Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges April 2021 Pp. 222-234
ESP Students’ Satisfaction with Online Learning during the COVID-19 Pandemic in Ukraine
Foreign Systems of Pedagogical and Adult Education Department,
Ivan Ziaziun Institute of Pedagogical and Adult Education of the NAES of Ukraine, Kyiv
Department of Foreign languages, Faculty of Economics,
Taras Shevchenko National University of Kyiv, Ukraine
Corresponding Author: firstname.lastname@example.org
Department of Foreign Languages, Faculty of Economics,
Taras Shevchenko National University of Kyiv, Ukraine
Department of Foreign Languages for Natural Sciences Faculties, Institute of Philology, Taras
Shevchenko National University of Kyiv, Ukraine
Recieved: 3/1/2021 Accepted: 4/18/2021 Published: 4/26/2021
This study aims to determine the level of ESP students’ satisfaction with online ESP learning courses at three faculties of Taras Shevchenko National University of Kyiv. The current study examines students’ answers to identify their satisfaction in ESP online courses. The study’s research questions were divided into four categories: the effectiveness of online ESP learning, the availability of learning material used by ESP instructors, the evaluation of ESP teachers’ results, the effectiveness of online testing, and students’ difficulties with ESP distance learning. A descriptive statistical method was used to validate the study. The statistics package JASP was used for data analysis. The authors chose observation, literature analysis, a questionnaire provision, and descriptive data analysis as the research tools. The study results show that students are primarily pleased with ESP courses taught online, students fulfil the expected progress in ESP learning performance. It is revealed that the main problems that influence and impact online ESP learning during COVID-19 are related to technical, academic, and communication challenges. Student satisfaction surveys may lead to changes in ESP online learning activities that may, in turn, boost students’ outcomes. The results provide valuable insight into students’ satisfaction with online learning and pose practical questions for its implementation. As a result, this study is just a preliminary attempt at offering considerate analysis to Ukraine’s policymakers.
Keywords: COVID-19 pandemic, challenges and advantages of ESP online learning, online learning,
students’ satisfaction, Taras Shevchenko National University of Kyiv
Cite as: Avsheniuk, N., Seminikhyna, N., Svyrydiuk, T., & Lutsenko, O. (2021). ESP Students’ Satisfaction with Online Learning during the COVID-19 Pandemic in Ukraine. Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges. (1) 222-234.
Amena, M. (2020). The Role of Problem Based Learning in Engaging and Empowering Omani EAP Learners: An Exploratory Study. Arab World English Journal (AWEJ). Proceedings of 2nd MEC TESOL Conference 2020, 184-196. DOI: https://dx.doi.org/10.24093/awej/MEC2.13
Anderson, T., & Dron, J. (2010). Three generations of distance education pedagogy. The International Review of Research in Open and Distance Learning, 12(3), 80-97. DOI: https://doi.org/10.19173/irrodl.v12i3.890
Bignoux S., & Sund, K. (2018). Tutoring executives online: What drives perceived quality? Behaviour & Information Technology, 37 (7), 703-713.
Bollinger, D. U., & Martindale, T. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-Learning, 3(1), 61-67.
HERE. (2020). Ukrainian Higher Education responds to the COVID-19 challenges. Retrieved from: https://supporthere.org/news/ukrainian-higher-education-responds
Johnston, J., Killion J., & Oomen, J. (2005). Student Satisfaction in the Virtual Classroom. The Internet Journal of Allied Health Sciences and Practice, 3(2). Available at https://nsuworks.nova.edu/ijahsp/vol3/iss2/6/.
Keegan, D. (1988). The foundations of distance education. London: Croom Helm.
Keegan, D. (Ed.) (1996). Foundations of distance education (3rd ed.). London: Routledge.
Koohang, A., & Durante, A. (2003). Learners’ perceptions toward the web-based distance learning activities/assignments portion of an undergraduate hybrid instructional model. Journal of Informational Technology Education 2, 105-113.
OECD. (2020). Supporting-the-continuation-of-teaching-and-learning-during-the-COVID-19-pandemic: Annotated References for On-line Learning. Available at https://www.oecd.org/education/Supporting-the-continuation-of-teaching-and-learning-during-the-COVID-19-pandemic.pdf.
Office for National Statistics. (2021). Student Covid Insights Survey Experimental Statistics, England. Retrieved from: ons.gov.uk.
Picciano, A. (2002). Beyond student perceptions: Issues interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1), 20-41. DOI: 10.24059/olj.v6i1.1870.
Richardson, & Swan, K. (2003). An Examination of Social Presence in Online Courses in Relation to Students’ Perceived Learning and Satisfaction. Journal of Asynchronous Learning Networks,7(1),68-88. DOI: 10.24059/olj. v7i1.1864.
Sener, J., & Humbert, J. (2003). Student satisfaction with online learning: An expanding universe. Elements of Quality Online Education: Practice and Direction, 4, 245–260.
Sher, A. (2009). Assessing the relationship of student-instructor and student-student interaction to student learning and satisfaction in web-based online learning environment. Journal of Interactive Online Learning, 8, 102-120.
Sinclaire, J. K. (2011). Student satisfaction with online learning: Lessons from organizational behavior. Research in Higher Education Journal, 11, 1-20.
Son. J. (2011). Online tools for Language Teaching. Teaching English as a Second or Foreign Language, 15(1). Available at http://www.tesl-ej.org/wordpress/issues/volume15/ej57/ej57int/.
Swan, K. (2003). Learning effectiveness: What the research tells us. In J. Bourne, & J. C Moore, (eds.), Elements of Quality Online Education, Practice and Direction (pp. 13-45). Needham MA: Sloan Center for Online Education.
The State Quality Service of Education of Ukraine. SQE. (2020) Information and analytical reference about the results of the survey on the use of technologies during distance learning in higher education institutions of Ukraine. Retrieved from: http://www.sqe.gov.ua/.
Thurmond, W., & Conners, Frey, (2002). Evaluation of Student Satisfaction: Determining the Impact of a Web-Based Environment by Controlling for Student Characteristics. American Journal of Distance Education, 16(3), 169-89.
UNESCO. (2016). Open Educational Resources: Policy, Costs and Transformation. Available at https://unesdoc.unesco.org/ark:/48223/pf0000244365.
UNESCO. (2020a). COVID-19 Educational Disruption and Response. Available at https://en.unesco.org/covid19/educationresponse/.
UNESCO. (2020b). Crisis-sensitive educational planning. Paris: UNESCO. Retrieved from http://www.iesalc.unesco.org/en/wp-content/uploads/2020/04/COVID-19-Education-Issue-Note-2.4-Planning.pdf.
Watts, L. (2016). Synchronous and asynchronous communication in distance learning. Quarterly Review of Distance Education, 17(1), 23-32.
World Bank (2020). Guidance Note: Remote Learning and COVID-19. Retrieved from http://documents.worldbank.org/curated/en/531681585957264427/pdf/Guidance-Note-on-Remote-Learning -and-COVID-19.pdf.