Teaching and Supporting Higher Education Students Affected by War, Conflict, or Displacement: Changes to the ELT Classroom

Korniush, Hanna

doi:10.1007/978-3-031-26876-2_74

Cited by 3 publications

(2 citation statements)

References 6 publications

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“…Teachers of English about finding solutions in conflicts with students or colleagues Moreover, two-thirds of teachers were sure that their work was even more important during the wartime (77%) (Figure 10). The present findings confirm the previous report of effective and productive cooperation between teachers and students in terms of emotional support needed in the times of war (Korniush, 2023). It is also proven that social and emotional learning has a strong impact on English learning achievements (Bai, Shen & Wang, 2021).…”

Section: Resultssupporting

confidence: 91%

Teaching and Learning English at Higher Educational Institutions in Ukraine Through Pandemics and Wartime

Westerlund,

Chugai,

Petrenko

et al. 2023

Adv Educ

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The study aimed to analyse online English teaching and learning experience in higher education institutions in Ukraine through pandemics and wartime. To answer our research questions, we employed a mixed-method research design, which considered social, methodological and emotional aspects of education. We conducted quantitative research to collect data on the experience of Ukrainian university teachers of English (N=100) and students (N=277) related to the emergency caused by pandemics and wartime. The qualitative data sources included online interviews and written comments of the participants. The main findings were as follows: teachers experienced challenges during the COVID-19 pandemic such as lack of interaction with students, and unawareness of effective teaching methods in the digital environment. The wartime challenges included: air raids and power outages and, consequently, disrupted communication and isolation, stress and sense of insecurity, excessive workload, with students experiencing technical issues, air raids and communication problems as well as large amount of homework, no access to the software, inconvenient schedule, and their own unwillingness. To solve the problems, teachers introduced an online synchronous mode during the COVID-19 pandemic, supported by blended and asynchronous modes which was a transformational period to teaching and learning English during wartime. The most common among the learning platforms and applications were Zoom and Google Classroom, as well as Moodle, MS Teams, YouTube, and Classtime, listed by both university teachers and students. Social networks such as Telegram, Viber, Facebook etc. were widely used too. To conclude, the COVID-19 pandemic caused Ukrainian teachers and students master new tools to use at online lessons of English, during wartime the demand on already familiar tools, as well as the range of them, increased as they provided more interaction. Considering emotional aspects, the study revealed disturbing data on teachers’ well-being: nearly 50% confessed that they were burned out and emotionally devastated, close to 40% were tired and pushed themselves to continue teaching. Despite these challenges, the majority were able to find solutions in conflict situations with students and colleagues, two-thirds were sure that their work was even more important during the wartime and they found ways to provide emotional support to their students needed in the times of war.

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Section: Resultssupporting

confidence: 91%

Teaching and Learning English at Higher Educational Institutions in Ukraine Through Pandemics and Wartime

Westerlund,

Chugai,

Petrenko

et al. 2023

Adv Educ

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“…За даними Міністерства освіти і науки України, яких у своїй праці цитує Boichenko, у 2022 р. було зруйновано або пошкоджено 131 заклад вищої освіти, що складало 5,5 % усіх закладів вищої освіти, а 17 % було перенесено в безпечніші регіони України [4]. Розуміючи вирішальну роль безперервного навчання в підтримці студентів і викладачів, більшість українських закладів вищої освіти у березні 2022 р. відновила онлайн-заняття [7].…”

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Організація Гібридного Навчання Іноземних Студентів У Змішаних Академічних Групах: Проблеми Та Шляхи Їх Подолання

Сельський,

П’ятковський,

Покришко

2024

MО

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Під час пандемії COVID-19 дистанційне навчання стало основним варіантом доступу до знань і прискорило розвиток платформ навчання онлайн серед закладів освіти. Повномасштабне вторгнення росії в Україну ще більше порушило функціонування системи освіти в країні. У Тернопільському національному медичному університеті імені І. Я. Горбачевського МОЗ України для дистанційних занять використовують платформу MS Teams та освітньо-наукові ресурси проєкту #StandWithUkraine. Зараз в університеті використовується формат змішаного навчання (“synchronous hybrid learning”), коли при проведенні заняття до студентів, які присутні особисто, їх одногрупники приєднуються дистанційно в режимі онлайн. У статті показано труднощі організації навчання на факультеті іноземних студентів, які постали у 2022–2023 н. р., описано досвід роботи з комбінованими онлайн/офлайн академічними групами іноземних студентів у ТНМУ. Проведення занять у змішаному форматі створило певні труднощі. Викладачам довелося модифікувати свої стратегії викладання, навчальні матеріали та методи оцінювання, було непросто підтримувати рівнозначну залученість студентів, які навчалися особисто та дистанційно, а також сприяти змістовній взаємодії між ними. Представлено деякі міркування і поради щодо оптимізації викладання у змішаних групах здобувачів вищої освіти, які навчаються на факультеті іноземних студентів.

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Criteria and Indicators of Foreign Language Teachers’ Soft Communicative Skills

Zhytnytska

2024

The Journal of V.N. Karazin Kharkiv National University. Series: Foreign Philology. Methods of Foreign Language Teaching

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The article explores the crucial role of soft communicative skills for English language teachers, emphasizing their significance within the broader framework of soft skills essential for effective teaching. It highlights that beyond simply transmitting information, teachers must engage, inspire, and connect with students on various levels, employing both verbal and non-verbal cues, active listening, adaptability, and creating a supportive learning environment. It stresses the importance of these skills in addressing modern trends in education, particularly in Ukraine’s efforts to foster a multicultural environment for Euro integration processes. The research tasks outlined include clarifying the terminological framework, characterizing soft communication skills as a component of soft skills, and highlighting the importance of obtaining these skills. Theoretical foundations from various fields such as philology, psychology, sociology, and pedagogy are examined to provide insight into the complexity of communication as a scientific issue. The study identifies promising prospects in improving curricula and courses in foreign language teaching, stimulating further scholarly work in the field, and enhancing pedagogical practice. It emphasizes that soft communication skills are essential not only for the work of foreign language teachers but also for the functioning of the entire educational institution. The article presents a comprehensive list of criteria and indicators of foreign language teachers’ soft communication skills, including emotional intelligence, proficiency in the foreign language, communicative skills, and personal effectiveness. These criteria serve as a basis for further research into the methods and conditions for developing these essential skills in future foreign language teachers. The study highlights the significance of soft communicative skills for foreign language teachers and underscores the need for continued research and development in this area to enhance pedagogical practice and improve the quality of foreign language instruction.

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Teaching and Supporting Higher Education Students Affected by War, Conflict, or Displacement: Changes to the ELT Classroom

Cited by 3 publications

References 6 publications

Teaching and Learning English at Higher Educational Institutions in Ukraine Through Pandemics and Wartime

Teaching and Learning English at Higher Educational Institutions in Ukraine Through Pandemics and Wartime

Організація Гібридного Навчання Іноземних Студентів У Змішаних Академічних Групах: Проблеми Та Шляхи Їх Подолання

Criteria and Indicators of Foreign Language Teachers’ Soft Communicative Skills

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