Keyword: «engineering students»

The article considers one of the innovative vocabulary extension interactive techniques « Vignette» as a spontaneous student’s speaking motivator (applied in teaching English at Petrozavodsk State University engineering departments) Such technique is widely applied in the language teaching methods abroad, but it is insufficiently used by Russian teachers .

The relevance of the research is conditioned by the growing need for technical specialists with developed business writing skills in English in the context of globalization and internationalization of business and science. Despite the high level of professional knowledge, many engineering students experience difficulties in composing business correspondence and professional documents in English, which hinders their effective communication and successful integration into the international professional community. The aim of this article is to justify a model of teaching engineering students to write in English in order to develop the necessary competences for successful professional and academic activity in an international context. The model is designed to fill the gaps in language training, focusing on the specifics of business communication and requirements for professional texts. The methodological basis of the research is a complex approach, including the analysis of existing methods of teaching business English, taking into account the specifics of teaching students of technical specialties, as well as the principles of competence and communicative approaches. The model is based on the integration of authentic materials, interactive tasks, project-based activities and feedback system aimed at developing practical skills of writing business letters, reports, proposals and other types of professional texts. Emphasis is placed on developing skills of information structuring, using business style, observing grammatical and stylistic norms, as well as taking into account cultural peculiarities of business communication. The results of the study demonstrate the effectiveness of the proposed training model in improving the level of proficiency in business writing in English among engineering students. Practical application of the model showed a significant improvement in the quality of professional texts, increased students' confidence in their language skills and their readiness for international professional interaction. The obtained data confirm the necessity of purposeful and systematic work on the development of business writing skills in English among students of technical specialties. Theoretical significance of the research lies in the expansion of ideas about the methodology of teaching business English in a technical university, as well as in the substantiation of principles and approaches to the formation of relevant competences. Practical significance consists in the possibility of using the developed model of teaching in the educational process of technical universities to improve the quality of language training of graduates and their competitiveness in the international labor market. The model can be adapted for different technical specialties taking into account their specific needs and requirements to business communication.

The relevance of the research is conditioned by the increasing role of English as an instrument of international communication in the scientific and technical sphere and the necessity to improve the efficiency of its learning by engineering students. With the rapid development of artificial intelligence technologies, there is a need to study their potential for improving the English language learning process, especially in terms of enlarging specialized vocabulary and developing professional communication skills. This article is devoted to the study of the educational potential of artificial intelligence in the context of teaching English to students majoring in engineering. The aim of the study is to analyze and evaluate the effectiveness of using artificial intelligence tools to improve the level of English language proficiency among students of technical universities. The following approaches were used in the research: systematic review of scientific literature, analysis of existing educational platforms and applications based on artificial intelligence, pedagogical experimentation with the use of various artificial intelligence tools (e.g. chatbots for language practice, automated essay evaluation systems, personalized learning programs) in the process of teaching engineering students. The effectiveness was evaluated by means of comparative analysis of the results of control and test works, as well as by analyzing the feedback from students and teachers. The results of the study demonstrate that the integration of artificial intelligence tools into the educational process helps to increase students' motivation to learn English, improve their learning of specialized vocabulary, develop their listening and speaking skills, and build their confidence in using English in their professional activities. In addition, artificial intelligence can provide a personalized approach to learning by adapting learning materials and the pace of learning to the individual needs of each student. Theoretical significance of the study lies in the systematization and generalization of practical using artificial intelligence in teaching foreign languages, as well as in the development of a theoretical model of integrating artificial intelligence tools into the learning process for students of technical specialties. The practical significance of the work lies in the development of specific recommendations on the use of artificial intelligence tools in teaching English to students of technical universities, which can be used by teachers, developers of curricula and students themselves to improve the effectiveness of learning. The results obtained can be used to improve existing methods of teaching English and to develop new educational resources with the use of artificial intelligence technologies.