Keyword: «критическое мышление»

The difficulties encountered in learning and teaching a foreign language at a university at the present stage require constant reflection and the use of effective technologies and teaching methods, one of which is the Socratic dialogue method. The review part of the study is devoted to the consideration of cognitive competences formed with the help of Socratic pedagogy, as well as the levels of complexity of using Socratic dialogues in practice, namely: basic, logical-epistemological, moral-ethical. The aim of the article is to systematize the experience of teaching a foreign language at a university using the principles of Socratic pedagogy based on the practice of applying the Socratic method systematized for the disciplines of the Humanities cycle. The Socratic dialogue method, rooted in Plato's famous "Dialogues," uses suggestive questions based on human experience and consistent statements to gradually deduce new knowledge as a result of the dialogue, guiding the interlocutor to discover knowledge in himself. Socratic pedagogy, partly intersecting with the techniques of street epistemology and practical philosophy, offers common stages, principles, techniques and strategies for integrating Socratic dialogue and Socratic inquiry into the teaching of the Humanities and natural sciences. Due to the lack of a description of using Socratic dialogue practice in teaching a foreign language in the methodological literature, both at school and at university, the author proposes practical recommendations for foreign language teachers. The article presents a set of exercises based on authentic videos and texts in English for the introductory stage of applying a short dialogue in the classroom. A series of practical tasks and cases for the main stage is proposed, as well as a combination of statements in English to begin using Socratic techniques in the classroom. A grouping of questions in two languages has been developed according to the purpose of the statement with specific examples. The experience of applying the practice of Socratic dialogue in foreign language classes, in addition to its cognitive and methodological value, has a moral, ethical and educational component. Thus, the article presents descriptions of the results of solving controversial cases in the classroom. The psychological adaptation of students to a new type of learning, new requirements and new roles at the university can be adjusted with the help of Socratic questions and clarifying their position in the classroom, the origins of thinking and the reasons for behavior. The theoretical significance of the research lies in the systematization of the experience of using Socratic pedagogy in modern higher education; the practical value for teachers is the representation of the experience of using Socratic pedagogy in learning a foreign language.

The introduction of artificial intelligence (AI) technologies into the process of teaching foreign languages opens new horizons for the formation of foreign language competences of students majoring in non-language specialties. However, in order to use generative AI with maximum efficiency, it is necessary to take into account a number of factors and specific features that have a significant impact on the learning outcome. In this context, research tasks oriented at studying conditions that ensure the effective application of AI technologies in the learning process are of particular importance. The aim of this study was to evaluate the impact of the level of critical thinking and digital literacy of students on the effectiveness of using generative AI technologies in the process of foreign language competences formation among students of technical universities. The research methodology is based on a quasi-experimental design with the participation of 150 students divided into experimental and control groups. Data collection was carried out by means of questionnaires, interviewing, testing. Data was processed by methods of statistical analysis: descriptive statistics, t-test for independent samples, correlation analysis (Pearson's coefficient), regression analysis. The results of the study showed that the students of the experimental group, who had taken an additional course on the development of digital literacy and performed tasks for development of critical thinking skills, used AI tools with greater efficiency and significantly improved their language competence compared to the control group. The greatest improvements were noted in oral and written communication, reading comprehension, and listening skills. The statistical significance of the differences in learning outcomes between the control and experimental groups confirmed the effectiveness of the integrated approach to teaching with the use of AI. Theoretical significance of the study lies in confirmation of the hypothesis that critical thinking and digital literacy are the key factors of successful AI application in the educational process. The practical significance of the work lies in the development of recommendations for the integration of AI-technologies in teaching foreign languages to non-language students. The results of the study can be used in the process of updating educational programs, providing the growth of the level of students’ language training effectiveness.