The article discusses the outcomes of the research on dialogic interactive skills assessment in teaching Technical English to tertiary school students. The authors propose to implement dialogic collaborative interaction as both the medium of instruction and an alternative assessment tool. Theoretically, the study relies on the assumption that Technical English speaking skills acquisition is carried out through different types of communicative interaction and collaborative dialogic interaction in particular. The procedure proposed for speaking skills assessment has been primarily targeted at sustaining oral collaborative interaction along with assessing students' communicative competence. The research represented relies on the experimental teaching English speaking skills to the 1st year Bachelor's students (n=84) at Igor Sikorsky Kyiv Polytechnic Institute. The assessment criteria include conformity of utterances to the topic; speaking tempo; relative grammatical, lexical and phonetic accuracy; cohesion and coherence; compliance with the stylistic and etiquette conventions of English; diversity of grammatical and lexical devices for reaching mutual understanding between the dialogue participants; the interlocutor's speaking initialisation; reaching consensus; and background knowledge deduction. The results of the research confirm that the assessment procedure introduced contributes to boosting oral production if the techniques of supporting collaborative dialogic interaction are applied by the interlocutors. Collaborative dialogue positively affects the development of students' communicative competence and acquisition of such skills as perceiving, understanding and decoding the content of oral texts, identifying the communicative purpose of interlocutor's utterances through analysing verbal and non-verbal means; defining the style and genre of utterances and aligning them with stylistic registers in English.

The purpose of the article is to put forward English monologue production assessment criteria to verify the efficiency of the devised methodology of teaching English for future mechanical engineers. In the course of the research, theoretical, empirical, and statistical methods have been used. Various approaches to identifying the assessment criteria have been thoroughly analyzed. Seven criteria to assess the monologue production skills, five primary and two secondary ones, have been suggested. The allocation of the points by every criterion according to the devised scales have been elucidated. The proposed assessment criteria were used in the methodological experiment that was held at Igor Sikorsky Kyiv National Technical University. The experiment in question aimed to verify the efficiency of the devised methodology of teaching English monologue production to students majoring in mechanical engineering. Three experimental groups, 34 students in total, studying in their final year of Bachelor studies within the Subject Areas of Applied Mechanics and Industrial Engineering, participated in the methodological experiment. The conducted experiment confirmed the efficiency of the methodology proposed.

The article is dedicated to the problem of teaching English as a foreign language (TEFL) in higher education during the crisis period by an example of a Ukrainian experience of teaching during the pandemic and the war. In the beginning, the research focused only on the impact of the COVID-19 pandemic on the TEFL at tertiary schools in Ukraine. However, after the outbreak of the war on the territory of Ukraine on 24th February 2022, it became clear that the experience could be extrapolated to the conditions of other crises, in particular, to the conditions of armed aggression. This article uses mixed quantitative and qualitative comparative methods to analyze the survey results of educators' attitudes toward online and blended learning. The blind questionnaire was held in May 2021 and then repeated in February 2023. The participants (n=70, n = 69) were representatives of about 50 higher education institutions (HEI) from all over Ukraine. The research is a case study with context-dependent knowledge; however, it may be with some reservations relevant to other countries under similar conditions. The instrument included 10 questions related to the participant's previous experience of online teaching, reflections on the most difficult elements of online teaching, advantages and disadvantages of online teaching, and types of learning activities that can easily be adapted and transferred into online mode of learning. The questionnaire also covers the role of a teacher in online learning, the overall assessment of the experience of online learning and preferences of the mode of teaching which the teachers would like to preserve. The structure of the questionnaire included 4 multiple-choice single-answer questions and 6 multiple-choice multiple-answer questions. Answers from the two polls of respondents were then compared using Fisher's correlation coefficient to prove the statistical significance of the received data. The results of the questionnaire have shown that the majority of participants (61 %; 42%) think that implementation of blended learning is the best option to use in the universities, thus presenting a need to the higher education system of Ukraine to develop and introduce blended learning curricula.

Present-day philological studies take into account ideological, aesthetic-philosophical and cultural factors that influence the work creation and the formation of the artist’s idiostyle. Prospects in the discovery and study of modern writers drew our attention to the figure of the Turkish novelist Tuna Kiremitçi. His novel “Prayers Stay the Same” (2007) is characterized by the coexistence of worldviews of the West and the East, determining the specificity of the choice of expressive linguistic means that serve for the embodiment of the ideas. The aim of the given article consists in identifying the peculiarities of the author’s style through complex analysis of the novel “Prayers Stay the Same” and singling out corresponding linguistic means. Kiremitçi’s idiostyle is characterized by the creation of a figurative system due to the author’s philosophical and religious views and genre-compositional features of the novel. Individualization of the style is facilitated by linguistic and stylistic means, among which the authors singled out toponyms, anthroponyms, foreign vocabulary, and youth slang as the most frequent ones. Linguopoetic features are marked by the use of language tools that have an aesthetic impact on the reader. The image of Istanbul reflects a set of cultural and personal traits, reveals historical events, promotes the formation of the heroines’ characters as well as conveys their spiritual secrets. The color of Oriental life is manifested in dialogues about the Turkish language and traditions, in quoting famous Turkish artists. Phraseologisms convey cultural and aesthetic values, outline the observations and worldview of both the Turkish people and the author himself. Spiritual ideals and guidelines are broadly represented in the novel in the texts of prayers, which are the author’s beliefs and searches for the answers for eternal questions, namely the essence of the prayer, faith, and the Almighty for an individual.

Анотація. Статтю присвячено питанню розробки методики навчання майбутніх інженерів-механіків англійського професійно орієнтованого монологічного мовлення з використанням інформаційно-комунікаційної технології подкастингу. Окреслено вимоги до процедури визначення критеріїв відбору англомовних автентичних подкастів та висунуто критерії добору. Виділено, систематизовано навички та уміння монологічного мовлення. Охарактеризовано розроблену систему вправ та розглянуто модель організації навчального процесу в межах аудиторної та позааудиторної роботи студентів. Ефективність методики доведено шляхом проведення методичного експерименту.Ключові слова: методика навчання; монологічне мовлення; сервіс подкастів; система вправ; модель навчання; методичний експеримент.