The article aims to assess the efficiency of flipped learning as one of the most up-to-date methods when teaching English for the EFL students in Ukraine. The significance of the study bases on the necessity to implement advanced teaching practices during the COVID-19 pandemic since online learning requires constructive changes in the traditional system of education. It is necessary to shift from the direct knowledge transfer to searching and cognition of new information by students, to change the teacher’s role to being ‘a facilitator’ and organizer of various academic activities. The article outlines the main characteristics of flipped learning, including flexibility, individualization, differentiation, and opportunities for students to learn at any place or time. The contribution of this research is to estimate new experiences of University students due to flipped learning implementation. It was achieved due to analyzing responses to the survey-based questionnaire of 48 learners and 23 teachers of the Department of Foreign Philology and Translation of Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics, evaluation of students’ performance, attendance, and attitude to the study. In order to verify results of the research, a descriptive statistical and analytical method was applied. The study results reveal that implementation of flipped learning made the educational process more effective and innovative as it improved students’ progress in language learning performance, increased their motivation and involvement, and made them more interested in learning English.

The article aims to assess the efficiency of flipped learning as one of the most up-to-date methods when teaching English for the EFL students in Ukraine. The significance of the study bases on the necessity to implement advanced teaching practices during the COVID-19 pandemic since online learning requires constructive changes in the traditional system of education. It is necessary to shift from the direct knowledge transfer to searching and cognition of new information by students, to change the teacher’s role to being ‘a facilitator’ and organizer of various academic activities. The article outlines the main characteristics of flipped learning, including flexibility, individualization, differentiation, and opportunities for students to learn at any place or time. The contribution of this research is to estimate new experiences of University students due to flipped learning implementation. It was achieved due to analyzing responses to the survey-based questionnaire of 48 learners and 23 teachers of the Department of Foreign Philology and Translation of Vinnytsia Institute of Trade and Economics of Kyiv National University of Trade and Economics, evaluation of students’ performance, attendance, and attitude to the study. In order to verify results of the research, a descriptive statistical and analytical method was applied. The study results reveal that implementation of flipped learning made the educational process more effective and innovative as it improved students’ progress in language learning performance, increased their motivation and involvement, and made them more interested in learning English.

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The article defines the connection between the image of Peter Pan in A. Murdoch's novel "The Word Child " and its prototype. The purpose of the article is to outline A. Murdoch's philosophical quest in the form of a spiritual quest of the protagonist of the novel "The Word Child", the starting point of which is the image of Peter Pan. The main character of the novel, Hilary Burd, turns out to be a new incarnation of a famous literary character, which, in turn,

The paper focuses on the contrastive analysis procedure from the bilateral perspective. This work is relevant due to current crosslinguistic approaches aimed at the comprehensive study of the notional words being the central ones with their ability to express a variety of categorical meanings. The verb is viewed as a central word in Ukrainian and English being of scholars' interest for a long time. Bilateral contrastive study is believed to be an effective tool for identifying similarities and differences within the subsystems of Ukrainian and English verbs. The authors present grounds for revealing a number of benefits of comparing language units from bilateral perspective. The two-way contrastive analysis is considered to be scientifically valid when using a reasonable tertium comparationis. The latter is viewed as an objective extra-lingual basis that has a specific realisation in each language. When studying verb's systems as complicated language items the choice of tertium comparationis turns next to a verb's category -process‖. The predominant advantage of this category is accounted for its universal, cross functional, broad-based nature. Comprising semantic and grammatical aspects, the category of -process‖ is believed to be a key point for building semantic and syntagmatic paradigms in the verb's system. The study concludes that the category of -process‖ is qualified as generalised construct (model) comprising lexical semantics of verbs, and a set of grammatical (morphological, derivational, syntactic) categories. The realisation of verbal processing is represented by the unique combinations of forms in each of the compared languages. The specificity of the verb's category of -process‖ in the compared languages reveals the hidden facts that are believed to enrich the theory of language with new generalisations.