Oral Skills Research Articles

Investigating EFL Learners’ Perceptions towards the Difficulties in Oral Presentation at Kandahar University

This research paper examined the difficulties of oral presentation, strategies coping with difficulties used in oral presentations and the perceived role of lecturer in improving EFL learners’ oral presentation skills. With regard to achieving these objectives, questionnaires distributed to 150 EFL learners, and face-to-face interviews were conducted. The quantitative data were analyzed through SPSS by conducting percentages, independent sample t-test and ANOVA tests. The results of the study revealed that learners had a problem with oral fluency, accuracy and pronunciation during oral presentation, feel frightened when a lot of people are watching them, afraid of being assessed by their classmates in front of the class, having low self-confidence. The results also revealed some strategies coping with difficulties used in oral presentation such as, learners have to prepare themselves properly before an oral presentation. Furthermore, considering a crucial role of lecturer in improving oral presentation skills, lecturer has to show learners videos of good speakers for enhancing their presentation skill and lecturer has to give learners freedom to choose their own topic that lowers their anxiety were discovered for more consideration. It is hoped that the ideas discussed will provide the learners and lecturers with basic guidelines of how to improve the learners’ oral presentation and assist the learners to work their way out of anxiety.

Digital Technologies for the Assessment of Oral English Skills

The assessment of oral skills in the learning process of a foreign language is very important for promoting the improvement of these competences. Furthermore, digital tools can be useful for making this task easier for teachers and promoting their collaboration based on professional online communities. In this article, we present the AROSE platform, a new digital tool developed to help secondary education teachers assess their students’ oral skills in English as a foreign language. To evaluate this platform, we have promoted an international online community of secondary education teachers in a project funded by the Erasmus+ programme. The research has been developed using a design-based research methodology. Three different iterations of the platform design process were carried out. We have used a mixed method combining focus groups (of both teachers and experts), observation forms, and questionnaires for teachers. The main results obtained demonstrate the need among teachers to integrate technology to improve the evaluation process. The AROSE platform successfully caters to this need, as demonstrated by the significant data on the use and satisfaction of its users.

Graphogame intervention as a tool for early diagnosis of reading difficulties in Spanish-speaking children with developmental language disorder

GraphoGame is a computer-based game that trains grapheme-to-phoneme associations and has been shown to benefit reading acquisition in different languages and countries. In transparent languages, such as Spanish, learning grapheme-to-phoneme associations is of great importance when learning to read, and GraphoGame can help children at risk of developing reading difficulties overcome their struggles. Children with developmental language disorder (DLD) are at high risk of developing reading difficulties, and they are therefore an interesting target group for a study on the effects of using GraphoGame as an intervention tool, as well as a tool for early diagnosis of later reading difficulties. Using generalised linear mixed models, this article explores the progress made in GraphoGame and reading-related skills by children with DLD – with and without comprehension difficulties – and their typically developing (TD) classmates in kindergarten or first grade. Fifty-nine children were included in the current study (16 TD and 43 DLD; mean age = 6.4 years, SD = 0.7 years). By testing children before and after six weeks of GraphoGame intervention, changes in their performance at letter recognition, pseudoword recognition and phonological awareness are studied. In addition to the differences due to oral language skills (expressive and receptive), how the children perform in GraphoGame and whether the progress in the aforementioned reading-related skills is predictive of reading status in second grade (good or poor readers) are examined. After six weeks of GraphoGame intervention, all children improved at all of the assessed reading-related skills, regardless of the test (letter recognition, phonological awareness and pseudoword recognition). Additionally, the children with DLD with comprehension difficulties made less progress in GraphoGame than the other two groups. The same was found for the children who were classified as poor readers in second grade: none of the poor readers reached the highest levels of the game. Finally, performance at the first level of GraphoGame mildly correlated with reading fluency, as assessed one year after the intervention. Future studies should consider larger populations, as well as the long-term effect of interventions such as the one studied here.

Discontinuity of required oral and literacy skills across job roles in achieving high work performance: An fsQCA approach

This study explores how the English proficiency of local employees in foreign subsidiaries of multinational enterprises mitigates language barriers and improves their work performance. A research framework is developed by introducing the multidimensionality of foreign language proficiency and employing insights from applied linguistics, the brain-drain model, and media synchronicity theory. By using fuzzy set qualitative comparative analysis for data analysis, this study finds that the relative importance of English literacy skill to oral skill in achieving high work performance varies across positions in foreign subsidiaries. Discontinuity of required linguistic skills between managerial and nonmanagerial positions implies that incremental development of a skill set required for lower positions does not assure successful capability development toward upper positions. This study also finds that competence that supports appropriate usage of English in a specific context plays an important role in mitigating language barriers and achieving high work performance.

The home environment and its relation to bottle feeding outcomes in the first year of life

BackgroundThe home environment and caregiver interactions have an impact on infant development. However, there is a paucity of research surrounding the home environment and its relation to early feeding outcomes within the first year of life. Therefore, the aim of this study was to examine the relationship between the home environment and infant bottle feeding outcomes at 3 and 12 months of age. MethodsSeventy-two full-term infants completed this study at 3 months of age and fifty-five infants completed the study at 12 months. Data in the current study were collected from a larger, ongoing study completed in the infant's home at 3 and 12 months of age. The Infant-Toddler Home Observation for Measurement of Environment Inventory (IT-HOME) was utilized to assess the infant's home environment. The Oral Feeding Skills (OFS) scale was completed while the infant was observed during a bottle feed. Caregivers completed a questionnaire about their infant's feeding abilities via the Neonatal Eating Assessment Tool (Neo-EAT) at 3 months and Pediatric Eating Assessment Tool (Pedi-EAT) at 12 months. ResultsAt 3 months of age, the IT-HOME Involvement subscale was associated with an increase in the amount of milk provided in the infant's bottle. There were no significant associations between the IT-HOME and caregiver report of feeding at 3 months of age. At 12 months of age, the IT-HOME Acceptance subscale was associated with an increase in oral transfer rate and the IT-HOME Variety subscale was associated with a decrease in oral transfer rate. Additionally, the IT-HOME Organization subscale was associated with caregiver report of feeding on the following Pedi-EAT scales: Mealtime Behaviors, Selective Restrictive Eating, and Oral Processing at 12 months. ConclusionsThese findings reveal that the home environment is significantly related to different infant bottle feeding outcomes over the first year of life. At 3 months, IT-HOME Involvement was associated with the amount of milk offered in the bottle, whereas at 12 months of age, subscales of the IT-HOME were associated with oral feeding transfer rate and caregiver report of feeding. Clinically, these findings point to the importance of considering the infant's bottle feeding skills in conjunction with certain aspect within the infant's environment. Additional research is needed to further explore these relationships in greater detail, with a larger sample size and across patient populations.

In-person and virtual assessment of oral radiology skills and competences by the Objective Structured Clinical Examination.

Clinical education is an essential part of the Dental School curriculum and assessment is a fundamental component of the teaching-learning process. With the purpose of implementing a structured and objective assessment method in the teaching of Oral Radiology, undergraduate dentistry students were submitted to an assessment of clinical competences and skills in radiology by the Objective Structured Clinical Examination (OSCE), applied both in-person and virtually (VOSCE). The same group of students was evaluated by the OSCE and VOSCE in six-station circuits that involved the assessment of clinical skills in Oral Radiology. For each station, an individual evaluative checklist (per station) was prepared and the participants' general scores were obtained. The students' anxiety level was also assessed before and after the exams and a meta-evaluation was performed to indicate the participants' perception of the assessment methods. The OSCE (0.61) and VOSCE (0.81) reliability values were considered substantial and almost perfect, respectively. The students evaluated showed a better performance in the OSCE (p ≤ 0.05). Anxiety levels were considered moderate in both assessments and showed no difference between the two exams. The meta-evaluation showed a positive evaluation for the items "time of execution", "clarity", "degree of difficulty" and "importance for clinical practice", both for the OSCE and the VOSCE. The OSCE was effective for evaluating clinical competencies and skills in Oral Radiology, both in face-to-face and virtual examinations, but with a limitation in the online method for evaluating technical skills.

The Educational Use of YouTube Videos in Communication Fluency Development in English: Digital Learning and Oral Skills in Secondary Education

Advancement of technology nowadays shows English has become necessary to be mastered and taught to students. Many media tools can be used in teaching language skills. One such widely used media is considered video website YouTube.com since it is the social medium that is positively appraised most by all learners. With adequate access to the internet, learners could use YouTube videos as the valuable tool to develop multiple foreign language skills. This research explored the types of EFL YouTube videos mostly watched by secondary students to enhance speaking skills in the school for gifted children in Kazakhstan. After analyzing the content of YouTube videos, a mixed-methods study was employed to reveal the most preferable categories of video websites that might be valuable to boost communication proficiency in English. Data collection was via a questionnaire with 288 Secondary Education students’ participation. The results of the questionnaire were analyzed descriptively. The findings of the study indicated that Secondary Education students had a positive attitude towards using YouTube videos to learn English speaking skills. In addition, participants’ responses showed that mostly used categories were found regarding English films, songs and vlogs. Authors also identified that the most preferable types of YouTube videos helped learners to become motivated and confident throughout the experiment.

Effect of oral motor facilitation technique on oral motor and feeding skills in children with cerebral palsy : a case study

Background:Deficiencies in oral motor function and feeding skills are common in children with cerebral palsy (CP). Oral motor therapy is a useful method to improve oral motor function and feeding skills. Oral motor facilitation technique (OMFT) is a newly designed comprehensive oral motor therapy, including postural control, sensory adaptation, breathing control, sensorimotor facilitation, and direct feeding.Methods:This study was performed to identify the effect of OMFT on oral motor function and feeding skills in children with CP. A total of 21 children with CP (3–10 years, GMFCS III–V) participated in 16 weeks (16 sessions) of OMFT. The effects on oral motor function and feeding skills were assessed using the Oral Motor Assessment Scale (OMAS) before the treatment, 8 and 16 weeks after OMFT. Data were analyzed using the Friedman test and post-hoc analysis.Results:Significant improvement was found in oral motor function and feeding skills including mouth closure, lip closure on the utensil, lip closure during deglutition, control of the food during swallowing, mastication, straw suction, and control of liquid during deglutition after OMFT. Mouth closure was the most effective and mastication was the least effective item. Sixteen weeks is more effective than 8 weeks of OMFT.Conclusion:OMFT could be an effective and useful oral motor therapy protocol to improve oral motor function and feeding skills in children with CP.

Effects of Swaddling During Bottle Feeding in Preterm Infants.

Preterm infants have immature oral feeding skills, affecting length of hospital stay and long-term feeding outcomes. Swaddling has positive effects on pain and stress responses, state regulation, and physiological stability in preterm infants in the neonatal intensive care unit (NICU). Swaddling during bottle feeding may support preterm infant behavioral organization and oral feeding skills. Swaddling is used inconsistently during feeding in the NICU and has not been critically examined for effects on bottle feeding performance in preterm infants. To examine the effects of swaddling on bottle feeding quality and efficiency in preterm infants. A convenience sample of 30 infants born before 34 weeks of gestation was selected in an urban level IV NICU. Using an experimental, randomized crossover design, each infant was swaddled for one feeding and unswaddled for one feeding. Feeding efficiency was measured by rate and volume consumed. Feeding quality was examined by the Early Feeding Skills Assessment and frequency of physiological changes. Data were analyzed using dependent t tests and Wilcoxon signed rank test. When swaddled, participants demonstrated significantly better scores on all related subtests of the Early Feeding Skills Assessment ( P ≤ .001). Infants demonstrated no difference in frequency of bradycardia or oxygen desaturations greater than 4 seconds. No significant differences were found in feeding efficiency outcomes. Swaddling can be used in the NICU to improve bottle feeding quality in preterm infants. Future investigation is needed on long-term effects of swaddling during bottle feeding on feeding performance, weight gain, and length of stay.

Peran Pengajaran Bahasa Berbasis Drama dalam Meningkatkan Kemampuan Presentasi Peserta Didik

This study aimed to study the effect of drama-based language teaching on students' presentation skills in college. This study used a quasi-experimental method by dividing two groups of participants, namely experimental and control. The samples involved in this study were 100 students from semester 5, divided into 2 groups with the composition of each group of 50 students. The experimental group received a drama-based teaching intervention and was assigned to perform live drama at the end of the semester, while the control group did not. The research results show that drama-based language teaching contributes significantly to students' presentation skills. The improvement in presentation skills is seen in the presentation aspect, namely organization, adaptability, and presentation content. It can be concluded that the intervention of language teaching through drama can improve students' oral language skills or presentation skills. This study implies that in supporting academic activities, students' speaking skills can use drama as an alternative, especially for students who take language studies programs.

Research on Papua, a digital tool with artificial intelligence in favor of learning and linguistic attitudes towards the learning of the English language in students of Spanish language as L1.

This study examines learners' perceptions of the linguistic and learning potential of an AI-based English language learning app called Papua. The study took a quasi-experimental approach in which 128 students of the degree in Primary Education at the University of Huelva, Spain, gained experience of using the app over a six-week period, and then answered a questionnaire. This was of a quantitative design, and included the following components: attitudes towards learning English; attitudes towards learning oral and written skills, and towards opportunities for interacting in English; and attitudes towards the motivation provided by the app. These attitudes were contrasted according to the variables memory and self-evaluation. The results of the study showed that oral skills were perceived as the most improved skill. Participants also foregrounded the enhancement of memorization of vocabulary, and positively evaluated the self-evaluation feature included in the app.

A Unique Clinical Tool for the Evaluation of Oral Feeding Skills in Infants.

Background. Occupational therapy practice for oral feeding assessment is based on clinical observation of infants' sucking, swallowing, and breathing ability, which is influenced by clinical experience and provides poor evidence on explanatory factors. Purpose. To test the clinical utility and safety of a nipple monitoring device for the quantitative evaluation of oral feeding skills. Method. Sixteen infants, with no severe medical complications, participated in a pre-experimental pilot study. Oral feeding performances (duration, intake volume, and rate of transfer), and occurrence of adverse events (apnea, bradycardia, and oxygen desaturations) were recorded to ensure the tool does not interfere with infant's feeding ability or does not create any adverse effects. Findings. There was no significant difference in duration, intake volume, rate of transfer between the two monitored sessions, and no occurrence in adverse events. Implications. The findings suggest that the nipple monitoring device may be used for quantitative assessment and intervention planning of oral feeding difficulties in infants.

A survey of communication supports in Grade R classrooms in the Western Cape, South Africa.

Early classroom communication supports are critical in influencing oral language development and emergent literacy skills. It is both support from peers and adults, as well as the environment that impacts the quality and efficacy of language learning. Schools in particular play a key role in communication development, which will be further explored in this article. To describe how communication was being supported in the classroom by teachers in the areas of language-learning environment (LLE), language-learning interactions (LLIs) and language-learning opportunities (LLOs) to focus on classroom communication supports to strengthen literacy outcomes for Grade R learners. A cross-sectional descriptive survey of classrooms was conducted using a structured observation method in 136 classrooms. The Communication Supporting Classroom Observation Tool was used to make 223 observations across classrooms of LLE (19 items), LLI (20 items) and LLO (5 items). A descriptive analysis of frequency of occurrence of items was conducted for each domain. Language-learning environment had more frequently occurring observations, with 12 out of 19 items being observed with a frequency of occurrence greater than 65%, indicating that the environment had adequate basic resources (e.g. good light). Language-learning interactions scores indicated that 3 out of 20 items were observed frequently, while 17 out of 20 items were observed less frequently (56.5%), including interactive strategies (e.g. turn-taking). Language Learning Opportunities scores indicated that teacher-led behaviours (e.g. including children in small group activities) were infrequently observed on all items. While the physical environment was generally supportive, the behaviours in the interactive domains of LLI and LLO were observed less frequently. There is potential for speech-language therapists to work collaboratively with teachers to develop communication supporting classrooms as a critical primary-level intervention for language-literacy learning.

Chatting with Your Peers across Modalities: Effects of Performing Increasingly Complex Written Computer-Mediated Tasks on Oral L2 Development

This study investigates whether peer interaction in a second language (L2) using written computer-mediated communication (CMC or text chat) may function as a bridge into oral performance. By designing and sequencing tasks according to the SSARC model of task complexity (we also examine its effects on L2 development. Finally, we explore the role of learners’ affective variables for L2 performance and development. Fifteen low–intermediate adolescent refugee learners of L2 English in the Netherlands participated in the study. Using a within-subject pre-test post-test design, we examined their language performance in both text-based CMC and face-to-face (F2F) tasks before and after a task-based classroom intervention. Results show that the intervention had a significant and strong effect on most of the linguistic measures of complexity, accuracy, and fluency (CAF). Similar gains in text chat and oral interaction provide evidence that a direct transfer of language experiences across modalities can occur. Together with the fact that most participants valued the use of written CMC in the classroom, our findings indicate that increasingly complex text chat tasks can be an effective way to promote the oral skills of language learners. We discuss our findings in light of how the design of written CMC tasks can afford L2 development across modalities.

The use of the Video Platform FlipGrid for Practicing Science Oral Communication

Oral communication and presentation skills are considered key competencies for many academic fields and professions, including science-related ones. Therefore, it is vital that students are given sufficient class time in the curriculum for practicing public speaking. It is well documented in the literature that video technology can be of valuable aid in enhancing oral skills, and FlipGrid is a relatively new video discussion platform that has become popular for this purpose. The aim of this study is two-fold. First, the literature regarding FlipGrid is explored to understand how educators around the globe use the platform. Second, a case study is presented where FlipGrid is used and evaluated as a tool for practicing and assessing oral science communication. A mixed-method approach was used to evaluate FlipGrid with the participation of 112 students. Findings indicate that although the use FlipGrid in science fields is limited, it can be a useful platform for practicing oral science communication.

Pengaruh Penerapan Oral Motor Untuk Anak Speech Delay Usia 2-4 Tahun

Speech is one aspect of child development that starts from birth. By talking, children can communicate to those around them about themselves, about their condition and about what they want to convey. A child is said to be late in speaking if at the age the ability to process vocals and communicate is not in accordance with the age of the development period or is below the average age of the child. The impact that will be very visible and clearly felt is when communicating with the environment and experiencing difficulties in adaptation and socialization. Oro motor is the movement of the mouth (oral). In newborns this ability is carried out reflexively, then through the learning process an automatic and skilled oromotor will be achieved. Oral motor training is the coordination and movement of hard tissue, soft tissue, vascular system, and control of the nerves in the face and mouth areas that form the function of oral motor. Coordination of these structures is essential for speech, chewing and swallowing with a wide variety of food textures. In general, this paper is to review the results of research that identifies oral motor stimulation increasing the function of orofacial muscles in speech delay children. Method; qualitative descriptive with SSR (Single Subject Research) technique. Literature Review: The oral motor stimulation program includes activities to improve tongue literacy, lip control and chewing power. Oral motor stimulation includes active exercises and passive exercises. Results: The oral motor stimulation program can improve the function of orofacial muscles in children such as pronouncing letters, swallowing food and breathing properly. Language and speech disorders are a type of communication disorder which is indicated by a disturbance in the symbolic process. Language and speech disorders can be caused by disorders of the nervous system or abnormalities in organs related to language and speech processes. Oral motor stimulation can improve the functional ability of the muscles in the mouth area. Good oral motor skills will support the child's speech process.

Pengaruh Penerapan Oral Motor Untuk Anak Speech Delay Usia 2-4 Tahun

Speech is one aspect of child development that starts from birth. By talking, children can communicate to those around them about themselves, about their condition and about what they want to convey. A child is said to be late in speaking if at the age the ability to process vocals and communicate is not in accordance with the age of the development period or is below the average age of the child. The impact that will be very visible and clearly felt is when communicating with the environment and experiencing difficulties in adaptation and socialization. Oro motor is the movement of the mouth (oral). In newborns this ability is carried out reflexively, then through the learning process an automatic and skilled oromotor will be achieved. Oral motor training is the coordination and movement of hard tissue, soft tissue, vascular system, and control of the nerves in the face and mouth areas that form the function of oral motor. Coordination of these structures is essential for speech, chewing and swallowing with a wide variety of food textures. In general, this paper is to review the results of research that identifies oral motor stimulation increasing the function of orofacial muscles in speech delay children. Method; qualitative descriptive with SSR (Single Subject Research) technique. Literature Review: The oral motor stimulation program includes activities to improve tongue literacy, lip control and chewing power. Oral motor stimulation includes active exercises and passive exercises. Results: The oral motor stimulation program can improve the function of orofacial muscles in children such as pronouncing letters, swallowing food and breathing properly. Language and speech disorders are a type of communication disorder which is indicated by a disturbance in the symbolic process. Language and speech disorders can be caused by disorders of the nervous system or abnormalities in organs related to language and speech processes. Oral motor stimulation can improve the functional ability of the muscles in the mouth area. Good oral motor skills will support the child's speech process.

Enhancing Oral Skills and Motivation Through Role-Playing Activities in Medical Students

<p style="text-align: justify;">Nowadays, Peruvian physicians commonly give oral medical reports to a patient´s family in English. For this reason, this research seeks to demonstrate the effectiveness of an Intervention Program for improving oral skills through role-playing activities, one hand, and, on the other, it aims to discover the kind of motivation, both goals in 40 students belonging to the Medicine Faculty of Universidad Nacional de Piura. This study has two parts, in the first quantitative phase, it measured the level of oral skills in these students, through an oral pre-test. After that, the students participated in an intervention program consisting of role-playing activities where the doctors usually use radiography to explain a medical condition. Then, the students were evaluated on their oral skills using an imaginary hospital situation similar to the pre-test. In the second part, the qualitative phase measured the Motivation of these students using the Attitude Motivation Test Battery (AMTB) in addition, a semi-structured interview could support the findings obtained in the aforementioned survey. The main findings were the improvement of oral skills and both Integrative and instrumental motivation in these students thanks to role-playing activities application.</p>

Bilingual Mandarin-English preschoolers' spoken narrative skills and contributing factors: A remote online story-retell study.

This study examined the spoken narrative skills of a group of bilingual Mandarin–English speaking 3–6-year-olds (N = 25) in Australia, using a remote online story-retell task. Bilingual preschoolers are an understudied population, especially those who are speaking typologically distinct languages such as Mandarin and English which have fewer structural overlaps compared to language pairs that are typologically closer, reducing cross-linguistic positive transfer. We examined these preschoolers’ spoken narrative skills as measured by macrostructures (the global organization of a story) and microstructures (linguistic structures, e.g., total number of utterances, nouns, verbs, phrases, and modifiers) across and within each language, and how various factors such as age and language experiences contribute to individual variability. The results indicate that our bilingual preschoolers acquired spoken narrative skills similarly across their two languages, i.e., showing similar patterns of productivity for macrostructure and microstructure elements in both of their two languages. While chronological age was positively correlated with macrostructures in both languages (showing developmental effects), there were no significant correlations between measures of language experiences and the measures of spoken narrative skills (no effects for language input/output). The findings suggest that although these preschoolers acquire two typologically diverse languages in different learning environments, Mandarin at home with highly educated parents, and English at preschool, they displayed similar levels of oral narrative skills as far as these macro−/micro-structure measures are concerned. This study provides further evidence for the feasibility of remote online assessment of preschoolers’ narrative skills.

UKRAINIAN AS A HERITAGE LANGUAGE: SPEAKERS AND LEARNERS

The concept of ‘heritage language’ has become part of Ukrainian language education discourse in recent years in response to American and European traditions. The purpose of the article is to explore the concept of the learner of Ukrainian as a heritage language as one of the central concepts in the didactics of Ukrainian as a heritage language. With regard to the previous experience, we reiterated that Ukrainian as a heritage language is the Ukrainian language that is studied in various institutions abroad and spoken in certain areas outside Ukraine among people of Ukrainian descent. Traditionally, students who are native speakers of Ukrainian / speakers of the Ukrainian language as a heritage language have developed their oral language skills through their home environment or in part through community involvement. In the article, we also distinguished a student of the Ukrainian language as a foreign language from a student of Ukrainian as a heritage language. In referring to the Ukrainian language as a foreign language, the focus is on learning and mastering the language, which includes learning and understanding the rules of the language and observing the gradual results. The term “acquisition” means the unconscious process of mastering rules, resulting from influence (action) to comprehensible use (putting into action). It has also been determined that the learning process is influenced by motivation, the level of bilingualism (multilingualism) and identity. These factors vary among different people (mostly among children), but they are a common factor of influence on all people who study Ukrainian as a heritage language (in comparison, for example, with Ukrainian as a foreign language). It has been observed that receptive skills (in particular, listening) prevail over productive ones (in particular, writing) in a learner of Ukrainian as a heritage language. Communicative and sociocultural competences are developed to the greatest extent. Linguistic competence is formed in a fragmented way and differently for each individual. In this paper, it is argued that a learner of Ukrainian as a heritage language should form his/her competences in the modern Ukrainian literary language, and accordingly, the didactical materials should contain the modern standardized Ukrainian language (although not without non-literary variants, or, for example, incorporating them into exercises). Key words: Ukrainian as a heritage language, learner, speker, acquisition, learning.