. The English for Academic Purposes (EAP) module has increasingly become a central component in the design and implementation of contemporary English-language curricula, ranging from undergraduate and postgraduate university programmes delivered in English to preparatory courses for internationally recognized language examinations. The present study substantiates the pedagogical potential of both English for Academic Purposes (EAP) and English for Specific Purposes (ESP) within the higher education system of Ukraine under the conditions of globalization, digital transformation, and the internationalization of scientific communication. The research demonstrates that EAP and ESP approaches are aimed at the comprehensive development of academic and professional competencies required in the field of international relations. These approaches facilitate the advancement of academic writing, academic integrity, critical thinking, professional intercultural communication, and the organization of educational activities through modern digital and information technologies. Particular emphasis is placed on the integration of automated feedback mechanisms, digital assessment systems, and innovative learning platforms
Natália Váradi, Fedir Molnar, M. Fábián· Вісник науки та освіти· 0 citations
. The article addresses the methodological challenges of teaching English for Specific Purposes (ESP) to university students majoring in history within the context of contemporary higher education transformation. In the era of globalization, internationalization of science, and increasing academic mobility, English has become the dominant language of scholarly communication, which significantly affects the training requirements of future historians. However, traditional foreign language teaching approaches in many higher education institutions still focus primarily on general language competence and do not sufficiently reflect the discipline-specific academic and professional needs of history students. This mismatch often results in reduced motivation, limited applicability of acquired skills, and insufficient preparation for participation in international academic discourse. The purpose of this study is to develop and theoretically substantiate a needs-driven methodological framework for teaching ESP tailored specifically to history students. The study is based on a comprehensive analysis of pedagogical literature, ESP theory, and higher education practices, as well as the author’s teaching experience and elements of empirical observation. The proposed framework is grounded in the concept of needs analysis, which identifies the academic, professional, and communicative requirements of learners and integrates them into curriculum design, teaching strategies, and assessment methods. The article argues that the effective teaching of ESP for historians
Fedir Molnar, Nataliia Varadi· Вісник науки та освіти· 0 citations
