Ars linguodidacticae

Instructional potential of questioning in ukrainian secondary school english textbooks: an analytical framework

Valentyna Parashchuk — 2025-05-27

This study examines the effectiveness and implementation of questioning strategies in Ukrainian secondary school English textbooks. Through a comprehensive analysis of 315 questions from two eleventh-grade English textbooks for secondary school, this research investigates how questions function as planned scaffolding tools within educational materials. The theoretical framework draws upon established questioning taxonomies, including Bloom's revised taxonomy and contemporary scaffolding theory, to evaluate question types, cognitive complexity, and pedagogical effectiveness. The empirical analysis reveals significant limitations in current Ukrainian English textbooks, including an overemphasis on lower-order cognitive skills (such as remembering and understanding), inadequate representation of higher-order thinking questions, and the absence of opportunities for student-generated questioning. The findings indicate a lack of alignment with text-dependent questioning strategies and insufficient metacognitive guidance for learners. These results suggest the need for improved question design in Ukrainian EFL materials to foster critical thinking, authentic language use, and communicative competence. The study contributes to understanding how questioning strategies embedded in educational materials can support foreign language acquisition, providing insights for textbook developers and classroom practitioners.

Experimental training of pre-service teachers to assess content in integrated listening-into-writing

Yuliia Lavrenchuk — 2025-05-27

As part of a broader investigation into pre-service teachers' assessment literacy, this paper focuses on training undergraduates to assess content in integrated listening-into-writing. The article emphasises the importance of analysing the content of students' writing separately from other criteria, in particular, language accuracy. Grounded on the constructivist and action-oriented approaches to acquiring knowledge and skills, the findings and propositions are presented as scaffolded training activities. The experimental training sessions were conducted as workshops for 3rd-year students (n = 25) within the Testing and Assessment course at Taras Shevchenko National University of Kyiv. The improved quality of students' reflections on the ILW samples they assessed during the workshop reflected the positive outcome. The paper summarises the experience and outlines pedagogical challenges, learning outcomes, and potential opportunities in higher educ

Fluency in spoken English: challenges and strategies for philology students

Oleh Yanush — 2025-05-27

The article discusses the importance of enhancing English fluency in Philology majors. It also identifies various definitions of fluency, problems that students face in fluency development and suggests comprehensive strategies for their improvement. The paper highlights the implementation of teaching strategies that can be integrated into the EFL classroom. Additionally, the author provides several reasons for achieving fluent spoken English, which is increasingly recognised as an essential skill. This research employs a mixed-methods approach to investigate the development of English speaking fluency among philology students. The study provides designs to measure changes in speaking fluency over a one-semester period. The author proposes an assessment based on four criteria, with data collection grounded in both quantitative evaluation scores and qualitative observations. The article examines key methods for improving spoken English and fluency, such as interactive teaching methods, technological tools, authentic materials usage, feedback, peer learning and individualisation of studying. They are proposed to be discussed and analysed during students' training in fluency skills in practical classes. The results of the oral fluency experiment are to be reflected in future research.

Methodological typology of chinese lexis for teaching listening comprehension

Yevhenii Simonika — 2025-05-27

Background. The increasing global relevance of the Chinese language and the growing demand for specialists proficient in Chinese communication have made the development of effective teaching methodologies a priority. As Chinese continues to play a crucial role in international relations, business, and cultural exchange, the ability to comprehend spoken Chinese becomes essential for future professionals. However, one of the primary challenges faced by Ukrainian learners of Chinese is the complexity of auditory comprehension. This complexity arises from fundamental linguistic differences between Chinese and Ukrainian, including tonal variations, distinct phonetic structures, lexical homonymy, and semantic nuances. These features significantly hinder the accurate perception and understanding of Chinese lexis during listening exercises. Therefore, it is crucial to develop a methodological typology of the Chinese language lexis that categorises lexical items according to their difficulty level in auditory comprehension. Such a typology should consider factors like phonetic similarity, semantic specificity, and context dependence, thereby offering a structured approach to teaching and learning Chinese vocabulary effectively.

The purpose of the article is to develop a methodological typology of Chinese lexis that categorises lexical items according to their auditory perception complexity.

Results and discussion. The article addresses the challenges of auditory comprehension in Chinese language learning among Ukrainian students by proposing a methodological typology of Chinese lexis. The study aimed to develop a structured approach to categorising lexical items based on auditory complexity. A research experiment conducted among first- and second-year Chinese philology majors revealed key insights: terminal tones do not significantly impact auditory perception, while lexical items with phonetic similarities to Ukrainian are more easily perceived. Intralingual interference often occurs, leading students to mistake single sounds for diphthongs or triphthongs. Additionally, morphemic compounds in context are more difficult to distinguish than when isolated, highlighting the need to teach vocabulary progressively from morphemes to composites. The study also found that words with a narrower semantic range and distinctive features are more comprehensible, and non-homonymous composites are perceived better than syntactically free lexemes. Crucially, word familiarity remains the most significant factor in auditory comprehension. In conclusion, future research should focus on developing methodologies to enhance lexical competence in listening, based on the proposed typology, and experimentally validate the effectiveness of these approaches.

Approaches and principles for developing linguo-sociocultural competence of turkology students in reading through poetry

Pavlo Poliukhovych — 2025-05-27

Background. Training future Turkish language specialists is a vital and promising direction in education, driven by the need to foster cooperation between Ukraine and the Republic of Turkey across various sectors. The Turkish language reflects a rich cultural context, and many aspects of its vocabulary, grammar, and phraseology are shaped by historical, social, and religious influences. This cultural context is particularly evident in poetry, as it reflects the worldview, social norms, historical events, and cultural values of the people who create it. Poetic texts embody not only the author's personal viewpoint but also a collective culture transmitted through language, symbols, imagery, and metaphors. Each poetic work contains cultural markers that form part of the linguistic worldview, helping readers grasp the depth of national identity, traditions, religious beliefs, and social dynamics. Therefore, poetry serves as an effective means for developing Turkishlanguage linguo-sociocultural competence in reading.

One of the primary tasks in developing such competence in Turkology students is to define the teaching approaches and principles that have not yet been the subject of focused research. Hence, the demand for Turkology specialists with a high level of communicative and linguo-sociocultural competence, and the lack of academic studies addressing the approaches and principles for developing Turkish-language linguosociocultural competence in reading through poetic texts in Ukrainian students are key factors that determine the relevance of this publication.

The purpose of this article is to outline the approaches and principles for developing linguo-sociocultural competence in reading in students of Turkic studies through the use of poetic texts.

Results and discussion. An approach to learning is understood as "a global and systemic organization and self-organization of the educational process, which encompasses all of its components, and, first and foremost, the subjects of pedagogical interaction – the teacher and the student" (Methods of Teaching, 2021: 5). Thus, a learning approach defines the fundamental principles of the process: the goals and expected outcomes, the content of the learning material, methods and techniques, technologies, as well as the means, forms, and objects of assessment. It shapes the strategy for organizing and implementing the process of foreign language instruction.

The key approaches to developing Turkish-language linguo-sociocultural competence in reading in philology students are the competency-based, communicative, linguo-sociocultural, and hermeneutic approaches.

Fostering creative language skills within PISA standards: bridging secondary school and university

Olesia Liubashenko — 2025-05-27

Background. Following the publication of the National Report on PISA results 2022 – which for the first time measured the level of creative thinking among Ukrainian adolescents – language teachers have renewed the discussion on how to teach and assess creativity in spoken language. There is a broad consensus that this is not only a school-level issue, but also a responsibility extending beyond schools to include universities that train future language teachers.

The aim is to present and discuss the results of an experimental training for university students majoring in language education. The objectives of the article are to structure the educational unit, analyse students' reflections generated through collective creative text production based on the PISA standard, and establish criteria and objectives for assessing creativity in language use among secondary school students, drawing on university students' training experiences.

Method. The research was based on the methodological principles outlined by Ellis, Guilford and Jones, using the LCS-15 model (Rački, Shen). The training was organized around the educational unit "Developing сreativity in language use" and focused on several key areas: analyzing creativity as a personal capacity manifested in speech; proposing criteria and objects of assessment for a scale measuring creativity in language use according to PISA-monitoring standards; and piloting students' creative text production alongside their methodological recommendations for fostering creativity in the speech of secondary school students. Fourteen master's program students specializing in teaching Ukrainian and English participated in the experimental training at Taras Shevchenko National University of Kyiv.

Results and discussion. In a series of classroom discussions, students critically examined the strengths and limitations of PISA assessments and explored potential correlations between spoken creativity and factors such as emotional intelligence, critical thinking, and multiple forms of literacy (linguistic, informational, media, and ecological). Their engagement in a PISA-style collaborative storytelling task using symbolic dice served as a catalyst for reflection on the theme "PISA Monitoring: Methodologies and Approaches to Stimulating Spoken Creativity." The discussion helped identify gaps in language education, particularly those contributing to students' underperformance in PISA-aligned speech tasks. Evaluation of the structured learning module revealed high student satisfaction, with 12 of 14 participants rating it as highly effective. Survey responses further indicated students' professional awareness of the challenges in developing spoken creativity and their perceived responsibility in addressing them. Key criteria and assessment targets for evaluating spoken creativity include: originality and novelty of ideas, linguistic proficiency and the ability to experiment with language forms and style, dialogic quality, structural coherence, and the integration of textual elements.

Developing professional competencies in pre-service philology teachers through pedagogical practicum

Vyacheslav Shovkovyi — 2025-05-27

Background. Developing professional competencies is a crucial aspect of the educational training of preservice philology teachers, particularly during their pedagogical practicum. As future educators, they must acquire a broad range of competencies to perform their roles effectively within the school environment. The professional standard 'Teacher of General Secondary Education Institution' outlines the essential competencies, which encompass linguistic-communicative, subject-methodological, informational-digital, psychological, emotional-ethical, inclusive, health-promoting, prognostic, organisational, evaluative-analytical, and pedagogical partnership competencies, as well as the capacity for lifelong learning.

The purpose of the article is to outline the types of activities that student interns (future philology teachers) can perform during their pedagogical practicum and which are aimed at their acquisition of competencies stipulated by the professional standard "Teacher of a general secondary education institution".

Results and discussion. The article examines the development of a number of competencies (linguistic and communicative, disciplinary, informational and digital, psychological, emotional and ethical competence, inclusive, health-preserving, prognostic, organisational, evaluative and analytical competences, as well as pedagogical partnership competence and the ability to learn throughout life) through various practical activities during pedagogical practice. These activities are designed to help student-interns acquire and improve the knowledge and skills outlined in the professional standard. The article examines in detail specific activities and measures that students can use to achieve high academic results, such as conducting lessons, organising extracurricular activities, participating in research and pedagogical projects, analysing legislative acts and curricula, and utilising digital technologies. In conclusion, the study demonstrates that the professional competencies of future teachers are not only built through theoretical training, but also through active, practical activities that contribute to their development and improvement.