: increasing involvement, developing creativity, and developing skills for adaptive use of language in non-standard situations. The methodological basis was a theoretical analysis of scientific literature, as well as an empirical assessment of the effectiveness of the proposed learning tasks. The scientific novelty of the study lies in the development of an algorithm for integrating digital scribing into the educational process and the creation of a specialized set of tasks aimed at visualizing cultural codes and social norms through associative images; analysis of intercultural communicative situations using graphic elements; reflection of linguistic and behavioral patterns in the context of Russian realities. The theoretical significance lies in the creation of a scientific basis for the development of foreign language socio-cultural competence among foreign students of Master's degree studies (level B1 + B2) in the context of digitalization. It offers a theoretically substantiated algorithm for integrating digital scribing into the educational process and reveals the mechanism for visualizing cultural codes and norms through associative images and graphics as a tool for deep understanding of socio-cultural contexts. The practical significance of the study is revealed in providing teachers with a specific tool – a specialized set of tasks based on digital scribing and a clear algorithm for their application in the educational process. This directly contributes to the academic adaptation of foreign students of Master's degree studies in Russia, developing their skills in interpreting cultural meanings and adaptive use of language.

Despite the long period of development of modular and computerized learning ideas, the concept of microlearning is largely a product of modern times, which meets the requirements of social interaction, the lifestyle of a modern person and the specifics of individual’s cognitive processes. The concept of microlearning is being actively developed by businesses due to specific conditions of organizing training activities in companies. However, researchers note an increasing number of attempts to adapt microlearning by educational organizations (the higher educational institutions in particular) after the period of the COVID-19 pandemic. The relevance of the research is indicated by the high probability of transforming microformats adaptation by universities into a systematic approach to teaching in the future. At the same time, researchers point out the necessity of developing a new didactic model, transforming of educators’ methodological thinking, changing the role of a teacher, and shift teaching style to moderating students’ activities. Therefore, the aim of this research is to outline various ways of implementing the concept of microlearning. The study carried out a comparative analysis of different types of microlearning (bite-sized learning, nano-learning, subscription learning, capsule learning, learning-on-the-go). The information about these types of microlearning was obtained from the business community and experts in the field of microlearning, as well as scientific publications of Russian and foreign researchers in the field of foreign language education based on microlearning and modern educational technologies. The results of the analysis are presented in the table of key characteristics of the mentioned types. The list of description criteria includes: structures, key benefits for students, content design features, content accessibility, feedback, and studying period. Also, we come to the conclusion that "microlearning" becomes an umbrella term for a group of approaches to content design, interaction with students, and learning process organization. Additionally, the polysemy of "content accessibility" (in Rus) in the context of microlearning is noted. It refers to a) content accessibility by means of electronic devices; b) a clear explanation of the subject as briefly as possible. The next step of the research was to analyse the types of microlearning according to the previously indicated criteria in terms of foreign language education at a university. It reveals that bite-sized and mobile learning meet the conditions of university education to a high degree. The study could contribute to finding methodological solutions how to adapt microlearning for teaching foreign languages in higher educational institutions.

The relevance of the problem under study is determined on the one hand by the tendency to increase the share of international students in the academic environment, and on the other hand, by the fact that the modern organization of a foreign language generates an interesting phenomenon – linguistic creative nominative realia. These new linguistic realities arise due to the intersection of different senses or stylization of speech in order to name social and cultural phenomena. The results of such linguistic experiments are unique words or expressions, which are subsequently integrated into the general lexicon of people. These linguistic creative nominative speech realities give people the opportunity to describe and denote the surrounding world more precisely and effectively, emphasizing its features and adding value to people's communication. They make modern society recognizable and simplify interaction with the environment. This phenomenon is the result of endless creativity and evolution of a foreign language, which makes it an indispensable part of linguistic culture. The aim of the study is to present the didactic aspect of the implementation of cross-sense technology in practical classes in the discipline "Foreign Language" as a basis for the design of educational linguistic tasks and thinking tasks. The essence of the “quest cross-sense” concept is revealed. Students improve their knowledge and skills in the field of foreign language, acquire practical experience and develop their communicative skills to effectively express their thoughts and ideas both in writing and speaking, which will be important in their professional activity and interaction with native speakers. By the method of theoretical analysis the algorithm of “quest cross-sense” technology in practical foreign language classes is defined. The authors describe the features of the quest cross-sense technology and its role in conducting practical classes in a foreign language. They reveal the tasks that the quest cross-sense technology is designed to solve. Special attention is paid to the presentation of key information about the didactic potential of linguistic creative nominative realities in practical foreign language classes. In the course of the research, a complex of educational linguistic tasks and speech thinking tasks ranked according to the Bloom-Anderson taxonomy was developed. The scientific novelty consists in the fact that the “quest cross-sense” technology is proposed and implemented in practical classes as a basis for the design of linguistic tasks and speech thinking tasks in a foreign language in the context of university education.

The relevance of the problem under study is determined by the fact that in the light of current trends over the past decades in the training of engineering personnel, the pretentious gaps between the need to meet the modern requirements of employers and society and the need for professional self-realization of engineers, which is determined by their ability to work in difficult conditions with insufficient resources, as well as by creative ideas, the ability to make non-standard and effective decisions, using the means of both native and foreign languages. The aim of the study is to present the didactic aspect of the implementation of creatively-oriented teaching model of oral professional communication to engineering students in practical foreign Language classes. Using the method of theoretical analysis, the blocks of the model of creatively-oriented teaching of oral professional communication to engineering students in practical foreign language classes were determined. Particular attention is paid to the presentation of key information about the most universal and effective methods, creativity techniques and artificial intelligence tools through the prism of teaching oral professional communication to engineering students in practical classes in the discipline “Foreign Language”. The scientific novelty lies in the fact that a model of creatively oriented teaching of oral professional communication to engineering students in practical foreign language classes has been proposed and implemented using technology for developing the creative potential of engineering students by means of artificial intelligence tools in the context of university education. A set of pedagogical conditions is considered that can contribute to the development of the creative potential of engineering students trained with artificial intelligence tools (a focus is on mastering a range of special techniques ranked by level of complexity, techniques for developing critical, radiant, creative thinking for solving professional problems; student’s ability to gain a resourceful condition; ability to transform a problem into tasks; ability to convey information to the querent, etc.). A model of creatively-oriented teaching of oral professional communication to engineering students during practical classes in the discipline “Foreign Language” is presented.