The article deals with tests application and correction in various formats. It is noted that the use of tests at the university will allow solving issues of students’ knowledge control, and testing formats allow solving the problems of both classical, classroom work, and distance learning. The necessity of timely adjustment of test tasks corresponding to the requirements and conditions of the educational process is analyzed. Particular attention is paid to modern testing and diagnostic systems implemented though the artificial intelligence algorithms. Examples of modern platforms are given and the necessary requirements for them are distinguished, namely: creating various kinds of tasks, openness of the platform, automatic presentation of test results according to various criteria. The results of the study conducted in four groups of first-year students of the Financial University specializing in Advertising and Public Relations are presented.

The current stage of the education system development is associated with the search for ways to transition to a new paradigm, that is, to achieve a new goal of education. This article discusses innovative methods for the formation of professional competence of a modern university graduate using critical thinking technology. The author emphasizes that the characteristic features of the information society determine a number of personal and professional qualities that a person must possess in order to comply with current global trends. The author draws the conclusion that modern educational processes require qualitative changes in the training of future highly qualified specialists and suggests various strategies and techniques for the development of critical thinking in combination with current pedagogical approaches for introducing this technology into the educational process of teaching a foreign language to students of non-linguistic universities.

The article presents the results of evaluating the effectiveness of using Internet memes as teaching material during English classes. In this research, the analysis of Internet memes as elements of network communication was carried out: the stages of its creation, transformation and deconstruction were considered, the cultural and linguistic potential of Internet memes as additional teaching material was revealed. The Internet meme is considered as a complex unit of comparison of the verbal and nonverbal linguistic component, which seems to be a fairly effective means of teaching foreign language with the help of visualizing material. The theoretical (analysis of the theoretical base, synthesis and classification) and practical (sampling, analysis, questionnaire) methods were used. As a result of the study, a scheme for the analysis of Internet memes was developed based on the studied material, a linguistic and stylistic analysis of the verbal component of Internet memes was carried out, which made it possible to develop training tasks for students. A comparative analysis of the testing showed that when using Internet memes as an additional teaching material, the study of a foreign language is more successful, in particular, the students of the experimental group have a higher level of passing the control test and the level of motivation to learn foreign languages higher.

The article discusses the need for university cooperation in the digital age. The author of the article considers the possibility of university cooperation at the international level. New trends are analyzed and attention is paid to traditional pedagogical practices. The article also presents the prospects for university cooperation in the framework of resource sharing: global library repositories and the possibility of archiving valuable material. The author points to the fact that universities, especially in developing countries, cannot afford sufficient research activities due to financial difficulties, inadequate conditions, outdated equipment and insufficient incentives for teaching faculty and staff. At the end of the article, as recommendations, the author suggests a number of steps, for example: cooperation at the international level in order to apply and develop pedagogical practices.

This paper examines the problem of using modern digital technologies in the process of teaching a foreign language in the academic learning environment. The study aims to identify the educational potential of digital tools such as training video, digital class, electronic simulators and digital applications in the foreign language learning environment at a non-linguistic university and develop methodological recommendations for using them in the learning process. The paper substantiates the relevance of using digital technologies in the education system, provides a review of digital tools for the foreign language classroom, tested in the learning process, as well as the description of their didactic and methodological potential for the increased efficiency of teaching a foreign language. The findings of the study contain methodological recommendations for integrating digital technologies into the foreign language learning environment for organizing classroom work and students’ selfstudy at a university.

The article is devoted to the consideration of approaches confirmed by didactic practice to the choice of optimal ways of resolving the psychological problems of students studying a foreign language in non-linguistic universities in conditions of maximum limitation of personal contacts with teachers. It shows the possibility of taking into account the personal characteristics of students in the implementation of information technology in the learning process. The factors that determine the psychological characteristics of students, as well as the features of their internal and external motivation for learning a foreign language, are analyzed. On the basis of teaching experience, ways to ensure a responsible attitude of students to their duties and the causes of negative behavioral situations are proposed. The conclusion is made about the importance of observing the laws of psychology and individual approach when choosing methods to stimulate the work of students with the help of current academic assessments.

The article examines and actualizes the linguodidactic roles of the teacher: designer, source of knowledge, manager, leader of the educational process, facilitator, diagnostician, expert, creator of the developmental environment, — which appear in the course of foreign language training of managers. The conclusion is made about the influence of the competent use of these roles on the level of preparation of future professionals. The author draws attention to the fact that other participants of the educational process influence the quality of training of future management specialists: administrative and managerial staff, internal university service of psychological support of students, educational work department and students themselves, and speaks about the connection of foreign language education with delayed investment both in students and in the future economy of the country.

The article examines the impact of the growing flow of information and the introduction of digital technologies on transformations in the field of education. The author notes that the ability to find and analyze the necessary information contributes to the formation of professional skills, along with the ability to comprehensively and systematically approach the solution of emerging problems using modern IT technologies. It is noted that these aspects have become dominant in modern education. The author sees opportunities for realizing the new goals in the integration of interdisciplinary relations and profile context. The combination of various disciplines with their own specifics and terminological base creates a special educational environment in which the sublanguages of specialties, the language of mathematical symbols and foreign language terms interact. The article shows how this kind of interdisciplinary multilingualism facilitates managing educational processes. The hypothesis that creating the multilingual environment is highly productive in building an individual learning trajectory for students with different levels of academic achievement via educational scaffolding is put forward.

The article evaluates the influence of synchronous and asynchronous types of learning in the online environment on mastering a foreign language. The field of online learning provides a flexible and efficient learning environment that makes it easy for students to form, explore and learn information. The author considers the characteristic features of synchronous and asynchronous types of learning, as well as their joint, so-called hybrid use in the educational process. The hybrid online environment combines synchronous learning with an asynchronous set of electronic activities, as it combines simultaneity and non-simultaneity. The article provides examples of the practical use of these types of training in educational activities. The author concludes that the combination of synchronous and asynchronous foreign language teaching creates an ideal environment for electronic language learning and increases the effectiveness of foreign language learning.

The article concerns some specific features in the organisation of foreign language training for bachelors at non-linguistic higher school. Such organization includes classes involving experts from the real economy. There are advantages and disadvantages of such training interaction, which have been obtained in practice. Based on the analysis of methodological literature and empirical research, the following conclusion is made: interaction between students and external speakers during practical foreign language classes both motivates learning the language of specialization and expand the range of useful links. Moreover, it can improve bachelors’ meta-skills: presentation, analytical, auditory. Recommendations for creating more successful forms of professional pedagogical communication, including a triad of stakeholders (a guest lecturer, an academic and learners) are proposed.

The article presents the author’s approach to the use of forms of research work in EFL teaching. The concept of «professionally oriented teaching of foreign languages» is presented. The methodology of organization of vocational training in foreign languages is analyzed. An example of the application of a case, which acts as a form and method of research work, aimed at forming the professional communicative competence of a future specialist, is given. The following features of the organization of this type of work are indicated: a good level of language training, structuring tasks; joint work of a foreign language teacher and representatives of the real sector of the economy; the relevance of the topic. The author comes to the conclusion that the professionally oriented nature of tasks in research work will enhance the internal and external motivation of students and will be an effective incentive in learning a foreign language in the professional field.

This study reveals the potential of synthetic learning, which in our case involves the combination of virtual reality (VR), neurotraining, and biofeedback methods to create optimal learning conditions. We found that the use of VR contributes to an increase in students’ level of meditation and concentration during learning, which can improve their academic performance. Additionally, we explored the potential of neurotraining using biofeedback methods to develop students’ cognitive skills in foreign language learning. The future application of neurobiological feedback in language education holds promise. Advances in this technology will make it more accessible and facilitate the development of effective methods for foreign language instruction. The findings of this study confirm that biofeedback can be an effective tool for cultivating meditation and attention skills. Analyzing the use of neurogadgets in conjunction with VR-based learning provides a more comprehensive understanding of the possibilities for enhancing student engagement and material retention. Overall, our results underscore the significance of employing neurogadgets and biofeedback methods in immersive VR environments, offering a more comprehensive view of how the combination of these technologies can enhance student engagement and deepen material retention. The authors emphasize the importance and point out the prospects for the development of these technologies in education in the future.

The article is devoted to the problem of teaching a foreign language for specific purposes. The paper emphasizes the need to develop functional communication skills in a foreign-language professional environment as well as an intercultural communicative competence. The functional approach to teaching a foreign language is usually associated with a peculiar way of teaching foreign language grammar, but at present it seems appealing to consider functionality in teaching a professional discourse from a cognitive perspective, taking into account such phenomena as functional literacy, functional reading, functional language, which are necessary to create a holistic system for teaching a foreign language. The author describes a cognitive-interactive model of communication, which contributes to students’ understanding of the peculiarities of the functioning of a foreign language and encourages its use as an efficient tool to carry out professional communications.

The paper approaches the issue of foreign language teachers’ classroom evaluation activity also known as formative assessment. The authors review the distinctions between conventional and formative assessment techniques and prove that formative assessment has certain advantages. It can be successfully used to evaluate the current students’ progress long before examination and to take timely organizational and methodological corrective actions. Such type of assessment is student-centric, provides an individual approach to training, produces a positive effect on classroom environment, specifically teacher-student relationship. Consequently it enhances the students’ motivation to ESP learning and benefits learning outcome. The article provides certain examples of ESP classroom evaluation practices and recommendations on using them.

The given paper looks at the Bring-Your-Own-Device approach, a constituent concept of mobile learning. Despite the numerous advantages of BYOD in various educational contexts, the integration of mobile technologies in foreign language classes in non-language universities presents significant challenges. This paper examines certain problems related to the use of BYOD in foreign language classes at non-language universities and proposes a set of criteria for selecting the most effective mobile applications. In addition, practical aspects of implementing BYOD in the context of foreign language learning are considered. Analysis of research results shows that for successful implementation of mobile learning, the task of selecting mobile applications should be based on learning objectives and conform to the concept of BYOD. Furthermore, ensuring appropriate support for BYOD can significantly improve the quality of the learning process and help develop the skills and competencies of students necessary for their future careers.

The aim of this study was to identify the most effective strategies for building communication between teachers and students in a blended learning environment, using foreign language teaching as an example. To achieve this goal, interviews with teachers were used, followed by data collection on their communication strategies and their understanding of the effectiveness of these strategies. The successful establishment of full mutual understanding in blended learning requires close attention to the factors such as instructor and social environment presence, clear communication guidelines, effective feedback and cultural understanding. The findings of this study can serve as a guideline for the best strategies for effective instructor-student communication in blended learning and for addressing the challenges of building rapport with students in this context. The significance of this study is that it can inform pedagogical practice in foreign language teaching.

The article deals with the most important pedagogical problems of increasing the involvement of students in the educational process. The authors aim to study the international theoretical and practical experience of increasing students’ involvement and analyze the complexity of the dynamic interaction between the students and the educational environment in class from the point of view of various types of involvement. To study the theoretical and practical materials, the authors use a combination of general scientific analytical, synthetic, and inductive-deductive approaches. The results of the study showed that the behavioral, academic, emotional, and cognitive involvement of students in learning a foreign language depends on various factors of the educational environment, including the choice of conceptual approaches to teaching, the level of students’ linguistic and communicative competences. The authors come to the conclusion that students’ involvement in the educational process in higher education reflects the effectiveness of the academic, social, and professional orientation of education, which contributes to academic success and professional self-realization of students.

The given article continues the series of articles devoted to the peculiarities of foreign language education and those educational strategies that are used during the educational process. These strategies are aimed at improving the quality of the educational process and shaping of the necessary skills, which will later form the basis of communicative and socio-cultural competencies. It is known that foreign language education is multidimensional and one of the main aspects is the cognitive aspect, within which there is active communication between students and teachers, which makes the process of learning more interesting, attractive and productive for students. The cognitive process of language learning also involves the use of certain cognitive educational strategies (for example, dual coding strategies, strategies for distributing knowledge over time, etc.). In this article, our attention will be focused on the dual coding strategy which is considered one of the most widely used strategies, as well as one of the most productive.

The article is devoted to the issues of training managerial personnel who can use the language of their specialty for solving problems at work. An overview of the research methods used in the preparation of this article: theoretical, empirical, and experimental — is given. Attention is drawn to the results of the research activities of the American scientist and business coach T. Gallwey, which are still relevant today. The difficulties of working with the edges of Gallwey’s triangles in different applications of these techniques are highlighted. The options for using two techniques proposed by Gallwey, which have proven their effectiveness in training staff at the workplace, are considered. It is concluded that approach of Gallwey’s effectiveness triangles can also be utilized in the course of mastering a foreign language for the professional purposes by undergraduates in the process of training them in Management. Practical recommendations are offered for the introduction of this technology in the educational process.

The image of an organization (study group) is one of the forms of managing the choice of a potential client (a student and a teacher). The research problem remains relevant: firstly, society has become more conscious: students choose a university based on the image (status) of the organization; teachers make a choice in favor of cooperation and work in certain educational institutions, relying solely on the image of the organization, which corresponds to the personal values of teachers, secondly, there are still students in higher education institutions who have made the choice to enter the university based on proximity to home, and teachers do not identify themselves and their personal brand with the organization in which they work.

The present article explores the topic of foreign language training of master’s students in a non-linguistic university. The author highlights the main features of a foreign language training at this stage and suggests effective methods of the development of professionally oriented language skills. It is noted that such training will be effective if the age of students, their past language experience, and motivation for future professional development are taken into account. Undoubtedly, a foreign language is an essential course at any level of higher education, but at the master’s level, it forms the professional intercultural communicative competence necessary for the integration of a master’s student into his/ her future professional community. The importance of using authentic language means is specified. The special role of a teacher in the formation and development of educational activities and educational competence of such students are emphasized.

The article discusses the importance of critical thinking in modern society and its development in education for graduates’ successful future careers. Integrating cognitive and affective domains is necessary for critical thinking. Students should learn to evaluate their own thinking in various forms of communication. Richard Paul’s model can be used to develop critical thinking skills in students across academic and real-world situations, including teaching English at university. Teaching critical thinking in English language classes is essential for understanding and analyzing language, culture, and society in English-speaking countries and for successful practical application of knowledge. Teachers should focus on their students’ process of acquiring, reproducing, and using knowledge if they want to develop higher levels of thinking. Richard Paul’s model is an effective tool for developing analytical skills and critical thinking, which can help students make informed decisions in various aspects of life.

The article considers the problem that determines the main competencies of the university teachers’ professional activity and the content of these competencies. The content of the university educational activity is directly connected with the teacher’s professionalism. The task of the university is to form a competent teaching staff, which provides for a high level of training of specialists graduated from the university. Currently, the education system is undergoing changes caused by the growth of society technological development, which affects the content of teacher’s professional competencies. The purpose of this article is to specify the competencies that characterize the professional activity of a modern teacher. The author has identified the key professional competencies of a university teacher, analyzed and presented the generalization the competencies content. The results of the work can be useful for teachers of higher education to determine the direction of professional development, and to design the trajectory of professional selfdevelopment.

The article focuses on the methodological expediency of reflexive thinking and methods of using it for the development of professionally relevant written communication skills. The analysis of reflection as a concept and overview of its characteristics have determined the requirements for the way a teaching written communication process should be organized. The main educational requirement is to create conditions encouraging students to make conscious decisions when selecting means of communication. The article considers the ideas of active learning theory which fully meets the higher school requirement to develop professional communication competence and personality of students when teaching a foreign language for professional purposes. A special focus of the article is on the methods to develop conscious attitudes of students to the choice of communicative actions when writing a message. The article offers examples of tasks whose purpose is to encourage students to search for new knowledge due to the lack and contradiction of the knowledge they have.

The article examines approaches to practice-oriented teaching and learning of a foreign language in the educational environment of Financial University. This approach involves replacing the traditional knowledge with more intensive use of new technologies, which contributes to the growth of motivation of students, mastering practical skills and abilities. Special attention is given to the acquisition of practical experience, to the connection of theory and practice. The basic principles include the following: the connection of learning with practice, a conscious approach to learning, a high level of motivation. The author pays special attention to various approaches to this type of training, explores its advantages, notes the effectiveness of its use.

The article looks upon criteria for teacher assessment surveys. The author emphasizes subjectivity of teacher ratings and highlights theoretical and pragmatic causes of academic interest to this theme. An opinion about the destructive effect caused by the predominance of personal characteristics on the list of questions for teacher assessment surveys is expressed. The author states that there is a need to reconsider the questions on the basis of purely professional criteria for language teachers’ skills. Criteria developed by Cambridge University (the DELTA course) are discussed and a comparative analysis of these criteria and the questions of the survey “Teacher Rating” of Financial University is conducted. New wordings and questions are suggested.