Innovations in the Profession-Oriented Training of Would-be Philologists: Eurasian Dimension

Authors

  • Oleksandra Volodymyrivna Popova

    Department of Translation, Theoretical and Applied Linguistic, Faculty of Foreign Languages
  • Oleksandra Morhun

    State Institution“South Ukrainian National Pedagogical University Named after K. D. Ushynsky”, Odesa 65000, Ukraine

DOI:

https://doi.org/10.30564/fls.v7i2.8271
Received: 31 November 2024 | Revised: 22 January 2025 | Accepted: 24 January 2025 | Published Online: 20 February 2025

Abstract

The article deals with the issues related to innovations in the profession-oriented training of would-be translators. The purpose of the research is to analyse the innovative set of educational tools enabling the improvement of the learning outcomes within the training of would-be orientalists. The tasks are: 1) to outline the paradigm of innovations in the system of higher education; 2) to specify innovative technologies contributing to the improvement of the methodological basis for training would-be orientalists; 3) to elaborate assessment criteria for would-be orientalists’ learning outcomes. Some vectors of innovative tools in the sphere of education have been considered: IT in the system of education (personalization, adaptive learning platform, augmented and virtual reality, etc.); innovative technologies in the practice of training future translators/interpreters and foreign language teachers (artificial intelligence, gamification in language learning, applications for learning foreign languages, etc.). Criteria improvement expectancy while using innovative technologies (personalization, adaptive learning, interactive conversations, gamification) has been presented in two similar questionnaires intended for students and teaching staff. The obtained data confirm that the most and least important issues focused by the students and instructors coincided. The research conducted enabled the author to draw certain conclusions which confirm the fact that the instructors keep to the student-centred approach and understand the necessity of applying innovative (AI-driven) technologies without neglecting the teacher’s role in the educational process.

Keywords:

Adaptive Learning; Artificial Intelligence; Innovations; English; Chinese; Personification of Education; Virtual and Augmented Reality

References

[1] Dziuban, C., Moskal, P., Johnson, C., et al., 2017. Adaptive learning: A tale of two contexts. Current Issues in Emerging eLearning. 4(1), 3.

[2] Dziuban, C., Moskal, P., Parker, L., et al., 2018. Adaptive learning: A stabilizing influence across disciplines and universities. Online Learning. 22(3), 7–39.

[3] Kurt, S., 2021. Adaptive learning: What is it, what are its benefits and how does it work? Educational Technology. Available from: https://educationaltechnology.net/adaptive-learning-what-is-it-what-are-its-benefits-and-how-does-it-work/ (cited 20 October 2024).

[4] Cavanagh, T., Chen, B., Lahcen, R.A.M., et al., 2020. Constructing a design framework and pedagogical approach for adaptive learning in higher education: A practitioner’s perspective. International Review of Research in Open and Distributed Learning. 21(1), 173‒197. DOI: https://doi.org/10.19173/irrodl.v21i1.4557

[5] Buhagiar, T., 2018. Module 6: Simple linear regression. QMB3200: Quantitative Business Tools II. Available from: https://quizlet.com/533256169/quantitative-business-tools-ii-exam-1-qmb3200-flash-cards/ (cited 10 November 2024).

[6] Essa, A., 2016. A possible future for next generation adaptive learning systems. Smart Learning Environments. 3(1), 16. DOI: https://doi.org/10.1186/s40561-016-0038-y

[7] Chen, B., Bastedo, K., Kirkley, D., et al., 2017, August. Designing personalized adaptive learning courses at the University of Central Florida (Eli Brief). EDUCAUSE Learning Initiative. Available from: https://library.educause.edu/resources/2017/8/designing-personalized-adaptive-learning-courses-at-the-university-of-central-florida (cited 10 October 2024).

[8] McGuire, R., 2021. What is adaptive learning and how does it work to promote equity in higher education. Every Learner Everywhere. Available from: https://www.everylearnereverywhere.org/blog/what-is-adaptive-learning-and-how-does-it-work-to-promote-equity-in-higher-education/ (cited 30 November 2024).

[9] Tuomi, I., 2018. The impact of artificial intelligence on learning, teaching, and education. Policies for the future. Publications Office of the European Union: Luxembourg. Available from: https://publications.jrc.ec.europa.eu/repository/handle/JRC113226 (cited 22 January 2025).

[10] Ayedoun, E., Hayashi, Y., Seta, K., 2019. Adding communicative and affective strategies to an embodied conversational agent to enhance second language learners’ willingness to communicate. International Journal of Artificial Intelligence in Education. 29, 29–57. DOI: https://doi.org/10.1007/s40593-018-0171-6

[11] Bhutoria, A., 2022. Personalized education and artificial intelligence in the United States, China, and India: A systematic review using a human-in-the-loop model. Computers and Education: Artificial Intelligence. 3, 100068. DOI: https://doi.org/10.1016/j.caeai.2022.100068

[12] Arman, M., Lamiyar, U. R., 2023. Exploring the implication of ChatGPT AI for business: Efficiency and challenges. International Journal of Marketing and Digital Creative. 1(2), 64–84. DOI: https://doi.org/10.31098/ijmadic.v1i2.1872

[13] Timpe-Laughlin, V., Dombi, J., 2020. Exploring L2 learners’ request behavior in a multi-turn conversation with a fully automated agent. Intercultural Pragmatics. 17(2), 221–257. DOI: https://doi.org/10.1515/ip-2020-0010

[14] Wu, Y., 2023. Integrating generative AI in education: How ChatGPT brings challenges for future learning and teaching. Journal of Advanced Research in Education. 2, 6–10.

[15] Nykon, Y., 2024. Essentials of Artificial Intelligence for Language Learning. Intellias. Available from: https://intellias.com/how-ai-helps-crack-a-new-language/ (cited 16 October 2024).

[16] Verma, G., Campbell, T., Melville, W., et al., 2023. Navigating opportunities and challenges of artificial intelligence: ChatGPT and generative models in science teacher education. Journal of Science Teacher Education. 34, 793–798.

[17] Zumstein, D., Hundertmark, S., 2017. Chatbots – an interactive technology for personalized communication. Transactions and Services. IADIS International Journal on WWW/Internet. 15, 96–109.

[18] Lin, M.P.C., Chang, D., 2020. Enhancing post-secondary writers’ writing skills with a chatbot. Journal of Educational Technology & Society. 23(1), 78–92.

[19] Huang, W., Hew, K.F., Fryer, L.K., 2022. Chatbots for language learning ‒ are they really useful? A systematic review of chatbot-supported language learning. Journal of Computer Assisted Learning. 38(1), 237–257. DOI: https://doi.org/10.1111/jcal.12610

[20] Annamalai, N., Rashid, R.A., Munir Hashmi, U., et al., 2023. Using chatbots for English language learning in higher education. Computers and Education: Artificial Intelligence. 5, 1‒9.

[21] Tamimi, J., Addichane, F., Madani, S.A., 2024. Evaluating the effects of artificial intelligence homework assistance tools on high school students’ academic performance and personal development. Arab World English Journal (AWEJ). Special Issue on CALL (10), 36‒42. DOI: https://dx.doi.org/10.24093/awej/call10.3

[22] Ahmad, S.F., Han, H., Alam, M.M., 2023. Impact of artificial intelligence on human loss in decision making, laziness, and safety in education. Humanities and Social Sciences Communications. 10, 311. DOI: https://doi.org/10.1057/s41599-023-01787-8

[23] Kirova, M., Boneva, M., 2024. Artificial intelligence: Challenges and benefits for business. In New Trends in Contemporary Economics, Business and Management. Selected Proceedings of the 14th International Scientific Conference “Business and Management 2024”. DOI: https://doi.org/10.3846/bm.2024.1277

[24] Lavidas, K., Voulgari, I., Papadakis, S., et al., 2024. Determinants of humanities and social sciences students’ intentions to use artificial intelligence applications for academic purposes. Information. 15(6), 314. DOI: https://doi.org/10.3390/info15060314

[25] Athanassopoulos, S., Manoli, P., Gouvi, M., et al., 2023. The use of ChatGPT as a learning tool to improve foreign language writing in a multilingual and multicultural classroom. Advances in Mobile Learning Educational Research. 3, 818–824.

[26] Pegoraro, A., Kumari, K., Fereidooni, H., et al., 2023. To ChatGPT, or not to ChatGPT: That is the question! arXiv 2023. DOI: https://doi.org/10.48550/arXiv.2304.01487

[27] Michel-Villarreal, R., Vilalta-Perdomo, E., Salinas-Navarro, D.E., et al., 2023. Challenges and opportunities of generative AI for higher education as explained by ChatGPT. Education Sciences. 13, 856.

[28] Adiguzel, T., Kaya, M.H., Cansu, F.K., 2023. Revolutionizing education with AI: Exploring the transformative potential of ChatGPT. Contemporary Educational Technology. 15, 429.

[29] The augMENTOR project, 2020. Available from: https://augmentor-project.eu/ (cited 19 January 2025).

[30] Papadakis, S., Kiv, A. E., Kravtsov, H., et al., 2023. Revolutionizing education: using computer simulation and cloud-based smart technology to facilitate successful open learning. Joint Proceedings of the 10th Illia O. Teplytskyi Workshop on Computer Simulation in Education, and Workshop on Cloud-based Smart Technologies for Open Education (CoSinEi and CSTOE 2022) co-located with ACNS Conference on Cloud and Immersive Technologies; December 22, 2022; Kyiv, Ukraine. No. 3358, pp. 1-18.

[31] Beatty, B.J., 2019. Hybrid-Flexible Course Design: Implementing student-directed hybrid classes. EdTech Books: Provo, Utah. Available from: https://edtechbooks.org/hyflex (cited 20 January 2025).

[32] Bondar, K., Shestopalova, O., Hamaniuk, V., et al., 2023. Ukraine higher education based on data-driven decision making (DDDM). CTE Workshop Proceedings. 10, CITEd-2022, 346‒365. DOI: https://doi.org/10.55056/cte.564

[33] Popova, O.V., 2020. Methodological materials for practical classes within the academic discipline “Translation of official documents”: assignments for students’ self-guided work, individual research tasks, control tasks. Odesa: State institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”. Available from: http://dspace.pdpu.edu.ua/handle/123456789/15730 (cited 3 November 2024).

[34] Korolova, T.M., Popova, O.V., Ding, X., 2021. Translation of Official Documents (based on English, Ukrainian and Chinese languages), 2nd edition. Odesa: Publishing house “Helvetica”. Available from: http://dspace.pdpu.edu.ua/handle/123456789/10593 (cited 20 November 2024).

[35] Popova, O.V., 2016. Profession-oriented Training Aimed at Would-be Translators of Chinese under Conditions of University Pedagogical Education. Odesa: South Ukrainian National Pedagogical University named after K. D. Ushynsky, VOI COIU “Atlant”. Available from: http://dspace.pdpu.edu.ua/handle/123456789/128 (cited 18 October 2024).

[36] Xu, L., Sanders, L., Li, K., et al., 2021. Chatbot for health care and oncology applications using artificial intelligence and machine learning: Systematic review. JMIR Cancer. 7(4), e27850. DOI: https://doi.org/10.2196/27850

[37] Scarpellini, I., Lim, Y., 2020. Role-based design of conversational agents: Approach and tools. HCI international 2020–late breaking posters: 22nd international conference, HCII 2020; July 19–24, 2020; Copenhagen, Denmark Proceedings. Part I 22. pp. 366–375.

Downloads

How to Cite

Popova, O. V., & Morhun, O. (2025). Innovations in the Profession-Oriented Training of Would-be Philologists: Eurasian Dimension. Forum for Linguistic Studies, 7(2), 834–857. https://doi.org/10.30564/fls.v7i2.8271

Issue

Vol. 7 , Iss. 2 (February 2025)

Article Type

Article

License

Copyright © 2025 Oleksandra Volodymyrivna Popova, Oleksandra Morhun

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.