Кафедра англійської мови

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A Crisis-Driven Framework for Designing Adaptive EFL Methodologies for Philology Students
(Національний університет "Києво-Могилянська академія", 2026) Fedoriv, Yaroslava; Semiankiv, Iryna; Pirozhenko, Iryna
Матеріали доповiді учасників науково-практичної конференції "Лінгвістичний, семіотичний, перекладознавчий та дидактичний виміри міжкультурної комунікації", що відбулася у Національному університеті "Києво-Могилянська академія" у межах "Днів науки в НаУКМА" 5-6 травня 2026 року.
A Framework for English Writing Centres Transformation in Crisis Conditions
(2025) Fedoriv, Yaroslava; Pirozhenko, Іryna; Solomashenko, Nataliya
The 21st century’s technological advancements and globalisation necessitate effective written communication skills in English across all professional fields. Consequently, writing is integral to university curricula, with competence-oriented instruction based on European language education recommendations. The English Writing Centre at the National University of "Kyiv-Mohyla Academy" (KMA EWC), established in 2014, aimed to enhance students’ English as a Foreign Language (EFL) writing skills. However, its services were suspended during the pandemics and armed conflict. Proceeding from scholarly research in the related fields, this study examines the challenges faced by the KMA EWC, focusing on the impact of global and local crises on its practices. With the aim of restoring the KMA EWC, we emphasise the need for innovative approaches to support students, faculty, and the centre itself in times of hardship. In the context of rapid AI development, the study addresses concerns about learners’ tendencies to misuse of AI-generated content, raising concerns about academic integrity and posing risks to the EWC’s very existence. Given the current global and local crises, the project envisions the online Learning Management System (LMS) as a platform for effective tutoring, proposing a hybrid model that integrates online and offline sessions. Based on the survey-based research methodology, incorporating career-oriented writing into the EWC’s activities is identified as a high priority. Additionally, informed by research on therapeutic writing and language-through-resilience teaching, the KMA EWC views writing sessions as a means to nurture the participants’ emotional well-being. Through these innovative approaches, the KMA EWC aims to contribute its unique experience to the global evolution of writing centres.
A Guide to Writing a Course Paper in English Philology : for the second- and third-year bachelor's students of the specialty "Philology. Germanic Languages and Literatures (including Translation), the first language – English"
(Національний університет "Києво-Могилянська академія", 2025) Fedoriv, Yaroslava; Kytaieva, Susanna; Kononets, Yuliia ; Ivanova, Svitlana
This methodological guide is designed for philology students in English studies to support the preparation of their course papers. By scaffolding the logical and didactic organisation of an academic text, the guide outlines expectations for the structure, research methodology, referencing (MLA), and formatting. The primary aim is to assist beginning researchers in acquiring essential academic writing skills in accordance with the principles of research integrity and ethical communication. The guide serves as a practical model, encouraging students to perform independent inquiry, develop critical thinking, and present their findings in an objective, formal academic style, thereby building competencies vital for advanced scholarly and professional work.
Acknowledgement of the challenges in constructing different types of discours
(2023) Fedoriv, Yaroslava; Shuhai, Alla; Pirozhenko, Iryna
Effective communication involves constructing different types of discourse in various contexts. However, this process poses unique challenges, understanding which is essential for improving communication skills, writing strategies, and discourse analysis. This research problem focuses on exploring the challenges that individuals encounter when constructing the main types of discourse by identifying the specific linguistic, cognitive, and socio-cultural factors that contribute to these challenges. The goal of this research is to gain a comprehensive understanding of the challenges involved in constructing the basic types of discourse. By examining the difficulties associated with such types of writing as narrative, descriptive, process, instructional, expository, reasoning, and persuasive, this study aims to identify specific linguistic, cognitive, and socio-cultural factors that contribute to these challenges. Through the analysis of these factors, the research will provide insights that can facilitate the development of strategies, interventions, and resources to support individuals in improving their discourse construction skills. The aim of this research can be achieved through mixed methods, such as (i) collecting quantitative data (surveys and assessments) to measure the individuals’ difficulties in constructing the target types of writing; (ii) collecting qualitative data (interviews and focus group discussions) to gain insights into the linguistic, cognitive, and socio-cultural factors influencing these challenges; (iii) analysing obtained statistical and qualitative data.
Critical thinking and academic discourse: developing students' analytical skills
(2025) Fedoriv, Yaroslava; Kytaieva, Susanna; Pirozhenko, Іryna; Fedoriv, Mariya
This article explores effective teaching methods for developing critical thinking skills essential for academic communication. Through analysing teaching strategies, the paper examines how educators can enhance students’ analytical abilities. Educators can equip students with the tools necessary for effective scholarly communication by integrating critical thinking exercises, promoting a scaffolded approach to critical reading, and fostering conditions for reflection and inquiry.
Decoding Resilience: A Linguistic Exploration of Motivational Constructs in Survey Responses
(AVIAZ, 2023) Fedoriv, Yaroslava; Shuhai, Alla; Pirozhenko, Iryna
The study of motivation-related language is crucial due to its role as a tool for expression and influence, shaping communicants' motivations, choices, and outcomes. This paper explores the connection between language, motivation, and resilience, focusing on defining the notion of resilience based on a survey consisting of resilience-related questions and involving university student respondents. The proposal investigates how linguistic cues in survey responses contribute to defining resilience, identifies key motivation-related language patterns, and explores variations in linguistic cues across different academic subgroups, with the goal of enhancing our understanding of language's role in defining resilience for practical implications in research and pedagogical interventions.
Design thinking as a pedagogical framework for enhancing English for Academic Communication
(2025) Fedoriv, Yaroslava; Kytaieva, Susanna; Pirozhenko, Іryna; Fedoriv, Mariya
In an increasingly globalised academic environment, the ability to communicate effectively in English has become crucial for EFL students. This paper explores the integration of design thinking into English for Academic Communication (EAC) instruction for EFL students, with a focus on developing oral communication skills. Drawing on the principles of human-centered design, the study argues that design thinking fosters greater motivation, deeper learning, and improved communicative competence. A draft syllabus is proposed to operationalise design thinking in EAC through authentic tasks, iterative prototyping, and role-based speaking projects, accompanied with peer feedback and reflection. This approach aims to equip students with the competencies required to participate in global academic and professional discourse.
Distinction between a paragraph and an essay : a strategy for teaching 1st-year EFL students for international English certification exams
(2025) Fedoriv, Yaroslava; Fedoriv, Mariya; Semiankiv, Iryna; Pirozhenko, Іryna
For EFL candidates taking international English certification exams (e.g., IELTS, TOEFL, Cambridge Assessment English), a significant, yet often overlooked, problem is their inexperience in distinguishing between paragraph and essay structures. This impacts writing coherence, effective detail use, and overall task fulfillment. This paper defines specific attributes of each writing form, emphasizing the importance of their accurate application for English proficiency assessments.
The Elliptical sentence as a textual marker of empathy : a case study of intercourse between the human and artificial intelligence
(2025) Fedoriv, Yaroslava; Pirozhenko, Іryna; Shuhai, Alla; Fedoriv, Mariya
This study investigates the potential of elliptical sentences as textual markers of empathy to distinguish between human-written and AI-generated fiction. The research addresses how empathy – a key feature of human communication – can be linguistically encoded and whether AI can emulate this effect. Using a comparative case study methodology, the analysis examines the use of elliptical constructions in emotionally resonant literary texts, contrasting human and AI outputs. Findings indicate that while human authors employ ellipsis effectively to evoke empathy, AI requires iterative refinement to approximate similar effects. Nonetheless, with guided prompting, AI shows emerging capabilities in reproducing empathic stylistic patterns. The study highlights the linguistic mechanisms of empathy, and further studies in this field will contribute to the evolving discourse on AI‘s potential to bridge the communicative gap between human and machine-generated texts.
Empirical Foundations of Defining Notions: A Survey Based Methodology
(AVIAZ, 2023) Fedoriv, Yaroslava; Zhukorska, Liudmyla
This research explores empirical methods in defining linguistic notions, drawing insights from recent literature on diverse approaches to understanding complex linguistic units. It focuses on identifying key features, including cognitive dimensions, linguistic verbalization, and cultural/historical references. Addressing challenges in defining word meanings, the study emphasizes the adaptability of survey methods, guided by insights from a comprehensive literature review highlighting the pivotal role of empirical research in unveiling linguistic data and understanding language use and cognition. The paper methodically describes participant selection, data collection, and the design of empirical research instruments. The data analysis combines quantitative analysis via Google Forms for closed questions and qualitative content analysis for open-ended questions, resulting in a nuanced understanding of participants' responses and contributing to a holistic exploration of defined linguistic notions.
English for Resilience : comprehensive coursebook
(The National University of "Kyiv-Mohyla Academy", 2023) Fedoriv, Yaroslava; Finogina, Tetiana; Pirozhenko, Іryna
"English for Resilience" is a comprehensive coursebook designed to enhance English language skills while promoting resilience and motivation. The book is structured into three parts, offering synchronous class activities, independent work, and application of knowledge. The ten units cover various topics, including self-awareness, positive thinking, goal setting, communication, problem-solving, resilience in relationships and the workplace, self-care and well-being. Each lesson incorporates engaging activities such as introductory discussions, surveys, analysing inspirational videos, role-play, vocabulary building activities, and writing tasks. The book provides resources for teachers, including a sample lesson plan, survey questions, and further reading suggestions. It also directly addresses students, offering a collection of engaging activities, projects, and sample answers to enhance their oral and written language skills. Additionally, self-check and final examination questions are included to assess their progress. The book activities are thoughtfully designed to enhance students' vocabulary, listening, speaking, reading, writing, critical thinking, cultural awareness, and confidence in applying resilience skills. Whether used as a primary coursebook for a specifically designed syllabus or as a supplementary resource for other English as a Foreign Language (EFL) courses, it aims to support both students and teachers who face challenging circumstances.
Enhancing communication effectiveness in higher education through development of linguistic quality of academic writing
(Liha-Pres, 2024) Fedoriv, Yaroslava
The aim of this study is to identify linguistic features essential for clear academic communication and to provide recommendations for improving the linguistic quality of scholarly papers.
Finding your voice: developing effective communication strategies
(2023) Pirozhenko, Iryna; Shuhai, Alla; Kharchenko, Oksana; Fedoriv, Yaroslava
This article introduces the coursebook "Finding Your Voice: Enhancing Communication Skills" for higher education institutions in Ukraine. The coursebook provides authentic materials and exercises to develop students' EFL skills, focusing on oral and written communication. The coursebook is designed to be used alongside the accompanying "Workbook" which includes grammar, vocabulary, and writing activities, promoting independent and group work. It aims to improve students' communicative, linguistic, and sociocultural competence, enabling them to effectively use English in diverse intercultural communication contexts.
Foundations of Ethical Use of AI in EFL Academic Writing
(2024) Fedoriv, Yaroslava; Shuhai, Alla; Pirozhenko, Іryna
This paper aims to develop a framework for discussing the ethical implications of integrating Artificial Intelligence (AI) into academic writing in English as a Foreign Language (EFL), emphasising the need for a balanced and responsible use of AI technologies to maintain academic integrity and foster effective scholarly communication. The integration of AI technologies into text production has gained significant attention, particularly regarding its ethical implications. Theethical dimensions of employing AI writing assistants include safeguarding intellectual property, minimising encryption and algorithm-related traces in texts, and addressing concerns about the devaluation of higher education. This paper focuses on the use of AI in EFL academic writing, where AI tools are increasingly spreading, affecting student learning experiences, undermining academic integrity, and requiring innovative approaches in EFL teaching methodologies. Building on the cognitive approach to defining the role of AI in the writing process by Buck and Limburg [1, pp. 8–23], who distinguish AI usage as a replacement, relief, support, or extensionof human thinking, we explore the potential consequences of excessive reliance on Large Language Models (LLMs) and emphasise the importance of balancing AI-assisted text generation with human writing driven by creativity and critical thinking. We advocate for ethical AI usage and encourage critical examination and discourse among educators, researchers, policymakers, and other stakeholders involved in EFL academic writing. By combining cognitive theories of writing with practical considerations of AI implementation, this research presents a novel perspective on how AI tools can impact writing practices, contributes new insights into the ethical use of AI in EFL writing, and provides practical recommendations to sustain academic integrity. Ultimately, we acknowledge the inevitability of AI integration in EFL writing activities while emphasising the need for establishing inclusive, equitable, and ethically sound communication environments for all writers.
From Research to Publication : a practical guide for the Faculty of Social Sciences and Social Technologies, speciality: International Relations, Public Communications, and Regional Studies
(НаУКМА, 2026) Pirozhenko, Іryna; Pozhar, Anastasiia; Fedoriv, Yaroslava
This guide provides a clear plan for researchers to move from simply describing events to performing deep, scientific analysis in International Relations. It explains that publishing in top journals requires more than just sharing information; it demands a perfect structure using the IMRAD model and a strong connection between theory and evidence. The recommendations simplify the difficult parts of academic writing, like choosing a case study or managing complex data, by providing step-by-step instructions. By following this roadmap, scholars can meet high global standards, avoid common mistakes, and turn their observations of world politics into professional articles ready for the international stage.
Insights into human vs AI discourse production
(2023) Fedoriv, Yaroslava; Pirozhenko, Iryna; Shuhai, Alla
This research aims to explore linguistic tools and identify features distinguishing human and AI discourse in order to preserve human creativity in communication, ensure fair text attribution, and gain insights into the implications for EFL proficiency assessment.
Interrogative Intonation as a Methodological Challenge in English-Ukrainian-English Oral Interpretation
(Національний університет "Києво-Могилянська академія", 2026) Fedoriv, Yaroslava; Solomashenko, Nataliya; Fedoriv, Mariya
Матеріали доповiді учасників науково-практичної конференції "Лінгвістичний, семіотичний, перекладознавчий та дидактичний виміри міжкультурної комунікації", що відбулася у Національному університеті "Києво-Могилянська академія" у межах "Днів науки в НаУКМА" 5-6 травня 2026 року.
Investigating elliptical sentences as indicators of empathy : a comparative study of human and AI discourse
(2025) Fedoriv, Yaroslava; Pirozhenko, Іryna; Shuhai, Alla
This study investigates how empathy functions as a distinguishing feature between human-written and AI-generated texts, focusing on the use of elliptical sentences in fiction. Through a comparative analysis of literary texts, the research examines whether AI can replicate human-like emotional expression using this stylistic device. Our findings show that while humans use ellipsis effectively to evoke empathy, AI-generated texts still require iterative refinement to achieve similar results. The study acknowledges the potential for AI to mimic empathic language through the linguistic encoding of emotion, contributing to the understanding of human-machine communication.
Linguistic Analysis of Human- and AI-Created Content in Academic Discourse
(2024) Fedoriv, Yaroslava; Pirozhenko, Іryna; Shuhai, Alla
Artificial intelligence (AI), with the progress of technology, has impacted various fields of communication, including text generation. Therefore, differentiating between human-created and AI-generated content has become a game-changer in determining the authorship in such realms as education, journalism, and content development, as both human and AI forms of communication share similarities in conveying information and following grammar rules. This research highlights linguistic tools to distinguish human-created and AI-generated English texts, specifically in the context of EFL proficiency assessment, and explores linguistic markers and methodologies to gain understanding of AI's impact on written communication. The research methodology is based on a mixed approach, combining qualitative and quantitative data collection and analysis. Qualitative analysis identifies distinctive linguistic markers differentiating human and AI discourse, and quantitative analysis addresses sentence length, vocabulary diversity, frequency, and syntactic complexity. This research findings showcase distinctive features differentiating between human and AIgenerated texts: AI content may exhibit repetition on different syntactic levels, AI-characteristic vocabulary, repetitive transitions, inappropriate style, inconsistent tone, a lack of coherence, disparity with context, inaccurate information, and low-quality referencing. As AI is rapidly advancing, further applications are seen in detecting AI-generated text in various domains, such as language learning and teaching, fact-checking, pursuing responsible communication, ethical use of AI content, academic integrity and respecting intellectual property rights. Further research can explore how linguistic markers evolve with the development of AI language models. Distinguishing between human and AI-generated texts fosters creativity and academic integrity. The research highlights linguistic markers and methodologies, understanding AI's impact on written communication.
Linguistic Aspects of Writing an Academic Research Article in English : methodological guidelines for students and researchers of the Faculty of Public Health, Social Work, and Psychology
(Національний університет "Києво-Могилянська академія", 2026) Semiankiv, Iryna; Pozhar, Anastasiia; Fedoriv, Yaroslava
These methodological guidelines present the philological (linguistic and discourse-related) principles of writing an academic research article in English in the fields of public health, social work, and psychology. The guidelines cover lexical, grammatical, stylistic, and discourse features of academic English, terminology use, cohesion and coherence, hedging, and ethical language. The publication provides structural and linguistic recommendations for each section of a research article (IMRaD), typical language models, and practical exercises. The guidelines are recommended for undergraduate and graduate students, doctoral candidates, and researchers of the Faculty of Public Health, Social Work, and Psychology who prepare academic publications in English.

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