Rationale for a Conceptual Model of Teaching English for Special Purposes Valentyna Chernysh  Department of Pedagogics, Foreign Languages Methodology Teaching and Information and Communication Technologies, Kyiv National Linguistic University, Kyiv, Ukraine Svitlana Rubtsova Department of Language Training and Communication, Kyiv National University of Construction and Architecture (KNUCA), Kyiv, Ukraine Nataliia Nykonenko Department of Social and Humanitarian Disciplines, Kyiv Medical University, Kyiv, Ukraine Natalia Matkovska Department of English for Engineering 2, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, Kyiv, Ukraine Kateryna Melnyk Department of the English Philology, Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia, Ukraine Abstract—Teachers’ professional and personal qualities and the latest information and communication technologies combined with student-centered teaching methods are the prerequisites for effective English language teaching. The study's objective is to design a conceptual model of active English language learning to be implemented in the course of professional training for technical specialists in academic settings. The conceptual model for teaching English for special purposes has been designed based on the descriptive method, scientific literature data analysis, and theoretical modelling technique. The method of expert evaluations was used to identify professionally significant research areas. Specific features of intensive learning technologies, which can be effectively combined in the learning process, have been identified. A modern interpretation of active learning in English as a generalized conceptual model of learning is presented. The established combination of intensive teaching methods and technologies can be used to teach English for Special Purposes at technical universities. Index Terms—conceptual teaching model, active teaching methods, modern educational technologies, future civil engineers, active learning methods I. INTRODUCTION The professional and personal qualities of the academic staff, student-centered instruction methods, and economic and socio-cultural factors are the prerequisites for effective English language teaching. Traditionally, deep expertise and skills in mastering the English language used to be achieved primarily through a long stay of a student in the language environment. Now advanced teaching methods and aids contribute greatly both to students’ motivation and their effective language instruction (Ozoda et al., 2021). The contemporary information and communication technologies implemented into an academic process at universities, in particular, the widespread open online courses for engineering students, create ample opportunities for students to gain professional language competence (Aitenova et al., 2019; Zubkov, 2020). Therefore, an important research topic today refers to the creation of a conducive didactic and psychological atmosphere of the academic process, which would help instructors develop students’ intellectual, social, and communication skills effectively, stimulate their interest in learning, creative activity, and independence in gaining knowledge, acquiring language skills, as well as shape the future specialists’ ability to predict a professional situation and make their own decisions. Thus, the relevance of this study is predetermined by the necessity to improve the effectiveness of teaching English for special purposes. The objective of the study is to develop a conceptual model of active learning of English for special purposes in the professional training of technical specialists in academic settings. Research tasks:  Corresponding Author. E-mail: valentynachernysh@gmail.com ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 14, No. 4, pp. 893-902, July 2023 DOI: https://doi.org/10.17507/jltr.1404.05 © 2023 ACADEMY PUBLICATION