The article presents learning strategies that affect the process of students’ autonomous learning of professionally oriented English communication. The article provides various definitions and main characteristics of learning strategies used in the process of mastering English as a foreign language, and a number of factors that influence the students’ choice of learning strategies as well. The learning strategy of autonomous learning is defined as a course of a goal-seeking and controlled behavior, which is organized in a certain way and is chosen by students to perform the tasks that they set for themselves. The study describes an explicit model of mastering strategies based on instructions, Oxford’s Strategy Training Model (STL), which was introduced in autonomous learning of professionally oriented English communication. The main steps for the model implementation are presented and conditions, which are to be followed in its application, are identified. Experimental training with the use of the mentioned model of mastering strategies based on instructions was conducted among first-year students of the Pedagogical University, who are autonomously learning English as a foreign language. The analysis of the research results confirmed the effectiveness of the chosen model of mastering strategies based on instructions in the process of autonomous learning of professionally oriented English communication. The use of this model makes the learning process more efficient as it increases the student’s motivation and self-confidence, forms autonomy and independence, shows the interaction of foreign language learning strategies with other disciplines, makes the learning process open and clear, forms responsibility, and teaches introspection and task modification.

The research reveals the advantages of using an e-textbook in autonomous learning of the discipline “Foreign Language for Professional Communication (English)” by pre-service teachers of mathematics. The article presents the method of application of the ESP (English for specific purposes) e-textbook “Mathematics”, its structure, and functions. The ESP e-textbook includes learning material of three different levels of language proficiency. Each part contains professional vocabulary and speech situations aimed at forming the necessary skills and abilities in the mathematical field. The authors describe the stages of work with the learning material within a unit of the ESP e-textbook. The necessity of introduction of ESP e-textbooks in the process of learning a foreign language by pre-service teachers of mathematics is justified. The benefits of using the ESP e-textbook by students for autonomous learning are elucidated, and new opportunities for an ESP teacher to structure foreign language classes are outlined in the research. Experimental training with the use of the ESP e-textbook is conducted among pre-service teachers of mathematics at Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University (Ukraine), where the ESP e-textbook is considered as an element of the learning environment for professional creative activity and accumulation of knowledge in the conditions of autonomous learning. The study presents and analyzes the results of students’ English proficiency tests, and the survey on the students’ attitude to the use of ESP e-textbooks in the process of autonomous learning of ESP. The analysis of students’ surveys shows the effectiveness and expediency of using the e-textbook by pre-service teachers of mathematics in autonomous learning of English for professional communication. In the paper, some samples of educational activities from the ESP e-textbook “Mathematics” are presented.

The problem-based learning of a foreign language is aimed to develop students’ creativity, increase their motivation, autonomy, experience future profession tasks, and improve cognitive and communicative skills. The purpose of the article is to justify the efficiency of forming communicative skills of intending educators by means of problem-based tasks within the discipline “English for Professional Communication”. The objective of the article is to report about the results of using problem-based tasks in students’ acquisition of course content and in formation of students’ linguistic competence. In order to test the theoretical statements of using problem-based tasks in foreign language acquisition, a diagnostic experimental study was conducted. It was aimed at identifying cognitive-communicative needs and opportunities of students in solving problem tasks. The study included: experimental training, diagnostic tests and questionnaires for students and teachers. As a result, the cognitive and communicative needs and opportunities of students to solve problem tasks were determined; the prospects of application of problem tasks in the development of creative thinking in the process of formation and development of skills of foreign language communication were revealed. The experiment data enable to conclude that regular using of problem-based tasks marked positive impact on formation of students’ linguistic competence. Phonetic, lexical and grammatical skills have improved due to communication with peers and self-control during solving problem tasks. The overall results of the study affirm the enhancement of students’ speaking skills (monologue, dialogue, polylogue skills).

The issues of digitalization, digitalization of the society and educational environment arecovered. It is investigated that digitalization is aimed at ensuring the longlife learning process, as well asits individualization on the basis of advanced learning technologies. Digitization of education directlydepends on the level of mastery of educator’s digital awareness which is aimed at making educationalactivities up to date and more productive. The scheme of the digital education system is given. Themanagement of digitalization in the educational environment is carried out through digital marketing, aimedat organizing the interaction with teaching and support staff, research and teaching staff, graduates,students, applicants using a range of digital communication channels; monitoring changes in the formationof a positive image of the educational institution; stimulating the creation of new digital communities andinnovations; development of personalized marketing materials for target audiences. The factors influencingthe digital transformation of educational institutions are considered in the article. It is established that oneof the main elements of education digitalization is digital literacy, which is defined as a set of knowledgeand skills necessary for the safe and effective use of the digital technologies and Internet resources. Basedon the analysis of various sources, digital literacy is based on the digital competence of the educator and isdefined as the willingness and ability to use digital resources, computers, mobile devices and cloudtechnologies in the educational process, and to create and effectively use educational digital systemopportunities and all its components in the educational process. The fundamental difference between digitalliteracy and digital competence is the inclusion of a component of motivation and responsibility. The types of skills on which digital literacy and its components depend on are highlighted. The main components ofdigital competence of educators are listed. The levels of educator’s digital competence are considered andcharacterized at the following levels: basic, advanced and proficient.

The issue of smart education in the transformation digital society is highlighted. The smartsociety formation as the next stage of the digital society development is studied. It is established that inthe smart society there is a transition from the traditional learning model to e-learning, and then to smarteducation. Smart education allows students to generate new knowledge and form a personality who iswell-versed in the information and computer technologies for searching, analyzing information andcreating innovations. The pecularitis of the smart education and the technologies with which it isimplemented are considered. It is noted that the concept of smart education assumes the elements in the education system that ensure rapid adaptation of the entire system to changing requirements, not only theeducational process. This is a complex development of educational services, including personnel support,administrative and legal management, material and technical base and pedagogical design. The elements,characteristics and conditions of the smart education implementation are given. The key task facing thesmart education is identified, which is to ensure the sustainable development of the society and theeconomy in accordance with the changing environment, providing opportunities for creating a new levelof efficiency in the economy and public administration. An important factor of smart education is theorganization of feedback, in order to motivate students, save educational materials and records, also it isnecessary to create a cyber space for further joint use of resources.The concept of smart technologies and the list of the main smart learning technologies used in highereducation are characterized. The requirements for smart technologies (availability, efficiency, economy,aggregativity, complexity) are given.The concept of a smart textbook, which should be the basis for a smart educational process, ischaracterized, and the scheme of its development is given. The requirements for the technology ofcreation and the foundations that are the basis of the smart textbook, the requirements for its content andits structure are highlighted. The interactive environment of the smart textbook is defined.It is concluded that smart education expands the perception of education in comparison with training;goes beyond the technical developments; solves a greater number of educational tasks and satisfies morediverse needs of social subjects.