Keyword: «english language teaching»

The article discusses the features of online and offline teaching of English, their advantages and disadvantages. The problem of completely replacing the offline format with online and the issues of a reasonable balance between traditional educational methods and modern digital technologies are analyzed. Specific examples of the successful interaction of these forms of education are given. Particular attention is paid to the lack of empathy in the feedback of online learning and the results of research and statistics on the transition to distance learning are discussed. A promising hybrid model of education is considered, combining the best features of both approaches. In conclusion, the importance of reasonable integration of digital technologies into educational processes to improve the quality of education is discussed.

Communication is ne of the core activities of a modern person. Studying a foreign language the modern generation wants to practice oral speech more and is looking for language partners from all over the world along with the use of textbooks, audio and media materials. Nowadays, when a large number of sites and applications for intercultural communication is available, that seems to be easy. HelloTalk app is analyzed as a source of a direct communication with foreign language natives and with those whose level of language is advanced.

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 article examines the role of Russian as a pedagogical resource in learning English. It demonstrates that controlled reference to L1 helps reduce negative interference and enhance positive transfer. Typical risk zones for Russian-speaking learners are described at phonetic, orthographic, grammatical, lexical, and pragmatic levels. The effectiveness of contrastive analysis is justified for predicting and preventing errors related to determination, aspect-tense correlation, and control. The didactic value of brief Russian-language comments, instructions, and reflection while maintaining priority on oral practice in English is shown. Functions of translanguaging and code-switching as tools for operational explanation of categories without direct equivalents in Russian are analyzed. The role of translation is reconsidered: it is interpreted as a means of targeted control over meanings and correction of calques rather than an end goal itself. A model of “balanced” use of L1 is formulated, where system comparison, focused microlessons, and bilingual tasks ensure a managed balance between interference and transfer, thereby increasing the efficiency of teaching.

The article discusses the theoretical foundations and practical approaches to the formation of students' argumentation skills in English lessons. The relevance of the topic is determined by the requirements of modern educational standards (the Federal State Educational Standard and the Federal Work Program), in which the development of the ability to logically and convincingly express one's own position is one of the key goals of teaching a foreign language. Special attention is paid to interactive methods that provide a way beyond the standard lesson and a transition to self-education, as well as contribute not only to the development of oral speech and critical thinking, but also to effective preparation for the tasks of the oral part of the Unified State Exam.