Arab World English Journal (AWEJ) Volume 12. Number3   September 2021                                         Pp.375-384
DOI:https://dx.doi.org/10.24093/awej/vol12no3.26

Full Paper PDF 
 

Foreign Language Teaching of Ukrainian University Students in a
Distance Learning Environment 

Olena Pylypenko
Foreign Philology and Translation Department
National University of Life and Environmental Sciences of Ukraine
Kyiv, Ukraine

Liubov Kozub
Department of Foreign Languages for Mathematical Faculties
Taras Shevchenko National University of Kyiv
Ukraine
Corresponding Author: liubatern@yahoo.com

 

Received:  6/28/2021              Accepted:  9/21/2021             Published:  9/26/2021

 

Abstract:u
The Covid-19 pandemic has forced Ukraine, like other countries, to move to distance education. The study aims to analyze the distance learning experience of Ukrainian philology students, to find out the pros and cons of distance education, those things that motivate students, and the challenges they face while studying online. The survey consisted of a questionnaire and embraced 105 respondents. The survey goal was to collect data that would allow concluding about the effectiveness of distance education for Ukrainian philology students at the National University of Life and Environmental Sciences of Ukraine, particularly for the study of foreign languages. The significant results of the survey include: obtaining reliable data on the effectiveness of distance learning of Ukrainian philology students through their feedback in questionnaires, online testing, a variety of writing assignments, and assessment in the online classroom, finding out the most effective distance learning tools, the main features of teacher – students interactions in a distance-learning environment. The research proves that Ukrainian philology students overall positively evaluate their distance learning experience. It does not negatively impact students’ foreign language learning motivation. Despite a positive attitude to distance learning, Ukrainian philology students face particular challenges connected with access to devices, lack of information and communications technology skills, Internet connection, and lack of communication with their peers. The finding reveals, whatever are the benefits of distance education, it cannot entirely replace face-to-face learning.
Keywords: distance learning environment, educational technologies, foreign language teaching, Ukrainian university students

Cite as:   Pylypenko, O., & Kozub, L.  (2021). Foreign Language Teaching of Ukrainian University Students in a Distance Learning Environment.  Arab World English Journal, 12 (3) 375-384.
DOI: https://dx.doi.org/10.24093/awej/vol12no3.26

References

Allen, I. E., & Seaman, J. (2017). Digital Learning Compass: Distance Education Enrollment Report 2017. Retrieved from https://files.eric.ed.gov/fulltext/ED580868.pdf

Ally, M. (2009). Designing Effective Computer-Based Learning Materials. In M. Mills & D. Wake. (Eds.), Encyclopedia of Distance Learning. (2nd ed., pp. 571-579). IGI Global. DOI:10.4018/978-1-60566-198-8.ch083

Babelyuk, O. A., Koliasa, O. V., Kushlyk, O. P., & Smaglii, V. M. (2020). Using Distance EdTech for Remote Foreign Language Teaching During the COVID-19 Lockdown in Ukraine. Arab World English Journal. Special Issue on the English Language in Ukrainian Context, 4-15. DOI: https://dx.doi.org/10.24093/awej/elt3.1

Boettcher, J.V., Conrad, R. M. (2016). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips. New York: John Wiley & Sons Inc.

Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus Traffic and E-Learning during COVID-19 Pandemic. Computer Networks, 176, 2-26. https://doi.org/10.1016/j.comnet.2020.107290

Ferrer, E., & Kirschning, I. (2013). A Methodology for the Development of Distance Learning Tasks Adaptable to the Student’s Learning Style. Procedia – Social and Behavioral Sciences, 141, 518-523.

Fillip, B. (2001). Distance Education in Central America and the Caribbean: Making the Most of the Region‘s Experience and Tackling Challenges and Opportunities of the New Information and Communication Technologies. Tokyo, Japan, and Washington, DC: Japan International Cooperation Agency.

Gernsbacher, M.A. (2015). Why Internet-Based Education? Frontiers in Psychology, 5, 2-4. DOI:10.3389/fpsyg.2014.01530

Hodges, Ch., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference Between Emergency Remote Teaching and Online Learning. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning

Keegan, D. (1996). Foundations of Distance Education (3rd ed.). New York and London: Routledge.

Ko, S., & Rossen, S. (2017). Teaching Online. A Practical Guide (4th ed.). New York and London: Routledge.

Kosovych, O. (2021). Problems of Distance Learning of Foreign Languages in Times of Pandemic. Modern Trends in Foreign Language Training of Future Non-Language Specialists in a Multicultural Environment. Materials of the VII International Scientific and Practical Conference, 140-148.

Langfold, M., & Damsa, C. (2020). Online Teaching in the Time of Covid-19. Academic teachers’ experiences in Norway. Retrieved from https://www.jus.uio.no/cell/ressurser/evaluering/rapporter/report-university-teachers-160420-with-annex.pdf

Leleka, T. & Kapitan T. (2021). The Features of Distance Learning in Higher Education System. Pedagogy and Education Management Review, 1(3), 18-25. https://doi.org/10.36690/2733-2039-2021-1-18

Lörz, M., Marczuk, A., Zimmer, L., Multrus, F., & Buchholz, S. (2020). Studieren unter Corona-Bedingungen: Studierende bewerten das erste Digitalsemester. DZHW Brief. 5. Hannover: DZHW. Retrieved from https://www.dzhw.eu/pdf/pub_brief/dzhw_brief_05_2020.pdf

Matvienko, O., Kuzmina, S., Yamchynska, T., & Glazunova, T. (2020). Ukrainian Universities Under the Pressure of Pandemic: The Effect of Pandemic on Teacher Leadership, Self-education, and Lifelong Learning. Proceedings of 6th ICLEL Conference 2020, 463-473. Retrieved from https://faf348ef-5904-4b29-9cf9-98b675786628.filesusr.com/ugd/d546b1_7384fbcb4f9a4c6981f56c0d6431fff2.pdf

Meißelbach, C., & Bochmann, C. (2020). Wir können hier alle nur dazulernen. Studierendenbefragung zur digitalen Lehre in Zeiten der Corona Krise. Dresden: Technische Universität Dresden. Retrieved from https://tu-dresden.de/gsw/phil/powi/polsys/ressourcen/dateien/forschung/umfrage-digitale-lehre/studierendenbefragung-digitale-lehre.pdf?lang=en

McKimm, J., Jollie, C., & Cantillon, P. (2003). Web-based learning. British Medical Journal, 326, 870–873. DOI:10.1136/bmj.326.7394.870

Nilson, L.B., & Goodson, L.A. (2018). Online Teaching at Its Best: Merging Instructional Design with Teaching and Learning Research. New York: John Wiley & Sons Inc.

Rekkedal, T., et al. (2003). Internet-Based E-learning, Pedagogy, and Support Systems. Norway: NKI Distance Education.

Senkbeil, J. I. M., & Schöber Ch. (2019). Wie gut sind angehende und fortgeschrittene Studierende auf das Leben und Arbeiten in der digitalen Welt vorbereitet? Ergebnisse eines Standard Setting-Verfahrens zur Beschreibung von ICT-bezogenen Kompetenzniveaus. Zeitschrift für Erziehungswissenschaft, 22. 1359–1384.

Singh, V., & Thurman, A. (2019). How Many Ways Can We Define Online Learning? A Systematic Literature Review of Definitions of Online Learning (1988-2018). American Journal of Distance Education, 33(4), 289-306. https://doi.org/10.1080/08923647.2019.1663082

Stegbauer, C. (2020). Netzwerkungleichheit, die Verbreitung des Virus und wer in Gefahr ist. In C. Stegbauer & I. Clemens (Hrsg.). Corona-Netzwerke: Gesellschaft im Zeichen des Virus, 15-26.

Vorobel, O., & Kim, D. (2012). Language Teaching at a Distance: An Overview of Research. CALICO Journal, 29(3), 548-562. DOI:10.11139/cj.29.3.548-562

 

Facebook
Twitter
LinkedIn
Tumblr
Reddit
Email
StumbleUpon
Digg
Received: 6/28/2021
Accepted: 9/21/2021
Published: 9/26/2021
https://dx.doi.org/10.24093/awej/vol12no3.26 

Olena Pylypenko, PhD in Pedagogy, Associate Professor at Foreign Philology and Translation Department, National University of Life and Environmental Sciences of Ukraine. Her areas of interest include means of foreign language teaching, competency-based education, pedagogy and education. https://orcid.org/0000-0002-6249-912

Liubov Kozub, PhD in Philology, Associate Professor at Department of Foreign Languages for Mathematical Faculties, Taras Shevchenko National University of Kyiv. Her research interests are in the area of experimental phonetics, sociolinguistics, pragmatics, text linguistics, innovative methods of teaching English for specific purposes. https://orcid.org/0000-0002-6617-6442