The present paper provides the results of the feedback influence on students’ autonomous ESP learning. It is aimed to study the impact of feedback on autonomous learning outcomes of first-year students, who are studying a two-year university course of “English for Specific Purposes (ESP)”, the significant part of which is dedicated to self-regulated learning. The aim of the course is to improve the students’ proficiency in professionally oriented English communication to the level of B2 according to the Common European Framework of Reference for Languages (CEFR). The investigation has proved the importance of teachers’ support in students’ autonomous ESP learning. The outcomes of those students who received the feedback regularly signify that even being self-sufficient, students strive for teachers’ or peer observation and feedback in the educational process. In the article, the interdependence between the level of students’ autonomous ESP learning competence and students’ feedback literacy is presented. The results of the study suggest that students’ autonomous ESP learning outcomes are considerably influenced by supportive external written feedback if it is sought, and their feedback literacy level is at least moderate or higher. A higher level of students’ feedback literacy is observed among students with a more advanced level of autonomous ESP learning competence and who demonstrate better academic achievements in professionally oriented English communication. The coherence of the elaborated levels of Ukrainian students’ feedback literacy and the ways of its enhancing can be significant for educators in other countries.

The presented article reveals and generalizes the experience of using gamification in the context of non-formal adult educational practices. From this perspective, the basic understanding of gamification is defined, priorities are set for the use of gamification components, the non-game context as a basis for gamification of training course programs is analysed. An empirical study of extrapolated game mechanics in non-formal adult educational practices of Adult Education Centres has been carried out. Definitions are given regarding consideration of social and psychological types of adult students for application of gamification of non-formal education. In the article the gamified educational non-game context is formulated as non-imitation with apreserved invariable content of educational activity at changingthe way of organization of this activity. Among the most common game mechanics found to meet the priority needs of adult students are those in which reward was offered for the task; balanced competition was stimulated; different types of interaction were envisaged; an opportunity was provided to share results and achievements outside of training; quick feedbackwas provided. Variability of extrapolation of game mechanics into non-formal educational practices of adults concerns the following main didactic categories of educational programs: learning objectives; the forms of training organization; teaching methods; learning motivation; control of learning outcomes.

The study intends to expand a methodology of shaping intending educators’ ethical culture. The examples of effective techniques that were used in a teacher-training process are provided. Some samples of authentic pedagogical cases created by teachers and students are presented. The main stages of work on the formulation of the “Teacher’s Code of Ethics” are revealed. Such interaction methods as “Brain Storming”, “Decision Tree” are given. Fragments of the lesson “Pedagogical techniques in the structure of pedagogical communication of a teacher” are described, where students analyze videos on pedagogical topics, identify phrases that violate the ethical norms of the teaching profession and choose alternatives.The excerpts from the works of intending educators, where students reflect on the teachers’ functions and responsibilities, are analysed. A structured set of traditional (lectures, tutorials, laboratory classes) and innovative (brainstorming, role-playing, case studies, decision tree, pedagogical marathon, etc.) methods, which accelerate students’ gradual progress to the highest creative level of ethic culture is presented. Such organization of the educational process reflects the developmental changes from intuitive actions in different situations on the basis of initial ethics knowledge to the willingness of intending educators to work independently, guided by high-minded principles and norms in professional situations.

The article focuses on introducing formative assessment to the educational process of professionally oriented English communication and the impact of assessment on students’ motivation to learn English. In the article, various types of motivation are discussed; high and low levels of formative assessment are presented; the relationship between motivation and assessment in learning English is studied. The model of high and low levels of formative assessment implementation in learning English for professional communication is tested. The levels of students’ motivation to English acquisition in the conditions of low and high levels of formative assessment are compared. Special attention is paid to specific pedagogical conditions under which formative assessment has a greater impact on students’ motivation. Experimental training was conducted among students of the pedagogical university who study English for professional communication. The authors compare and analyze the results of the motivation tests and diagnostic tests of language proficiency at the pre- and post- stages of experimental training. The study supports the idea about the relationship between students’ motivation and their English language proficiency assessment. The results show that a high level of formative assessment can be beneficial for overcoming students’ low motivation if students receive immediate feedback, evaluation of their work, teachers’ recommendations and support. It is observed that the reasonable integration of students’ self-assessment into teachers’ formative assessment plays a vital role in increasing students’ motivation to English acquisition. According to the study, regular practical implementation of high-level formative assessment methods in English acquisition increases the level of students’ motivation and, consequently, the level of students’ achievements in mastering professionally oriented English communication.

The importance of the adolescence in the value orientations formation as a stable personality trait associated with the shaping of worldview has always been a matter of special research attention. This article seeks to investigate the formation of teenagers’ value orientations through creolized texts. The creolized text is a text in which verbal and nonverbal components form a visual, structural, semantic and functional wholeness, aimed at a complex impact on the recipient. The authors cleared out cognitive, emotional, and behavioural criteria for the formation of students’ value orientations. To determine students’ instrumental and terminal values, M. Rokeach’s method of value orientation diagnostics was used. Educational workshops aimed at altering teenagers’ values with the use of creolized texts were arranged. Examples of motivational posters and comics created by students in the process of these extracurricular activities are provided. The reflexive component is presented through students’ impressions of working with creolized texts.