In the era of globalization, English language proficiency is essential for IT professionals to succeed in their careers. This paper investigates the current state of English language training for IT professionals at Ukrainian universities. The paper begins by discussing the importance of foreign language training for IT professionals as mandated by various normative documents. Next, the paper examines the peculiarities of professional training of IT specialists at higher education institutions with a focus on foreign language training. The paper then analyzes the pedagogical conditions necessary for the formation of communicative competence in IT professionals. To gain insights into the content of English language training for IT professionals, the paper conducts a content analysis of existing English course books, textbooks, and online courses. The findings of the content analysis indicate that while there are English language teaching aids available in information technology, computer engineering, computing, and software engineering, these materials often require refinement and modification to meet the specific needs of IT professionals. Based on the findings of the study, the paper proposes a series of guides, manuals, and online courses for teaching English for professional purposes to IT professionals. These materials are designed to address the specific communicative needs of IT professionals and to help them develop the language skills necessary to succeed in their careers. The paper concludes by discussing the implications of the study for the development of English language training programs for IT professionals.
(O. H. Kuzminska)
Educational institutions have historically served as crucibles for innovation, catalysts for
societal progress, and bastions of transformative discoveries. It is, therefore, unsurprising that
universities worldwide have emerged as champions of sustainable development ideals and
objectives. Education for Sustainable Development (ESD) underscores the imperative of “equipping
students with the knowledge and understanding, skills, and attributes required to lead lives that
promote environmental, social, and economic well-being, both in the present and for future
generations” [
In contemporary times, considerable emphasis has been directed toward the environmental
and economic facets of life, often leaving the socio-cultural dimension relatively unexplored
[
Today, foreign language education has become an indispensable component at all stages
of secondary and higher education, and its role becomes even more pronounced within the
framework of ESD [
The significance of foreign language learning for Ukrainian students is recognized and enshrined in various regulatory guidelines. For instance, a recommendation letter from the Ministry of Education and Science of Ukraine, issued on March 11, 2015, stresses the necessity of creating conditions for the study of English as a language of international academic communication, with the goal of reaching a B2 level in accordance with The Common European Framework of Reference for Languages [11]. The importance of foreign language knowledge for IT professionals is further underscored in a letter from the Ministry of Education of Ukraine, which advocates for a reevaluation of the curricula of regulatory courses, foreign language courses, and economic and legal courses ofered in IT training programs to align them with contemporary information technology [12].
Ukraine’s higher education standards for the field of knowledge 12 “Information Technology” stipulate escalating requirements for the acquisition of competencies, including foreign language proficiency, spanning the spectrum from undergraduate to postgraduate levels. At the bachelor’s level, the desired learning outcome is the ability to utilize a foreign language in both written and oral communication [13]. Meanwhile, at the master’s level, the expectations expand to include the utilization of foreign languages in professional IT practice [14].
The core objective of this paper is to conduct a comprehensive analysis of existing course books, textbooks, and online courses tailored to IT professionals within the context of their higher education training.
The analysis of scientific publications has shown that peculiarities of professional training of IT specialists have been studied by Dubinina [15], Striuk [16], Striuk and Semerikov [17], Striuk et al. [18], Sydorov et al. [19], Tereminko [20], Vakaliuk [21]. Striuk and Semerikov [22], Vakaliuk et al. [23], Varava et al. [24] have been engaged in the analysis of professional qualities of software engineers. Certain aspects of communicative training of IT specialists have been investigated by Babii [25], Bulakhova [26], Chirva [27], Kirilenko [28], Strilets [29].
Striuk [16] notes that a software engineering specialist “must be familiar with computer hardware, system infrastructure, methods, tools and technologies for developing software; be able to design, develop and maintain software”. The scientist emphasizes that in the field of information technology big and small projects that require skilled management are implemented, and therefore students of the software engineering speciality learn to solve the problems of justification, planning, ensuring economic eficiency, quality and timely implementation of software projects working in teams. In the context of globalization, the development of software using the Internet is widespread, so students learn the appropriate technologies. The author focuses on learning professional disciplines, but he does not consider the importance of foreign language training of IT specialists.
Tereminko [20], studying problems of communicative competence improvement for competitive IT professionals emphasizes that they are largely related to the low adaptability of the education system and, as a result, university graduates to the dynamic changes in the IT industry. Therefore, one of the requirements for vocational training is the formation of student readiness for professional mobility as an integrative quality of the individual, which is the ability to actualize their potential opportunities for adaptation to rapid changes in the professional sphere, formed on the basis of awareness of the need for the specified quality in their successful professional realization and their high level of the professional competence, their desire to develop professionally and to succeed. The researcher notes that professional disciplines have a great potential for forming readiness for professional mobility, and this process can be successfully supplemented by such disciplines of other cycles as foreign languages, in particular, English for professional purposes, psychology of business communication, and ethics and aesthetics.
An important contribution to the theory of vocational training of future specialists in software engineering has been made by Dubinina [15], who has developed the job description for a specialist in the field of software engineering. She has divided qualities that ensure the success of such a professional into personal qualities, interests, aptitude and abilities. The researcher has identified the professional tasks that such a specialist should solve, according to the types of professional activity. In particular, she identified the following professional tasks in the process of analytical activities of software engineering professionals: collecting and analyzing customer requirements for software; formalization of the subject area of the software project by the results of the terms of reference and rapid examination; assisting the customer in evaluating and selecting software options; participation in preparation of the commercial ofer to the customer, preparation of the presentation and approval of the package of contract documents. The tasks of designing activities are the following ones: participation in the design of software components to the extent suficient to design them within the task; creation of software components (coding, debugging, unit and integration testing); performing measurements and refactoring code according to plan; participation in the integration of software components; development of test environment, creation of test scenarios; development and execution of sketch, technical and working project documentation.
The technological activity implies the ability to perform the following professional tasks: development and application of automated design, development, testing and maintenance of software; development and application of methods and tools of management of engineering activities and processes of software life cycle; use of standard control methods, evaluation and quality assurance of software; ensuring compliance of the developed software products and technical documentation with Ukrainian and international standards, specifications, departmental normative documents and standards of the enterprise; participation in the research related to the subject of professional activities in accordance with approved objectives and techniques. Production activities are the following: interaction with customers in the process of implementation of the software project; participation in software development processes; participation in the creation of technical documentation on the results of the works; participation in the preparation of technical documentation and established reporting in the approved forms; planning and organizing your own work; planning and coordination of software setup and maintenance work; drawing up a technical task for software development; organization of work of small teams of program project executors; participation in the feasibility study of program projects; commissioning of the software; preventive and corrective maintenance of the software product during operation; training and consulting of users on work with the software system [15]. However, the researcher has not emphasized that most of these professional tasks will be dificult to accomplish without having the rather developed communicative competence, including the foreign language communicative competence.
Sydorov et al. [19] on the example of the Professional Practice of Software Engineering discipline puts forward the following requirements for the organization of professional training of specialists in software engineering. First, students should be prepared to adapt to specific work that is as close as possible to their real work, and teachers must be practically and professionally trained (in terms of software development). Therefore, it is advisable to conduct training within a software development company; involve professional developers in teaching disciplines; to organize practical classes according to modern requirements. Second, students should integrate their own knowledge and skills and direct the results to software development, and teachers, using appropriate teaching materials, should simplify this integration. In their study, the authors have not focused on communicative training for future software engineering professionals.
This deficiency of research in the national scientific thought has been eliminated by some pedagogical studies. In particular, Kirilenko [28], on the basis of the analysis of international requirements for software engineering teaching (Curriculum Guidelines for Undergraduate Degree Programs in Software Engineering ACM / IEEE), notes that the listed abilities include not only highly specialized engineering knowledge, skills and qualities, but also “skills in efective reasoning, ability to work in a multidisciplinary team, understanding of professional and ethical responsibility for making engineering decisions, ability to analyze and criticize decisions, people management skills and understanding of the importance of lifelong learning”.
Babii [25] considers the proficiency in professional communication to be important for software engineers, because “it is necessary to involve the whole team of specialists for development of modern software, which requires knowledge of teamwork skills, knowledge of psychology fundamentals, group dynamics and communication, which is a guarantee of achievement of professionally significant results”. The researcher identifies two groups of competences that she considers the basis of the cognitive component of the readiness for professional communication of future software engineers: instrumental and specialized-professional competences. The first group, according to the researcher, includes the ability to write and communicate in the native language (the ability to use the language correctly depending on the scope and purpose of communication, to make business papers); knowledge of another language (practical knowledge of a foreign language in terms of subjects due to professional needs); the use of oral language within the framework of domestic, social and political and professional subjects; the ability to translate general economic texts from a foreign language into a native language); research skills (ability to apply research skills in specialized disciplines); the ability to create technical documentation for a software project. The second group includes the ability to conduct business negotiations with business partners and the ability to reasonably convince colleagues of the correctness of the proposed solution, the ability to convey their position to others.
Chirva [27] believes that in today’s realities there is a growing need for future software engineers to develop the skills and abilities of dialogic speech itself, which is conditioned by economic reforms being carried out in Ukraine at the present stage (contacts of specialists of technical profile with foreign partners when creating joint ventures, work with imported equipment, etc.). The scientist assures that students must be able to communicate efectively in English. According to the requirements of the English for Specific Purposes (ESP) program, a prospective professional should be able to respond to basic ideas and identify relevant important information during detailed discussions, discussions, formal talks, lectures, related conversations with training and profession. The high level of foreign language communicative competence of future software engineers is a guarantee of improvement of their professional level, enrichment of knowledge in a speciality and successful professional activity.
According to Bulakhova [26], in their professional activity, software engineers “must actively cooperate with foreign partners, representatives of diferent cultures and levels of professional competence; be aware of the latest scientific and technological developments in their manufacturing field, using foreign sources of information. The success of their professional activity depends on communication skills and knowledge of a foreign language”. On this basis, the author insists that for the efective acquiring mastery of a foreign language, the following requirements must be taken into account: the orientation of the teaching system to the formation of students’ systemic vision of the subjects studied; flexibility and variability of content, taking into account the needs of education and the individual; humanization of technical education; orientation on mastering new information technologies; ensuring the methodological, specialized scientific and professional competence of the specialist. While studying, students should be aware of the substantive and procedural part of their future professional activity.
The same opinion is emphasized by Strilets [29], pointing out that modern society needs specialists in programming who have the system thinking, are able to generate ideas, to be aware of the responsibility for the consequences of the decisions made, quickly adapt to new conditions, ifnd ways to overcome problem situations; are able to navigate the information space, quickly ifnd and process the necessary information, use electronic communications, a variety of software when solving production tasks. In the professional field, software engineers mainly use a foreign language when searching for and processing information from Internet resources, programming, and communicating with foreign partners through electronic communications. Therefore, the process of foreign language training of future specialists in software engineering is important. The author highlights the following communicative skills of future programmers: reading in various modes (search, study) computer messages, system help programs, specifications, instructions, articles in electronic professional publications, materials of professional community forums, online workshops; participation in dialogue / discussion-dialogue, communicating both directly and through electronic means; production of a monologue presentation; writing instructions, reports, forum posts. Their formation is proposed to be implemented in the process of the project methodology of teaching English to future programmers using a distance course.
The high level of foreign language communication competence in the professional activity and professional environment is considered to be a necessary component of the characteristic of a modern IT specialist. According to the research of Viakh [30], an IT specialist is considered competent if he or she successfully completes the following tasks in a foreign language: 1) finds the necessary information in a foreign language text without assistance; 2) understands technical instructions, articles, educational texts in foreign language from popular and promising areas of the IT industry without assistance; 3) uses tools that accelerate and refine the comprehension of a foreign language text (various electronic dictionaries, glossaries); 4) constantly improves foreign language skills; 5) makes a structured written presentation in a foreign language; 6) conducts competent correspondence in a foreign language with the customer, employer through messenger programs, e-mail; 7) states the facts in a foreign language clearly orally and in writing; 8) competently and objectively verbally presents in a foreign language themselves, their skills, experience, goals, aspirations; 9) draws up an efective competent resume in a foreign language, is able to sell their skills; 10) makes oral presentation in a foreign language; 11) formulates and communicates ideas, submits proposals both verbally and in writing in a foreign language; 12) provides technical guidance in a foreign language, both orally and in writing; 13) advises clients and colleagues in a foreign language; 14) explains information to diferent audiences in a foreign language; 15) clarifies information for themselves in a foreign language; 16) efectively agrees with the customer in a foreign language on: a) the subject area; b) product requirements; c) payment; d) terms; e) support; 17) distinguishes the main from the heard broadcast in a foreign language; 18) understands oral language directly, via telephone or messenger programs; 19) understands and takes into account the concept of time in diferent countries; 20) knows domestic and international business etiquette; 21) possesses sociocultural knowledge of other countries (holidays, weekends, greetings, taboo topics, etc.) and takes them into account when communicating; 22) is engaged in professional self-education, reading professional literature, blogs, forums in a foreign language; 23) participates in projects, project planning, project management and evaluation of projects using a foreign language. Thus, the researcher concludes that foreign language communication competence is a decisive factor in employment and career development in the IT field.
The conditions under which communicative competence of modern professionals is formed have been investigated Kraievska [31], Novgorodtseva [32], Yefimova [33], Yermakova [34], in particular, communicative competence formation of future IT specialists has been studied by Bulakhova [26], Chirva [27], Viakh [30].
Yefimova [33] determines the following pedagogical conditions, the observance of which ensures that students achieve a higher level of communication competence formation: 1) development of teacher empathy; 2) development of communication skills; 3) individualization of training (introduction of academic counseling (tutoring)).
Kraievska [31] lists the pedagogical conditions for the development of communicative competence of future agrarian managers and includes there the need for the gradual formation of motivation for the communicative activity in the process of their professional training. The other pedagogical condition is the development of the content of communicative training of future agrarian managers on the basis of systematic and integrative approaches. The implementation of these conditions is the basis for applying the methodology of complex formation of structural components of communicative competence using information and communication technology, which is advanced by the researcher as the third pedagogical condition.
Novgorodtseva [32] determines that the formation of the professional communicative competence of future engineers at higher education institutions will be efective under the following organizational and pedagogical conditions: 1) professional training orientation to the professional-communication competence of future engineers; 2) development of the author’s training courses aimed at the formation of the professional and communicative competence; 3) development and use of the algorithm of formation of the professional communicative competence of future engineers, containing three interrelated stages: preparatory (knowledge), basic (activity), and final (reflective) ones; 4) use of pedagogical technologies, a complex of didactic means in the process of professional training of future engineers; 5) development of a system of criteria for assessing the levels of the professional communicative competence of a future engineer.
Viakh [30] has identified the following conditions for the formation of foreign-language communicative competence of future specialists in the field of information technology: systematic learning the industry-specific content in a foreign language, modeling the professional activities of future specialists in the field of information technology by means of a foreign language, implementation of the principles of mixed learning materials in teaching materials. The researcher has paid particular attention to the use of information and communication technologies in the process of forming foreign communication skills of future specialists in the ifeld of information technologies, namely applying instant messaging programs Skype, Google Talk, ICQ, QIP, Miranda, professional electronic journals (Tech Crunch, Computer, EEEM), blogs (A + Computer Science Blog, Pastacode computer science blog, etc.) and country sites.
Exploring the methodological approaches to teaching English dialogues of future software engineers, Chirva [27] believes that creating a favorable environment with the use of level diferentiation is important for training each student according to the level of their academic achievements and abilities. In her opinion, it is advisable to introduce a computer program for the organization of diferentiated teaching of English dialogues of future software engineers in a technical institution of higher education, which is justified by the need to improve the quality of foreign language training of future software engineers at all levels; the need to obtain the desired result is to increase students’ skills and competences. Instead, the researcher Ya. Bulakhova identifies meaningful and procedural pedagogical conditions for teaching software engineers, which take into account the connection between social contract for engineering training, contradictions at national higher education institutions and the specifics of teaching a foreign language at a university [26].
Based on the research of Yermakova [34], we follow this understanding of the pedagogical condition: a circumstance on which the performance of professional activity depends and in which diferent results are possible.
The analysis of modern requirements for the organization of professional training of software engineers in Ukraine and abroad, the generalization of the experience of forming communicative competence of IT specialists allow us to define the following organizational and pedagogical conditions for the formation of communicative competence of software engineering specialists at institutions of higher education [35]: • complementing the content of curricula and educational-methodological complexes of foreign language disciplines with exercises, activities, texts and patterns of efective professional communication; • application of interactive forms of training of selected professional disciplines, taking into account the specifics of professional activities of software engineers in the implementation of dominant methods (project method, method of teaching in collaboration (small groups), brainstorming, case method); • use of synchronous and asynchronous communication tools, special Internet resources, social online networks and virtual communities in the teaching of foreign language and vocational disciplines in foreign language in classroom and extra-curricular work; • the eficiency of the process of forming techniques and methods of interpersonal interaction, which form the basis of professional communication of software engineers is ensured by involving students in communication activities, which maximally simulates the process of professional interaction and creates the conditions for professionally and personally-oriented professionals.
The curricula of some specialities of the field of knowledge 12 “Information technology” of higher education institutions of Ukraine regarding the availability and scope of foreign language disciplines have been analysed. The range of foreign language disciplines is as follows: foreign language, foreign language for specific purposes, profound foreign language, business foreign language, foreign language for scientists.
Foreign languages at Ukrainian higher education institutions are the part of the humanities cycle. The foreign language for specific purposes discipline is obligatory as it is stated in the higher education standard of Ukraine and is usually taught in the first and second years. Other language disciplines can be selective by students.
Learning a foreign language for professional purposes during the first and second years can be a challenge both for language instructors and students, because students lack knowledge in their speciality, since professional disciplines are taught to senior students. Moreover, as the results of the national entrance exam and university foreign language entrance tests show, the vast majority of first-year students majoring in engineering, technology, agricultural science have a very low level of the foreign language proficiency (A1), and the progress to the higher level of an independent user (B2) becomes a very complicated process.
In order to supplement the content of curricula and educational and methodological
complexes of foreign language disciplines with exercises, activities, texts and patterns of efective
professional communication we have analyzed the contents of course books and textbooks for
teaching English at higher education institutions, and in particular for specialists in computer
science, information technology, Internet technology and software engineering. The similar
research has been carried out by Jodoin and Singer [
To study the content of teaching foreign languages for professional purposes for IT professionals, we have analysed existing English language course books, textbooks and distance courses for information technology specialists, computer engineering, software engineering and computer science students. The following aspects have been taken into account: the presence of tasks and activities for the development of all four language skills (reading, speaking, listening, writing); grammar and vocabulary focus; the professional orientation of the content; the presence of job-related situations; the availability of additional materials and resources for self-study.
The ESP textbook by Goltsova [
The English for Internet Technology Professionals guide [
The Computer Engineering course book [
The English for Computer Science Students textbook [
The advantages of the Ukrainian and Russian coursebooks analysed above are their original structure, the use of authentic texts, the presence of basic professional vocabulary and activities for its boosting. These teaching aids and these books have not tasks for the development of listening skills, not all course books focus on activities for enhancing communication, certain examples of samples of dialogues cannot be found, tasks for problem-solving are absent.
The Oxford English for Information Technology course book [
Among the analyzed publications the Express Publishing editions of Career Paths series
are of special interest. The series is intended for professionals who want to improve their
English language skills in the work environment. They include a special vocabulary and texts,
step-by-step tutorials that immerse learners into four major language aspects: reading, listening,
speaking and writing. The course book contains three books in three dificulty levels (A1, A2 and
B1) and ofers over 400 lexical terms and phrases. Each lesson includes a test to check reading
comprehension, vocabulary and listening skills, and help students develop their writing and
oral communication skills. The Career Paths: Information Technology Guide [
The Career Paths: Software Engineering Guide [
The Career Paths book series ofers applications which can be available for self-study on personal computers and portable devices. Applications provide all the activities present in the original books in the user-friendly format, all the exercises from the main books have been adapted as interactive ones. Supplementary activities which are absent in the course books include video comprehension on the topics of units. Applications allow to evaluate and trace easily the student’s progress automatically without an English instructor. The glossary included in the application allows students to check the word meaning in the context and to listen to the audio pronunciation of the word.
The English for Information Technology 1, 2 [
The Professional English in Use: ICT manual [
The Information Technology Workshop [
The Infotech: English for Computer Users course book is intended for students who need to
improve their professional English skills. Compared to previous editions, the fourth edition [
The English for ICT Studies in Higher Education Studies course book [
The results of the conducted analysis are presented in table 1.
Top world universities and companies ofer numerous online courses on foreign languages.
English courses for IT professionals can also be found in the web, including courses on popular
platforms. The popular Udemy platform ofers the English for IT professionals course [
Course Book
CEF level
Vocabulary
Grammar
Read- Listen- Speak- Writing ing ing ing
Resources English Language B1-B2 + Guide for PC Users and Programmers English for Internet B1-B2 + Technology Professionals English for Computer B1-B2 + Science Students Computer Engineering B1-B2 + Oxford English for In- B2-C1 + formation Technology Career Paths: Informa- A1-B1 + tion Technology Career Paths: Comput- A1-B1 + ing Career Paths: Software A1-B1 + Engineering English for Information A1-A2, + Technology A2-B1 Professional English in B1-C1 Use: ICT Information Technol- B1 ogy Workshop Infotech: English for B1-B2 Computer Users English for ICT Studies B2-C2 in Higher Education + + + + + + + + + + + + + + +
Application Application Application Interactive glossary Interactive book limited communication with learners and teachers, sharing their opinions with other students in the course, only one task presupposes making comments on the topic.
The English for information technology online course [
The content analysis of course books and textbooks for English learning at higher education institutions, in particular, for professionals in the field of information technology and software engineering, has shown the abstract nature of the used case studies and low applied importance of the chosen topics of educational interaction. Therefore, as a result of the analysis of English language teaching aids in information technology, computer engineering, computing and software engineering, we can conclude that some of them can be used in the learning process, however, their use requires thorough refinement and modification.
In order to improve the content of English language learning to form communicative
competence of software engineering specialists at higher education institutions, taking into account all
the advantages and disadvantages of existing teaching aids we have developed and implemented
the following teaching aids [
Engineering Specialists. • Methodological Recommendations for the Formation of Communicative Competence of
Future Specialists in Software Engineering. • Distant courses for studying English, English for Special Purposes, Business English and
Profound English.
The Improve Your Listening and Speaking Guide is intended for students of IT specialities. It is aimed at teaching listening for better comprehending foreign language information, understanding general information, finding out the main ideas, extracting certain details or facts, and predicting key information before listening. The guide includes 24 sections covering a wide range of information technology issues: computer history, modern computers and their use in society, the Internet, global communications, wireless technology, computer games, digital libraries, software interfaces, graphical interface, software and others. The texts are selected from original modern sources, taking into account the latest trends in information technology and interests of modern students. The guide contains numerous diagrams, charts and illustrations that facilitate the perception of information and tasks. The manual includes audio files with scripts.
Each section contains a list of specific terms, listening tasks, and professional texts. The activities cover a number of questions that require not only specialized but also personal general knowledge regarding IT problems. Listening tasks vary in their form: answering questions, writing down terms, selecting facts in a report, filling in a chart or table using facts from a report, filling gaps, etc. After-listening activities typically involve discussion questions that develop speaking skills in the professional software engineering environment.
The Business English Essentials for Software Engineers course book is intended for senior students of IT specialities. It should be noted that the manual is designed to deepen the students’ language skills in reading and speaking, improve their writing skills, as well as develop their ability to process original and prepare their own documents in English. The guide consists of 10 units covering the main types of business oral and written communication in software engineering. At the beginning of each block the list of active vocabulary is given. Post-text exercises are aimed at productive and reproductive activities. To simplify the processing of authentic and didactic materials, the guide contains a large number of samples of Englishlanguage documents in software engineering and information technology in general, intended for both classroom use and self-study. The information is retrieved and adapted from modern online materials and resources.
The Glossary of Software Engineering Acronyms and Abbreviations contains 12,000 terms and is intended for students who study IT and it is also useful for teachers of professional disciplines who train future IT specialists. The glossary also includes essential slang shortenings necessary for written communication among IT professionals and symbolic emoticons.
Methodological Recommendations for the Formation of Communicative Competence of Future Specialists in Software Engineering provide advice for oral and written communication in the work environment and in the software development process. The manual is intended for students who are interested in software engineering as a field of information technology, which deals with the application of a systematic approach to the development, use and maintenance of software, and the study of these approaches, i.e. the application of engineering principles to software. The manual also features an English-Ukrainian phrasebook for software engineering professionals. The guide contains 12 topics that address situations, problems, and tasks that arise during professional activities in software development. Tips on writing business letters and cover letters, talking on the phone, writing a resume, looking for a job, holding a teleconference, presentation or meeting using professional English vocabulary and word-specific words are provided. Useful phrases for communicating with clients and colleagues are also given. Each topic presents language patterns of business professional communication in the field of software engineering.
The materials of the manual are presented in the form of communication patterns, which are easily perceived by students in the learning process, because they have a standard structure and are used in typical professional situations. Having studied the language patterns, presented in both English and Ukrainian, grouped in the manual according to professional situations, students will quickly be able to recall them in real-world professional activities and demonstrate the high level of communicative competence.
Combining disparate means of communication and purposeful influence on the formation of
communicative competence is enabled by distance learning technologies. In order to support
the student self-study, distance learning courses for studying English [
The topics of the course are in strict accordance with the curriculum of the discipline. The student progress in the course has been checked after each topic. In order to facilitate communication in a foreign language, a chat has been created in the distant courses to ask questions, leave comments, answer questions, and share useful information.
To enter the postgraduate course, students who have got the bachelor’s degree are to pass the national entrance exam in a foreign language, so the foreign language training must include aspects of preparation for the exam. In this respect, the online profound English course has been developed because of the necessity to deepen the students’ knowledge of English and to facilitate student training to pass the national entrance exam to enter the master’s degree course. The units of the course cover general English topics: family and relationship, education, work, science and technology, etc. The course provides explanation of grammar rules, grammar materials, vocabulary lists and exercises for training. The emphasized aspects are reading and use of English, since namely these aspects are included in national entrance exam tasks.
Our research has illuminated the forward-thinking concepts prevalent in contemporary pedagogical science, paving the way for the development of strategies aimed at enhancing the communicative competence of IT professionals in higher education institutions. We advocate for a paradigm shift in the vocational training of 21st-century IT specialists, emphasizing the need for a substantial intensification of language training. This can be achieved through a synergistic approach that integrates active vocational and linguistic training within distinct practical courses.
We propose that foreign language instruction should be contextually flexible and variable, reflecting the real-world applications of the knowledge domain, its current state, and strategies for sustainable development. In this regard, the vocational training of IT professionals should incorporate comprehensive problem modules that encompass elements of private, business, academic professional, and scientific communication in both oral and written formats.
It is crucial to note that foreign language educators must adapt their teaching content, forms, and methods to align with the demands of professional communities. This is essential to ensure IT professionals attain an adequate level of proficiency in English. Our recommendations provide a roadmap for transforming language education in IT, fostering a generation of professionals equipped with robust communicative competence to navigate the global landscape of information technology. [5] O. B. Kanevska, K. V. Hostra, A model for the formation of secondary linguistic personality through work with precedent cultural phenomena during classes in the Russian Language as a foreign language, Integration of Education 24 (2020) 296–315. doi:10.15507/1991- 9468.099.024.202002.296- 315. [6] R. O. Tarasenko, S. M. Amelina, Y. M. Kazhan, O. V. Bondarenko, The use of AR elements in the study of foreign languages at the university, in: O. Y. Burov, A. E. Kiv (Eds.), Proceedings of the 3rd International Workshop on Augmented Reality in Education, Kryvyi Rih, Ukraine, May 13, 2020, volume 2731 of CEUR Workshop Proceedings, CEUR-WS.org, 2020, pp. 129–142. URL: https://ceur-ws.org/Vol-2731/paper06.pdf. [7] R. O. Tarasenko, S. M. Amelina, S. O. Semerikov, V. D. Shynkaruk, Using interactive semantic networks as an augmented reality element in autonomous learning, Journal of Physics: Conference Series 1946 (2021) 012023. doi:10.1088/1742- 6596/1946/1/012023. [8] O. Chaika, I. Savytska, N. Sharmanova, L. Zakrenytska, Poly- and/or multiculturalism of future teachers in foreign language instruction: Methodological facet, Wisdom 20 (2021) 126–138. doi:10.24234/WISDOM.V20I4.583. [9] A. O. Devos, I. O. Torbenko, T. V. Doroshenko, V. V. Revenko, A. V. Shuhaiev, The application of the simulation method in the in foreign language teaching in higher education institutions, the cognitive linguistic approach, Journal of Educational and Social Research 11 (2021) 0072. doi:10.36941/jesr- 2021- 0072. [10] M. Kuts, O. Lavrentieva, Ergonomic aspects of computer-oriented pedagogical technologies implementation in teaching foreign languages to students of higher education institutions, Educational Technology Quarterly 2022 (2022) 88–104. doi:10.55056/etq.9. [11] Letter of the Ministry of Education and Science of Ukraine ”On improving the quality of training for the IT industry” dated 16.02.2012 no 1/9-119, 2012. URL: http://osvita.ua/ legislation/Vishya_osvita/27674/. [12] Letter of the Ministry of Education and Science of Ukraine “On the organization of the study of humanities” no 1/9-120, 2015. URL: http://osvita.ua/legislation/Vishya_osvita/46343/. [13] Standard of higher education of Ukraine of the first (bachelor’s) level of the degree ”bachelor” in the 12 ”Information technologies” field of knowledge, speciality 121 ”Software engineering”, Kyiv, 2018. [14] Standard of higher education of Ukraine of the second (master’s) degree in the 12 ”Information technologies” field of knowledge, speciailty 121 ”Software engineering”, Kyiv, 2020. [15] O. Dubinina, Theoretical and methodological fundamentals of formation of mathematical culture of future specialists in software engineering in the process of professional training, Ph.D. thesis, Kharkiv National Pedagogical University, 2016. [16] A. Striuk, “Agapa” system as a learning tool of system programming for software engineering BA students, Ph.D. thesis, Institute of Information Technologies and Learning Tools of NAES of Ukraine, 2012. [17] A. M. Striuk, S. O. Semerikov, The dawn of software engineering education, CEUR
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