ESP Course Delivered to Personnel Working in Shifts for the State Emergency Service of Ukraine through a Student-Tailored Model

Abstract

The purpose of this research was to identify whether there had been an enhancement in students' language skills and perception of the ESP course if it had been delivered through a blended mode studenttailored model. The latter was aimed at training each English language skill separately. Reading and listening skills were trained online, the writing was taught both online and offline, and speaking was trained offline using speaking clubs that were held once a week. The TUTORROOM system was programmed to deliver materials online. The ongoing and final assessments were administered offline. A pre-test-posttest research design was utilised to analyse the change in variables which were students' English Language fluency (proficiency), cognitive ability, learning motivation, and learning styles. The study used a set of quantitative and qualitative empirical, experimental and statistical methods. The intervention improved the sampled students' English language skills, their cognitive ability and learning motivation. The use of the student-tailored ESP model led to the shift from the teacher-driven to autonomous learning. It had been proved by the responses of the interviewed students that they felt 'convenient' (16 out of 19 respondents), 'efficient' (13 of the interviewed students), benefited (6 of the interviewed participants), 'motivated', and 'responsible' for their progress in language fluency. The experiment showed that the model promoted students' responsibility for the learning outcomes which resulted in improved performance.

The Use of Technology-Based Model of Critical Thinking Development to Reshape Students’ Self-Study Process

“…) andDichek et al (2021), who argued that students who develop critical thinking have better learning outcomes. They are consistent with the results ofGiraldo-García et al (2015),Gökçearslan et al (2019),Lychuk et al (2021),Nozhovnik and Shykhnenko (2020),Schindler et al (2017), who found that the use of technology increases students' motivation, provides individualization of learning, improves their time management skills and overall learning satisfaction. The results of the study deepen the provisions introduced byDehghani et al (2011), Lin et al (…”

“…Technologies were found to positively affect students' critical thinking, academic performance and career development, as they eliminate the dominance of explanatory-illustrative learning by substituting student-task-outcome-centred approaches to learning (Lupak et al, 2020). The technology-driven learning environment also provides individualisation of learning and increases student learning motivation (Giraldo-García et al, 2015;Gökçearslan et al, 2019;Lychuk et al, 2021;Nozhovnik & Shykhnenko, 2020;Schindler et al, 2017). Lychuk et al (2021) found that the above environment could be also organised as inquiry-based and learner-centred.…”

“…In this way, students can collaborate to share the information they collected, which they had evaluated, analysed, and got ready to speculate on or produce a different interpretation. Furthermore, technology-based environment can contribute to the students' social and intellectual progress which includes decision-making, leadership, and critical judgement of information delivered by the teachers (Nozhovnik & Shykhnenko, 2020).…”

Smart Automated Language Teaching Through the Smart Sender Platform

“…The flexible pedagogy that creates the theoretical framework for the study, relies on both students' freedom of choice concerning the learning strategies, pace, place, mode of learning and technology-mediated/enhanced learning (Gordon, 2014). It was also found that a student-customised approach to teaching languages, which is ensured by smart automated teaching, develops students' autonomy, enhances their cognitive processing speed, motivation, and language skills (Kurnaz et al, 2020;Santipolo, 2017;Shykhnenko & Nozhovnik, 2020). The use of technology in the smart learning instructional model prepares the students to act in the digital economy through adapting to its settings, sensing changes and impacts, and self-sustaining in a focused manner (Bonnaud, 2019).…”