The article describes current problems of students' life quality connected with online learning caused by Covid-19 pandemic and related quarantine. Since online learning can be considered stressful, and that pandemics and quarantine restrictions increase its impact on students' emotional and mental health as a basis for their quality of life, it is significant to discover their impact. The purpose of the research is to examine changing in students’ mental health during two periods of online learning. 258 students of Yaroslav Mudryi National Law University (Ukraine) became the sample group. Quantitative and qualitative methods have been used to achieve the purpose. The results have revealed that a rate of stress and an anxiety level among students have grown drastically comparing the first and the second online learning periods. The major conclusion is that experiencing stress, caused by online learning in terms of the pandemic and quarantine, a persons’ psychological well-being is badly influenced and can lead to depression. Practical recommendations to reduce stress and psychological problems have been proposed.

The article enlightens some ways of developing paraphrasing skills in the ELS classroom. The factors limiting students’ abilities, such as insufficient background knowledge and vocabulary, which can also affect the process of learning, are indicated. Effective summary writing requires critical thinking skills. So, the goal of tasks is mainly focused on constructing a common conceptual framework based on the analysis of passages and synthesis of information obtained from them. Inquiry based-learning (IBL) can be applied as a strategy that encourages independent thinking when writing resumes in the classroom. To master paraphrase skills, special attention should be paid to vocabulary, e.g. morphology as well as grammar and syntax since students face definite difficulties with writing tests. One of possible ways of solving this problem is to teach students to recognize and use link words and word-markers, as well as to know how phrase and subordinate sentences function. What’s more, it is essential for teachers to emphasize the rules of word formation and ways of interpreting idioms. Particular attention is paid to the necessity of developing speaking skills. In this article some exercises that illustrate the problems of paraphrasing are given to show how students can manipulate a text to paraphrase short passages from it.

The paper deals with competency-based education. Both the development of the category “competence” and application of competences in educational sphere were considered. The purpose is to examine the development of competency-based approach to teaching and learning from the standpoint of modern educational paradigm. The methods of the investigation are analysis and syntheses of the associated researches used to collect and present the findings and draw the conclusion. The results revealed that competency-based education appeared under the influence of the term “competence”; in its development three main stages may be distinguished: 1) 1960-1970 (introduction of the category “competence” in the theory and practice of language learning); 2) 1970-1990 (extension of the studied phenomenon to the field of management and leadership); 3) since the 1990s to the present (comprehensive consideration and analysis of the stated category; finding the blocks of competencies, the principles of systematization; studying the structure of competencies). The conclusion is that in modern educational system competency-based approach is one of the central as existence of the system of competences contributes in description of academic and professional profiles, levels and results of higher education at the international level. Moreover, due to the application of the system of competencies, the process of expanding academic and professional recognition and mobility, as well as increasing the comparability and compatibility of diplomas and qualifications has become possible.

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The manuscript presents general scientific basics of researches on history of pedagogy. They are connected with methodology and historiography. As studying history of any science is always significant because it helps to clarify the state of the problem under research as well as contributes to improving the scientific level of the author's investigation it is very important to make this investigation in a proper methodological way in order to avoid errors in the work of the researcher. Thus, the paper is topical. The purpose of the article is to determine the methodology of historiographical investigation of researches on history of pedagogy. The objectives of the study are to clear up the methodological principles of the mentioned research, methods of their knowledge and means of historiographical research in this area. The methodology used in the study is presented by general theoretical methods such as analysis and synthesis of related researches together with narrative method. They helped to receive and present the results as well as to make the conclusion. The results of the study show that any research of the historiography of pedagogical history should be based on scientific methodology. Tools for such researches are methodological principles (historicism, systematics, objectivity, comprehensiveness, and continuity), methods (analysis, synthesis, methods of typology and comparison, as well as bibliographic method) and means of knowledge (information technology, computers, office equipment, information computing devices). The conclusions allow asserting that mastering the methodological tools is a necessary condition for improving the scientific level of historiographical research on the history of pedagogy.