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Документ The role of smart technologies in maintaining student motivation during distance learning(Universidad de Carabobo, 2024) Novak, Ilona; Butsyk, Ihor; Hetman , Yuliia; Norenko, Iryna; Derevianko, Denys; Новак, Ілона МилославівнаSmart technologies are a common element of education, which have a positive impact on the organization of education, its efficiency, and the possibility of self-control. The aim of the study is to determine the role of smart technologies in the distance learning to maintain student motivation. The aim was achieved through the use of the methods of observation and analysis, calculations of the coefficient of oscillation, the coefficient of variation, and Spearman’s rank coefficient. Learning mechanisms provided for acquiring language knowledge, develop the consecutive interpreting skills, and master formal and informal communication styles. It was established that such learning mechanisms after the study enhanced students’ motivation of 82% for distance learning. Before the study, a high level of motivation was observed among only 21% of students. The results of the Stapel Scale showed that smart technologies (1.0) had the greatest impact on students’ motivation, which is related to the continuity of learning. The learning process had also the greatest impact on students’ dynamic adaptation (2.25). The conducted research is important for the development of students’ professional foreign language skills and enhancement of their motivation through the use of smart technologies during distance learning.Документ Teaching International Students to Analyze Textual-Discursive Categories(Sciedu Press, 2021) Fetsko, Ivanna M.; Novak, Ilona M.; Terletska, Liubov M.; Soshko, Oksana H.; Lytvynko, Oksana A.; Новак, Ілона МилославівнаThe purpose of the study is to identify how the course that covers the components of the ten-stepwise approach to discourse analysis of political texts helps international students study the political meanings in Ukraine. The study used the structured observation method to collect rather quantitative than qualitative data and observers' reports on the sampled students' performance in the in-class and out-of-class assignments. It also used discourse analysis awareness test, observation report checklist, and assessment checklist to yield the quantitative data. The course that is based on the ten-stepwise approach to discourse analysis of political texts proved to raise the students' overall awareness of analysis of textual-discursive categories and fosters their skills of both discourse analysis and technical skills to use the NVivo 12 software tool. The results of the Discourse Analysis Awareness Test showed that the sampled students' awareness of discourse analysis was generally good. The mean values varied between 0.643 and0.857, which corresponded to 65-85 grades ECTS. The analysis of the observation reports showed that the five most frequent words used in the corpus of the observation reports of seven experts were as follows: students, contributed, equally, succeeded, managed. All of them evoke a positive idea and feeling and reveal success in meeting goals. The quotes yielded from the reports implied that the course sessions were engaging, challenging, and fruitful in terms of learning how to analyze textual-discursive categories found in political texts. The descriptive statistics drawn from the observation checklist and presented by course topic showed that the observers' mean values improved throughout the course sessions that meant that the students progressed in the discourse analysis. © Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).