Online-Journals.

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JIM International Journal of

Interactive Mobile Technologies
iJIM | eISSN: 1865-7923 | Vol. 18 No. 2 (2024) |

https://doi.org/10.3991/ijim.v18i02.46623

PAPER

ChatGPT for Professional English Course Development

Ilona Kostikova1(*), ABSTRACT

Liudmyla Holubnycha2, Digitalization of all life spheres is the reality of modern world development. The global digitiza-
Tetiana Besarab2, Olena tion creates a powerful information environment. Its navigation requires serious tools for struc-
Moshynska2, Tetiana turing, systematizing and processing information. Digital processes, as the most progressive, are
Moroz2, Iuliia Shamaieva3 in constant development. Artificial Intelligence (AI) is gaining popularity. The latest product that
has created a lot of discussion is СhatGPT (Generative Pre-trained Transformer) from OpenAI,
H. S. Skovoroda Kharkiv
1
which is an artificial intelligence chatbot that demonstrates the ability of digital devices to per-
National Pedagogical
form the tasks inherent to intelligent beings. The paper shows some issues of using ChatGPT for
University, Kharkiv, Ukraine
making a new course of Law English, a curriculum, a syllabus at the tertiary level removing
Yaroslav Mudryi National Law
2
concerns related to its application and utilization. The purpose of the manuscript is to describe a
University, Kharkiv, Ukraine real case of working out a professional English course for university students applying ChatGPT.
The methods of analysis, synthesis, case study, expert assessment were used. The results are as
V. N. Karazin Kharkiv National
3
follows: a new course for Law English training, a curriculum, a syllabus and a textbook using
University, Kharkiv, Ukraine
content created by ChatGPT were readied. The conclusion is that, nowadays, everything can be
ilonakostikova@ taught by a teacher partly with an AI. ChatGPT can be used for a wide variety of educational pur-
hnpu.edu.ua poses, including providing information, generating necessary texts, tasks, tests, and answering
many questions. Most of the mentioned ChatGPT services are important educational elements in
language teaching and learning, they can be used for professional English course development.

KEYWORDS
artificial intelligence, СhatGPT, digitization, student, textbook, university

1 INTRODUCTION

Digitalization of all spheres of life is the reality of modern world development.

The global digitization creates a powerful information environment, where naviga-
tion requires serious tools for structuring, systematizing and processing informa-
tion. OpenAI, Microsoft, Google, Anthropic are fast and reliable, familiar and the
most popular information search systems for many people in the world today.
For quick access to the necessary information that is analyzed by a person and leads to
the generation of new ideas and solutions of professional, academic, scientific problems,
one can use systems as they are transparent, virtuous and, undoubtedly, socially ethical.

Kostikova, I., Holubnycha, L., Besarab, T., Moshynska, O., Moroz, T., Shamaieva, I. (2024). ChatGPT for Professional English Course Development.
International Journal of Interactive Mobile Technologies (iJIM), 18(2), pp. 68–81. https://doi.org/10.3991/ijim.v18i02.46623
Article submitted 2023-09-13. Revision uploaded 2023-11-07. Final acceptance 2023-11-11.
© 2024 by the authors of this article. Published under CC-BY.

68 International Journal of Interactive Mobile Technologies (iJIM) iJIM | Vol. 18 No. 2 (2024)
 ChatGPT for Professional English Course Development

Digital processes, as the most progressive, are in constant development. Artificial

Intelligence (AI) is gaining popularity. The latest product that has created a lot of dis-
cussion is СhatGPT (Generative Pre-trained Transformer) from OpenAI, which is an
artificial intelligence chatbot that demonstrates the ability of digital devices to per-
form the tasks inherent to intelligent beings. Its prototype was released in November
2022. It can work with text, program code, formulas, and numbers.
It generates anything you ask it to. The chatbot defines itself as one of the most
powerful Artificial Intelligence Models that is capable of creating content, generat-
ing texts, answering questions and performing other Natural Language Processing
tasks. The authors use Chat OpenAI – ChatGPT, URL: https://chat.openai.com. The
possibilities for using ChatGPT are practically limitless, and the tool itself is capable
of simplifying work and increasing the efficiency of employees in almost any of the
existing industries and fields. The field of education is no exception.
In February 2023, ChatGPT became available for Ukraine, and University lectur-
ers began immediately to look for its advantages to improve the quality of teaching
and learning during the wartime in Ukraine, having sometimes no access to the tra-
ditional libraries, no opportunities to scan the texts or to distribute the assignments.
Especially it concerns English teachers, who are usually among the first utilizing
innovative technology in their work [1]. ChatGPT is gaining momentum only now
among teachers while advances in AI are playing a significant role in education and
opening up new opportunities. And the future of education is in one way or another
connected with the result of new technologies. Therefore, it is considered relevant to
share the experience that teachers of Ukrainian universities have already acquired.
Moreover, now the role of English is rapidly growing in Ukraine [2] and English
teachers are working out new courses of professional English at universities. Sometimes
they do it with ChatGPT help. This paper shows some issues of using ChatGPT for making
a curriculum, methodology complexes for training and textbooks for teaching English
at the tertiary level removing concerns related to its applications and utilization.
Thus, the purpose of the manuscript is to describe a real case of working out a
professional Law English course for university students applying ChatGPT.

2 LITERATURE REVIEW

As the paper is devoted to using ChatGPT for working out a university English
for Specific Purposes course, it is significant to look through the researches about
this app for educational purposes as well as its advantages in teaching and learning
English in creating special courses for teaching and learning a language.
Though, ChatGPT is rather a new model of AI and its use in education is only
researching, there are some researches on the topic. Moreover, even applying AI in
educational practice is still in its infancy, but the issue has already been reflected in
different, generally empirical, studies.
Mostly scholars investigate advantages and shortcomings as well as implications
of utilizing AI at schools [3], [4] and universities [5], [6], analyzing teachers’ attitude to
AI. It is significant that different researchers obtained opposite results. For instance,
A. Gocen [3] and C. Felix [5] fixed positive teachers’ perceptions in the investigations,
towards AI, while H. Haseski [4] revealed basically teachers’ negative emotions of the
AI perspectives at school. A. Picciano’s [6] finding is the fear of university teachers
to lose their traditional roles in education due to AI introduction at the tertiary level.
Some authors considered certain key AI terms [7] and concepts from the educa-
tional perspective [8] and discovered future perspectives of AI in such directions as
adaptive learning, individual learning styles, intelligent training systems, and as an

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Kostikova et al.

element of teaching and learning processes. There are also manuscripts presenting
positive experience of using AI in teaching practice worldwide [9].
However, it is clear that the papers did not address the problem of ChatGPT use
in education and working out English courses as well as teaching a language in
particular. Although some papers devoted to teaching English where AI is not a cen-
tral issue have already appeared, they mention it in the passing. For example, dig-
ital passion projects were described for online education in emergencies applying
the AI [10]. And studying learning environment for developing speaking skills was
described with a mention of AI as well [11]. The country experience about online
English teaching during wartime in Ukraine was described too [2].
Summarizing the relevant manuscripts that have recently appeared, the authors
found out that the papers are mostly devoted to positive and negative aspects of
developing academic writing. S. Atlas [12] underlines the role of ChatGPT for
improving academic writing in the context of grammar and style. E. Kasneci et al
[13] emphasize the research competence development for students as the app can
propose different resources containing the necessary information as well as can
define unrevealed problems.
Some scholars [12], [14], [15], [16], [17], [18] worry about plagiarism and aca-
demic dishonesty in connection with using ChatGPT for generating students’ written
assignments. Moreover, the research results [17] revealed that plagiarism detection
tools are not able to distinguish writings generated by the model of AI. B. McMurtrie
[19] predicted revolutionary role of the app in the academic writing process.
There are interesting researches with opposite results conducted with the aim
to assess the powers of ChatGPT to demonstrate critical thinking. M. Dowling & B.
Lucey’s [20] findings showed that although the new model of AI has a number of
advantages compared to previous models, they were weak in the investigated ability.
In contrast, T. Susnjak’s [21] discovery was the great accuracy and logic of the app.
Another idea represented by J. Rudolph et al [22] is connected with possibilities that
are very important for foreign language learning, that is oral speech development due
to ChatGPT, as it can generate human-like dialogs that enables using the app as a collo-
cutor. J. Thadphoothon [23] stated that ChatGPT is good for English practice in general.
Enhancing English language learning with ChatGPT as an advanced AI system is consid-
ered a valuable tool for English language education. It highlights applications in conver-
sation practice, translation, vocabulary expansion, and grammar exercises, discusses
both benefits and limitations of ChatGPT, emphasizing the importance of integrating it
with traditional language learning approaches for optimal results in a classroom.
L. Kohnke, B. Moorhouse, D. Zou [24] stress the importance of developing digital
competency for using ChatGPT in language learning. The study investigates the poten-
tial benefits and limitations of ChatGPT, a generative AI chatbot in language educa-
tion. It also addresses the ethical and effective use of ChatGPT in language learning by
outlining the necessary digital competencies development of teachers and students.
The idea how ChatGPT can be integrated into university platforms is shown by
E. Sabzalieva, A. Valentini [25]. The paper is about getting started with ChatGPT
and AI in higher education as a guide for curriculum and program development.
It shows that ChatGPT enhances education by generating and evaluating informa-
tion. It can improve the learning experience when used as a standalone tool or inte-
grated into university platforms. ChatGPT performs various tasks, such as research,
calculations, and proofing as a quick start guide.
But, unfortunately, there are no sources or references on professional English
program development with ChatGPT that could be cited about working out English
for Specific Purposes course.

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 ChatGPT for Professional English Course Development

3 METHODOLOGY

The manuscript represents a case of working out an English course for specific
purposes “Foreign Language Studies” for higher education students of the sec-
ond (Master’s) higher education level, the field of knowledge 08 “Law”, specialty
081 “Law”. Many elements of it were done with the help of ChatGPT. The course was
created in Yaroslav Mudryi National Law University, Kharkiv, Ukraine.
Some methods were used. They were analysis and synthesis of pedagogi-
cal research on the issue under study to learn the possibilities and advantages of
ChatGPT for language teaching. The case study method was used as well. It was used
in practice to work out the English course for training, to develop a curriculum, a
textbook. The method of expert assessment was used as university teachers were
experts to evaluate the responses from ChatGPT for relevance, accuracy, and appro-
priateness in the context of the professional English course for law students.

4 FINDINGS

The basis of any intelligence is a neuron. When it comes to people, it is a biolog-

ical neuron, and when it comes to computers, it is an artificial neuron. An artificial
neuron is a mathematical function, a model of biological neurons. A subspecies of
AI is a neural network. No matter how intelligent a neural network is, it is a product
of human activity and it can help to change logical complex algorithms, because it
requires training of any neural network. ChatGPT works by using machine learning
algorithms to analyze a text you enter and generate responses.
While working out a new course for training, a curriculum and a textbook are
necessary for any new university courses A developer has to understand what
should be the request for ChatGPT. In our case, for developing a new course, it is nec-
essary to create a syllabus for the academic discipline “Foreign Language Studies”
for higher education Masters’ students of the second higher education level, the field
of knowledge 08 “Law”, speciality 081 “Law”. Some tasks were given to ChatGPT.

1. Make a list of subject competences for higher education students of the second
(Master’s) higher education level (the authors detailed English for specific pur-
poses and level B2); Figure 1.

Fig. 1. A list of subject competences offered by GPT-3.5

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Kostikova et al.

2. Develop the academic discipline curriculum for the topic ‘International Law’ in
English, Figure 2.

Fig. 2. Academic discipline curriculum development offered by GPT-3.5

3. Make a list of basic literature that may be used while teaching the discipline,
Figure 3.

Fig. 3. A list of basic literature offered by GPT-3.5

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 ChatGPT for Professional English Course Development

However, it is significant to note that although ChatGPT offers the responses

quickly and saves time, it can never replace a person as the results of its work are not
perfect: they have to be checked, analyzed, and adjusted. That is why the final deci-
sion is made by a person – a teacher – who is responsible for the course. Considering
the named requests, the authors treated them as writing prompts, using it to compile
and formulate all the necessary points.
After finishing the documents that make up the content for training “Foreign
Language Studies” course, work on creating the textbook started. The authors deter-
mined that the textbook content had to correspond to the curriculum developed
with the help of ChatGPT. Having analyzed the curriculum, the following request
to ChatGPT was connected with creating effective unit plan that, on the one hand,
has to be aligned with the teaching and learning objectives and standards pointed
out in the documents for the complex, and on the other hand, could engage stu-
dents, Figure 4.

Fig. 4. An effective unit plan offered by GPT-3.5

The received result did not substitute for the authors’ own creativity. It was sup-
plemented by the ideas. There are usual components of every foreign language
lesson, which were provided by the app, such as: Lead-in (brainstorming part that
allows a teacher to immerse students in the topic of the upcoming lesson, arouse
interest and motivation), Reading, Listening, Speaking, and Writing (developing four
traditional language skills). A part Testing was added by the authors. That part was
taken for both vocabulary actualization and self-monitoring in reading comprehen-
sion as well as the use of English.
Another request to the app concerned assignments for each part of the unit. For
instance, for the part Lead-in, the authors decided to include two tasks in it: tex-
tual and visual. ChatGPT was asked to create variants of discussion assignments for
Masters’ students on the topic ‘Law’, Figure 5.

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Kostikova et al.

Fig. 5. Variants of assignments for discussion offered by GPT-3.5

As GPT-3.5 is a language model, it doesn’t have direct access to images, pictures,

audios, and videos. To incorporate a picture for brainstorming we found four pic-
tures ourselves to go with the topic. Although only one textual assignment and
one picture were needed, it was proposed to give more pictures for the students to
choose from.
The next part was Reading and students were offered several texts (300–400–500
words) for each specific topic from the official sites of the European Union (EU), the
most significant international organizations like UN, UNICEF, UNESCO, WHO, IMF,
OECD, WWF, etc., international courts, and other official sites related to the corre-
sponding topic of the international law. According to the authors’ idea for each unit,
a basic text and five additional ones were needed that the authors were going to use
for the part Testing. However, for that part the authors could not indicate the texts
before determining active words of the unit, that, to our mind, had to be actively
used in a Testing part. Students were offered four texts for each unit in order to have
the possibility of choosing more appropriate basic text material. In addition, mostly
it was adapted to the authentic texts for level B2.
After placing the chosen basic text on the topic in part Reading, on the one hand,
it was necessary to determine active vocabulary for each specific unit, the authors
did those tasks without using the AI. On the other hand, assignments were offered
for checking reading comprehension.
Concerning the active vocabulary, the authors’ request to the app was to create
a bulleted list of options with the purpose to actualize the words for the topic ‘Law’,
Figure 6. The words that should be used in the assignments were indicated. The
result contained some really good ideas that could be included in the units.

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 ChatGPT for Professional English Course Development

Fig. 6. A bulleted list of options to actualize the words offered by GPT-3.5

The next part was Listening & Speaking. According to our idea, a pre-listening
task, texts for listening (it was decided to use YouTube for watching a video) and
two after-listening assignments were needed. A pre-listening task was offered, fol-
lowed by watching a video on the corresponding unit topic (for 2:30–3 minutes)
from YouTube, then students were offered after-listening assignments.
Looking for creative ideas for Speaking, the authors decided to turn to ChatGPT
again. It was given an instruction specifying the speaking tasks for the topics at level
B2 for Masters’ students: international criminal law, public law (Figure 7), private law,
and human rights (Figure 8). Some of the provided assignments were rather interesting
and not usual. They were evaluated by teachers and incorporated into our textbook.

Fig. 7. Speaking tasks for the topics: international criminal law, public law offered by GPT-3.5

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Kostikova et al.

Fig. 8. Speaking tasks for the topics: private law, human rights offered by GPT-3.5

The next part of the textbook was Writing. It was needed to teach our students to
write official letters and documents that they would need. The app was asked to create
a list of official letters that may be written by lawyers, Figure 9. Eight types of letters
(according to the unit numbers) were selected. Then they were offered five examples
of all those letters as the authors wanted to incorporate the best ones in our textbook.

Fig. 9. A list of official letters that may be written by lawyers offered by GPT-3.5

The last part of each unit was Testing. The authors’ idea was to divide it into
two parts: the first one is for additional actualizing and checking active vocabulary
(30 sentences), the second one is for self-monitoring in reading comprehension as
well as in using the vocabulary from 5 texts from the official sites, which have been

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 ChatGPT for Professional English Course Development

already mentioned and included 30 tasks. Different checking tasks were offered: to
match text subtitles with the corresponding part of the text, to answer ten compre-
hension questions, to fill in the gaps, to match synonyms or antonyms, to choose the
correct answer, a multiple choice etc.
Thus, ChatGPT, having undergone extensive information training, excels at pro-
ducing a coherent and natural course design for the professional English course
development in response to various questions or prompts. It makes it a valuable
asset for the English language teachers, enabling them to construct the necessary
plan, structure, texts, tasks etc. in the English language. It allows teachers to engage
with their students and encourage conversational practice in Law English. Therefore,
ChatGPT stands as a valuable tool for language teachers seeking fresh approaches to
teach and foster the necessary teaching material in the language curriculum. Hence,
the most user-friendly and practical feature of ChatGPT is its capacity to generate a
curriculum, a plan, a course for the discipline. However, these documents are gener-
ally good, but not flawless. It doesn’t imply that one shouldn’t utilize this tool; rather,
it underscores the importance of reviewing and editing any document before incor-
porating it into the university classroom.
In the modern era, AI has become a pervasive presence, offering a multitude of
apps, tools, and platforms that impact various aspects of teaching. ChatGPT can play
a constructive role in enhancing curriculum and course design. It accomplishes this
by providing support for the learning process, offering feedback to teachers and
students, along with suggesting activities for additional language reinforcement. The
experimental case study is presented illustrating the development of a course design
that takes full advantage of ChatGPT’s capabilities.
This course design entails a flexible approach to the teacher’s role. Furthermore, it
encourages ongoing innovation and exploration of diverse applications. When con-
sidering the implementation of ChatGPT in language learning courses, it is essential
for educators to provide clear guidelines for the effective use of this innovative tool.
To evaluate critically the implications of AI-generated content for English course
design within the broader context of education, two issues could be stated. On the
one hand, AI can generate efficiently the necessary content, resources, and assess-
ments, that can save teachers time and enhance potentially the relevancy of the
teaching materials. On the other hand, there is a concern about the potential loss of
a human touch, as AI-generated content may lack the cultural sensitivity, nuanced
understanding, and adaptability that teachers bring to their real-life courses. Creating
a balance between AI-generated content and human-guided instruction is critical to
ensure the effective and complete development of any course in education.

5 DISCUSSION

To discuss the problem of ChatGPT use in education in general, it is necessary to

underline its pros and cons. On the one hand, it can be used for any type of student.
For example, for university students to develop reading and writing skills by offer-
ing vocabulary, grammar and syntax corrections, as well as to develop a writing
style and critical thinking [26]. ChatGPT can be used to generate and ask different
questions, as prompts to encourage students to think critically about what they read
and how they write, and it can be used to analyze and interpret the presented infor-
mation. ChatGPT can offer students to summarize and explain complex text parts
for easier understanding [13]. ChatGPT can be used as a learning tool with an edu-
cational purpose to discover students’ creativity, offer personalized learning, and
prepare them better to work with AI systems in future.

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Kostikova et al.

On the other hand, it can be used by students for doing homework. Some colleges
have recently blocked access to ChatGPT from their computers and networks, con-
cerned about its negative impact, and restricted access to it [27]. Some university
students have confessed about ChatGPT use for homework and exams, some of them
did not even edit the content generated by the chatbot at all. ChatGPT has already
become a cause of concern for many educators. Students [28] use it to write assign-
ments [29], passing off AI-generated essays as their own. Moreover, anti-plagiarism
programs can’t recognize ChatGPT’s texts because a created text is not technically
a plagiarism. ChatGPT doesn’t take chunks of someone else’s text, it writes its own
texts avoiding plagiarism and borrowing [29]. It is impossible to detect plagiarism
with standard tools. Most educators worry that they will have to rethink the system
of exams and evaluations [30], [31].
Hence, ChatGPT contributes significantly to curriculum development by pro-
viding a versatile tool for designing language courses. Its ability to generate course
plans, texts, tasks, and language practice exercises allows educators to create cur-
ricula as for specific students’ needs. ChatGPT aids in textbook creation by offering
content generation, reducing the time and effort required to produce relevant learn-
ing materials. It also facilitates the design of assignments, enabling teachers to craft
interactive, language-focused tasks that promote meaningful student engagement
and skill development in the educational context.
The limitations of using ChatGPT for English curriculum design include its potential
to generate incorrect or misleading information, leading to the need for thorough con-
tent verification and editing. Additionally, ChatGPT may lack the ability to understand
and adapt fully to the unique needs and learning styles of university students, poten-
tially resulting in less personalized instruction. Lastly, there is a risk of overreliance on
ChatGPT that may hinder critical thinking and problem-solving skills if not balanced
with human guidance and interaction. Definitely, there are not only the technical and
practical limitations of using ChatGPT, but also ethical ones that might be considered.

6 CONCLUSIONS

ChatGPT can be used for a wide variety of educational purposes, including pro-
viding information, generating necessary texts, tasks, tests, questions. Most of the
mentioned ChatGPT services are important educational elements in language teach-
ing and learning. They can be used for professional English course development.
In the paper the new Law English training course for students is developed with
the assistance of ChatGPT, encompassing the creation of a comprehensive curric-
ulum, syllabus, and textbook. Within the academic discipline “Foreign Language
Studies” the syllabus is established, outlining the subject competences. The curricu-
lum for the specific topic “International Law” is created, accompanied by a selection
of recommended literature, exact teaching and learning objectives, defined stan-
dards. Additionally, the course material is incorporated with law-related texts and
assignments for reading, listening, speaking, writing, and testing.

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8 AUTHORS

Ilona Kostikova is Doctor of Sciences in Education, Ph.D. in Education, Ph.D. in

Philology, Full Professor, Head of the Department of Theory and Practice of the English
Language, H.S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine
(E-mail: [email protected], [email protected]), ORCID: https://
orcid.org/0000-0001-5894-4846. She is the Editor-in-Chief in the journal ‘Educational
Challenges’ published in English http://educationalchallenges.org.ua/. The research
interests are ICT, digital technology, teaching and learning, teaching English.

80 International Journal of Interactive Mobile Technologies (iJIM) iJIM | Vol. 18 No. 2 (2024)
 ChatGPT for Professional English Course Development

Liudmyla Holubnycha is Doctor of Sciences in Education, Ph.D. in Education,

Full Professor, Department of Foreign Languages, Yaroslav Mudryi National Law
University, Kharkiv, Ukraine (E-mail: [email protected], l.o.golubnycha
@nlu.edu.ua), ORCID: https://orcid.org/0000-0002-8252-9893. The research interests
are history of education, higher education didactics, innovative methods of teaching
English, Law English.
Tetiana Besarab is Ph.D., Associate Professor, Department of Foreign Languages,
Yaroslav Mudryi National Law University, Kharkiv, Ukraine (E-mail: besarabtp73@
gmail.com, [email protected]), ORCID: http://orcid.org/0000-0002-3667-3886.
The research interests are teaching English for specific purposes, Linguistics.
Olena Moshynska is Ph.D., Associate Professor, Department of Foreign
Languages, Yaroslav Mudryi National Law University, Kharkiv, Ukraine (E-mail:
[email protected], [email protected]), ORCID: https://orcid.org/0000-
0001-6652-8674. The research interests are Linguistics, teaching Law English.
Tetiana Moroz is Ph.D., Associate Professor, Department of Foreign Languages,
Yaroslav Mudryi National Law University, Kharkiv, Ukraine (E-mail: t.moroz0904@
gmail.com, [email protected]), ORCID: https://orcid.org/0000-0001-6153-8136.
The research interests are teaching and learning methodology, Linguistics, teaching
English, Law English.
Iuliia Shamaieva is Ph.D in Philology (Germanic Languages), Associate
Professor, Department of Foreign Languages, V. N. Karazin Kharkiv National
University, Kharkiv, Ukraine (E-mail: [email protected]), ORCID: https://
orcid.org/0000-0001-7874-5510. The research interests are cognitive linguistics,
semiotics, higher education linguodidactics, innovative methods of teaching foreign
languages, ecolinguistics, CLIL, emotiology, multimodality in language teaching.

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