Technical university students’ feedback on studying English online under the COVID-19

Чугай, Оксана; Svyrydova, Larysa

doi:10.4995/muse.2022.16142

Mult.J.Edu.Soc.Tec.Sci.

2022

DOI: 10.4995/muse.2022.16142

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Technical university students’ feedback on studying English online under the COVID-19

Оксана Чугай

Larysa Svyrydova

Abstract: The paper reveals the results of the survey, carried out by non-linguistic students of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. Special attention is devoted to comparative analysis of feedback of respondents studying English online at the Institute of Physics and Technology (IPT) and Instrumentation Engineering Faculty (IEF) under the COVID-19. The actuality of the study is determined by the necessity of learning about students` experience studying English online dur… Show more

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Cited by 2 publications

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

Westerlund,

Chugai,

Petrenko

et al. 2023

Adv Educ

Self Cite

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

Westerlund,

Chugai,

Petrenko

et al. 2023

Adv Educ

Self Cite

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Hackathon in Differentiated English for Specific Purposes Instruction of Information Technology Students

Synekop

2023

Mult.J.Edu.Soc.Tec.Sci.

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The current study aims to check the effectiveness of differentiated ESP instruction using the hackathon. This study used the mixed research method. The participants of the study were 24 Information Technology (IT) students of the Physics and Technology Institute of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” who voluntarily took part in the study in 2022-2023. They were divided into two experimental groups and differentiated according to the social roles and the level of English language proficiency. Sensory, interactive and graphic scaffolding as the temporary assistance was integrated in the educational process. As shown by the results of the experimental learning, the second group, where the IT students performed auxiliary roles and the duration of scaffolding use was defined by both students and teachers, demonstrated significantly better results than the first group, where the IT students performed auxiliary roles and the duration of scaffolding use was defined by IT students only. Scaffolding should be regulated by both the teacher and the students. It was concluded that the use of hackathon with a focus on learners’ differentiation helps to diversify ESP learning at technical university and facilitates the development of professional communicative skills (speaking and writing) as well as other soft and hard skills.

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Technical university students’ feedback on studying English online under the COVID-19

Cited by 2 publications

References 13 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

Hackathon in Differentiated English for Specific Purposes Instruction of Information Technology Students

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