In the research the educational potential of Facebook for language acquisition is studied. The methodological experiment and survey were conducted aimed at studying the efficiency of Facebook-assisted teaching in the Facebook group for the development of students' vocabulary, listening and writing skills. Quantitative and qualitative analysis, observation, interpretation, control and measuring were applied in the research. The Facebook group was viewed as an educational environment where a set of specially organized learning materials of different formats was accumulated. The research outlined the useful features and capabilities of the Facebook group for facilitating the learning process and increasing motivation and engagement. The findings proved that the Facebook group learners outperformed the participants of the control groups regarding all three aspects taken: vocabulary (breadth and depth of knowledge), listening skills (listening for general and specific information) and writing skills (content, organization and clarity, vocabulary, spelling and grammatical accuracy). The reasons for the better results of the experimental group participants were identified, including the repeated exposure of the experimental groups students to the target vocabulary, up-to-date and controversial nature of the study content, and visual and interactional nature of the Facebook environment. The survey revealed the positive evaluation of studying in the Facebook environment by the Facebook learners.

he research studied the effectiveness of the integration of Facebook as a flexible ubiquitous learning space into the educational process for speaking skills development of undergraduate students learning English as a second language. For this purpose teaching was organised via a specially created and moderated Facebook group where various media resources, uploaded materials, links to different applications and other social networking opportunities were accumulated. It was designed to achieve the educational programme objectives and address the specifics of digital age learning. A set of specially designed materials posted on the Facebook platform for language input, structured output, and communicative output activities was applied in experimental teaching to develop talk as transition, talk as interaction and mediation, and talk as performance. The results of the quasi-experiment (students’ speaking performance) were assessed in the form of the post-test with the data being analysed and interpreted based on descriptive and inferential statistics (independent samples t-test) by means of SPSS. The results revealed higher achievement scores of the experimental group in comparison to the control group in terms of expanding vocabulary, increasing English grammar literacy, developing interactive skills, discourse management, and pronunciation. The survey administered to find out the learners’ impressions of the successfulness of the FB-assisted activities revealed their overall positive attitude to the new methodology and usefulness for the development of all speaking qualifications checked.

The research studied the effectiveness of a three-stage Seamless Learning Model with Enhanced Web-Quizzing based on the intensive use of sets of quizzes created in different web-based quiz generators. The findings revealed  that continuous testing using diagnostic, formative, benchmark and summative quizzes, administered at the three stages - familiarisation, formation and assessment, applying such features of seamless learning as learning in various contexts, ubiquitous access to digital learning resources and quizzes, combination of teacher-guided learning, self-directed and collaborative learning, and switching between various learning activities can be an efficient teaching technique in higher education having positive effect on academic performance, motivation, learners’ approaches to studying and course engagement. The testing effect was investigated on the summative tests taken at the end of the three different academic courses. The results showed that online quizzes applied primarily as learning tools with the emphasis on information retrieval and retention resulted in the higher achievements of the experimental group students. The survey conducted with Biggs’s Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) showed the changes in the learners’ motives and approaches to studying revealed in students’ active participation in in-class and out-of-class activities, mastering of the material through understanding rather than mechanical memorizing, the search for additional information and increased attendance. The engagement of the experimental group students in the new quiz-enhanced settings was examined focusing on emotional, skills, participation and performance engagement aspects.

The COVID-19 pandemic completely changed the context in which traditional education had taken place. There was an urgent need to find efficient techniques to solve the problem of engagement, performance and academic motivation. For this reason, the researchers designed a learning model based on enhanced web-quizzing. The paper depicts the experience of exploiting the web-quizzing with the aim of investigating its potential in the emergency educational setting.The purpose of the article is to describe the testing procedure and the impact of the suggested sets of specially designed course-related web quizzes on students' learning. The paper provides a detailed analysis of a set of cloud-based tests generated in various online applications, divided into 4 main groups according to their purposes and places in the educational process.In summary, the authors conclude that thoroughly designed continuous enhanced testing proves to be not only a technique for assessing learning progress and skill acquisition but primarily an effective teaching and learning tool facilitating students' engagement in the altered learning environment, reinforcing understanding and active learning the target material, stimulating various cognitive mechanisms and boosting retrieval and long-term retention. The results of the experiment demonstrate a strong positive effect of enhanced testing on academic performance and students' achievement, proved by the fact that the scores obtained by the students on formative tests correlate with the final summative examinations. The use of web-quizzing and access to digital learning resources in an online classroom setting characterized by the combination of teacher-guided, collaborative and personalized learning helps students to develop self-confidence, reduce anxiety and fear, and overcome the difficulties of the altered reality, arise the interest of students in learning and increase academic motivation in conditions of emergencies. This methodology can be interesting for teachers struggling to cope with the difficulties concerning education in emergencies caused by the Russian aggression.

The research studied the effectiveness of the digital passion project activity for developing oral presentation skills of undergraduate students learning English as a foreign language in online education in emergencies. Considering the basic intervention principles suggested by psychologists for students affected by disasters and mass violence circumstances, the researchers conducted a quasi-experiment exploiting the recognized potential of the passion project to build a positive emotional environment and encourage more efficient learning. The findings revealed that experimental group students outperformed control group students in the four out of five aspects of the rubric applied (content, coherence and cohesion, vocabulary richness and adequacy, and grammatical correctness). The results can be attributed to the observed increased creativity, inquisitiveness, engagement in learning, and self-efficacy as well as to the project marketplace method applied at the initial stage. The passionate involvement in the project was proved by the survey administered to check student’s level of passion during the work on the passion project.