Maria A. Shemanaeva

The relevance of the research is due to technological changes and the rapid development of digital artificial intelligence (AI) tools in teaching foreign languages. Digital didactics is becoming a reality and a necessity today, however, in the light of the global transition to digital tools, a revision of the content of some pedagogical tools is required, in particular, a revision of the content of such an instrument as an individual educational trajectory. Digital AI tools make it possible to personalize learning, however, consideration of the concept of personalization shows that it requires a high level of subjectivity development. The purpose of the study was to substantiate the need to re-examine the content and role of an individual educational trajectory in the context of digital didactics as an effective tool for the transition from individualization to personalization of learning. The study was based on the prerequisites of learner-centered approach in terms of e-learning. In the course of the research, an algorithm for individual work with digital artificial intelligence tools in English language teaching was developed and tested. The testing involved secondary school students in grades 9-11, undergraduate university students, and adults studying at a language school. The total number of participants was 119 people. The results of the study showed that despite the fact that 84% of students used AI for various purposes at the initial stage of the study, only 18% used AI to learn a foreign language, and after the conducted pedagogical experiment, this number rose to 93%. At the same time, the study revealed a correlation between the age of students and the difficulties they face when working with AI to learn a foreign language. The theoretical significance of the research lies in substantiating the need to review the content and role of an individual educational trajectory in the context of digital didactics as an effective tool for the transition from individualization to personalization of learning. The results of the study are significant in practice, because they can be used to further develop a more holistic methodology for teaching foreign languages using digital AI tools.

The relevance of the study is determined by changes in global approaches to English language teaching, where there is a paradigm shift from teaching English as a foreign language to teaching English as a language of international communication. In light of the global transition to a new concept, it is necessary to reconsider key principles, particularly the need to form and develop intercultural competence through the medium of English, which can be achieved by selecting appropriate intercultural materials. One significant drawback of school educational and methodological complexes is the lack of supplementary video materials that could update the content of English language textbooks. The aim of the study was to justify the necessity of developing intercultural and regional video materials to complement existing educational and methodological complexes for English language teaching and to examine the effectiveness of their use in order to update the content of these complexes. During the study, a set of video materials consisting of 7 videos with methodological materials was worked out and tested with the participation of international students from Petrozavodsk State University. The trial involved 110 students from grades 9–11 and 8 English language teachers from district schools in the Republic of Karelia. The results of the study showed that the video materials are interesting and in demand among students and teachers. The findings indicated that 98% of students learned a lot about the cultures of other countries and noted their significant differences from their native culture. 100% of teachers stated that the tested video materials have the potential to foster a positive attitude towards their native culture, the culture of other countries, and the study of English. The theoretical significance of the research lies in justifying the necessity for developing and utilizing intercultural video materials in addition to school English language textbooks. The results of the study are practically relevant as they can be used for further development of a set of video materials for school textbooks.

The relevance of the study is determined by society's need for sustainable development in the regions of the Russian North and, consequently, for the preparation of highly qualified specialists, including teaching staff. Since the competence-based approach is fundamental for defining the goals, content, and assessment of educational activities, the degree of a teacher's professionalism is determined by the level of formation of competences necessary for educational activities. The aim of the study is to develop a matrix of northern competences for foreign language school teachers. Based on the competence-based approach, the definition has been expanded and a matrix of northern competences for school foreign language teachers has been developed during the research. To identify the level of northern competences formation, a survey was conducted among 88 teachers who teach foreign languages in schools in Petrozavodsk and some northern districts of Karelia. The results of the study showed that the level of unique northern competences formation among foreign language teachers in the Republic of Karelia is different. It was found that the degree of formation of four key components of unique northern competences varies between teachers in Petrozavodsk and those in other districts of Karelia. The level of subject competence is higher in Petrozavodsk; the level of methodological competence is similar, but it is slightly higher among teachers working in Petrozavodsk; the level of ICT competence is the same; the level of reflective-evaluative competence is comparable, but teachers in schools and districts of the republic show significantly lower levels of satisfaction with their pedagogical results. The theoretical significance of the study lies in clarifying and expanding the content of professional competence for foreign language teachers in Northern and Arctic zones of Russia through the development of a matrix of northern competences for school foreign language teachers. The practical significance of the study is that its results can be used to work out a professional development program for school foreign language teachers in the regions of the Russian North, create a corpus of texts based on foreign-language ethnocultural material and corresponding educational workouts, and synchronize the sociocultural content of the educational-methodological complex for foreign language disciplines with topics from the general education program.

The English language has ceased to be just the language of the culture of the United Kingdom and the USA and has become the language of international communication. The aim of the research was to identify how sociocultural competence is implemented in teaching English as a language of international communication within the school educational and methodological complex "English in Focus" for the 9th grade. An overview of scientific article databases shows that teaching English as a language of international communication is a relevant topic for research. The literature analysis revealed that, in the context of this study, the most significant component of foreign language communicative competence is sociocultural competence, which familiarizes learners with the peculiarities of communication within a specific cultural context. Approaches to teaching English as a foreign language and as a language of international communication were identified. Requirements for educational materials for teaching English as a language of international communication were defined: the presence of materials about local/native culture, the culture of the target language, and world/global culture in approximately equal proportions. The literature review showed that modern educational materials in various countries do not meet these requirements. An analysis of the "English in Focus" educational complex for the 9th grade of general education schools was conducted during the study. The results indicated that the materials predominantly focus on the UK and the USA (66-77%), while materials about native culture are almost absent (3-4%), and materials on world culture are insufficiently represented (4-20%). The new concept of English as a language of international communication and lingua franca has its own characteristics, as it implies a greater significance of the sociocultural component as a basis for forming not only foreign language communicative competence but also intercultural competence. The study substantiated the necessity of using additional materials with sociocultural content in English lessons at school, as they are one of the means for developing target competences. The research practically proved that for the successful development of these competences, it is essential to introduce a greater variety of materials related to both native/local/regional culture and world culture without the predominant influence of any specific culture.

In spite of internationalization of education, English remains the language of international communication, especially in the field of science. A significant number of English-language publications in international journals on foreign language teaching methodologies contribute to the formation of a common conceptual basis in the professional community worldwide. The purpose of this article is to empirically identify the awareness of foreign language instructors at universities in Russia and China regarding widely spread methodological ideas in modern foreign language education and to determine the specifics of their practical implementation in national contexts. The analysis of literature identified the most common approaches and models of teaching foreign languages in universities in different countries. A survey of foreign language instructors from Russian and Chinese universities (60 respondents) was conducted in two stages. The aims of the survey were to determine whether instructors in Russia and China are familiar with modern approaches and models for teaching the subject and whether there is a national specificity in the application of pedagogical tools in practical classes. The research showed that instructors from both universities are familiar with leading models of foreign language instruction in universities and understand the common terminology used in the theory of teaching the subject. The most well-known and used model in both universities is ESP (English for Specific Purposes). Significant differences were found when analyzing the pedagogical tools, which only coincided in "interactive tasks" and "audio/video-based tasks." However, a step-by-step development of the application of theoretical principles in practice is required, as well as familiarizing foreign language instructors with the methodology of their implementation considering the local teaching context. It is also important to determine which theoretical positions of methodological research should be supported by more detailed practical developments and which aspects of the interaction between theory and its practical implementation should be emphasized when enhancing the qualifications of university foreign language instructors. The adaptation of pedagogical tools by instructors from both countries, taking into account both general theory and national contexts, will contribute to creating a comfortable educational environment for all participants in exchange programs.