Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges April 2021 pp.172-182
Psychological Difficulties during the Covid Lockdown: Video in Blended Digital Teaching Language,
Literature, and Culture
Department of Foreign Languages and Translation Studies, Institute of Psychology and Social Protection,
Lviv State University of Life Safety, Lviv, Ukraine
Department of Germanic Languages and Translation Studies, Institute of Foreign Languages, Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine
Corresponding Author: email@example.com
Department of German Language Practice, Institute of Foreign Languages,
Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine
Philology Department, Odesa National Maritime University, Odesa, Ukraine
Department of Philology, Odesa National Maritime University, Odesa, Ukraine
Recived: 3/6/2021 Accepted: 4/7/2021 Published: 4/26/2021
The recent COVID-19 pandemic has caused an urgent necessity for higher education institutions and their teaching staff to move the educational process online in the shortest possible time. It should be admitted that higher education worldwide is changing, and institutions face challenges when adapting to the new COVID-19 reality – blended digital teaching and learning. They are tackling several issues connected with the essence of virtual education, its technical aspect, and students’ learning environment. During COVID-19 lockdown, teachers have to prepare and deliver their classes from home, simultaneously coping with numerous professional and technical challenges, often without any appropriate support. In addition to that, they were lack of technology literacy, professional knowledge, and experience needed for successful E-teaching. Besides, a new mode of blended digital teaching and learning also made them consider technical and administrative aspects of the current educational process, namely to use new educational platforms and tools, organize active workflows, and work out critical educational principles to design and facilitate practical online experiences. Along with the challenges that the teachers face in such conditions, they should be able to cope with the stress and psychological disorders of pupils and students. The article emphasizes the abnormal psychology of youngsters (pupils and students) as the result of stress and anxiety that appeared during Covid lockdown – the application of psychological science to understanding and treating mental disorders – and the use of video as a productive means of avoiding psychological disabilities. The research objective is to prove that video is an effective educational tool for avoiding psychological difficulties in blended digital learning during COVID-19 lockdown while teaching foreign languages, literature, and culture. Special attention is paid to psychological strategies of overcoming stress during COVID-19 lockdown, as well as to effective ways to students’ adapt to a virtual learning environment, development and implementation of anti-stress methods, which heighten their motivation. The article also heads on and explores potential solutions to educational problems that one can encounter in the new educational process at the post-COVID-19 epidemic period, such as the quality of education offered, its cost and availability, internationalization, and employability.
Keywords: blended, Covid lockdown (COVID-19), culture, digital teaching, disabilities, language, literature,
psychological, video, Ukraine.
Cite as: Babelyuk, O., Koliasa, O., Lopushanskyy, V., Smaglii, V., &Yukhymets,S.(2021).Psychological Difficulties during the Covid Lockdown: Video in Blended Digital Teaching Language, Literature, and Culture . Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges (1) 172-182.
American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text rev.). Washington, DC.
Alexander, R.J. (2001). Culture and pedagogy: International comparisons in primary education. Malden,MA: Blackwell publishing.
Anderson, D. J., Major, R. L., & Mitchell, R. R. (1990). The VCR and student teachers. MNATE Newsletter, 20(3), 5-6.
Babelyuk, O.A. (2019) Higher Education in Cyber Society: Pros and Cons. Паралелі та контрасти: мова, культура, комунікація.
Одеса: Феникс, 22-24. Available at http://dspace.onua.edu.ua/bitstream/handle/11300/12235
Babelyuk, O.A., Koliasa, O.A., Kushlyk, O. V., & Smaglii V. (2020). Using Distance EdTech for Remote Foreign Language Teaching During the COVID-19 Lockdown in Ukraine (November 23, 2020). Arab World English Journal (AWEJ) Special Issue on the English Language in Ukrainian Context, November 2020, pp. 4-15. Available at https://www.awej.org/images/AllIssues/Specialissues/SpecialIssueonheEnglishLanguagenraqiContext2020/
SpecialIssueonheEnglishLanguageonUkraineContext2020/1.pdf or http://dx.doi.org/10.2139/ssrn.3735588
Berk, R.A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and MTV in the college classroom. International Journal of Technology in Teaching and Learning, 5(1), 1-21.
Brewer, K. (2020). Coronavirus: How to protect your mental health. BBC news. Available at https://www.bbc.com/news/health-51873799
Brouwer, C. N. (2011). Imaging teacher learning. A literature review on the use of digital video for preservice teacher education and professional development. Conference: American Educational Research Association. Available at
Butcher, J., Mineka, S., & Hooley, J. (2007). Abnormal psychology and modern life (13th ed.). Boston, MA: Allyn & Bacon.
Calandra, B., Brantley-Dias, L., & Dias, M. (2006). Using digital video for professional development in urban schools: A pre-service teacher’s experience with reflection. Journal of Computing in Teacher Education, 22(4), 137-145.
Calandra, B., Brantley-Dias, L., Lee, J. K., & Fox, D. L. (2009). Using Video Editing to Cultivate Novice Teachers’ Practice. Journal of Research on Technology in Education, 42(1), 73–94.
Cannings, T. R., & Talley, S. (2002). Multimedia and online video case studies for pre-service teacher preparation. In D. Watson, & J. Andersen, (eds.), Networking the Learner: IFIP — The International Federation for Information Processing (vol 89, 699-710). Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35596-2_70
Darling-Hammond, L. (2006). Assessing Teacher Education: The Usefulness of Multiple Measures for Assessing Program Outcomes. Journal of Teacher Education, 57(2), 120–138. https://doi.org/10.1177/0022487105283796
Downey, J. (2008). It’s not as easy as it looks: Pre-service teachers’ insights about teaching emerging from an innovative assignment in educational psychology. Teaching Educational Psychology, 3(1), 1–13.
Dye, B. R. (2007). Reliability of pre-service teachers’ coding of teaching videos using a video-analysis tool, (Unpublished Master’s Thesis). Brigham Young University, Provo, UT.
Erickson, F. (2007). Ways of Seeing Video: Toward a phenomenology of viewing minimally edited footage. In R. Goldman, R. Pea, B. Barron, & S J. Derry, (eds.), Video Research in the Learning Sciences (pp. 145–155). Routledge.
Lopushanskyy, V. (1996). Psychological peculiarities of group solving of linguistic problems (on the material of teaching German in 5-7 grades of secondary school. (Unpublished PhD Thesis). Kyiv І. Drahomanov State Pedagogical University.
McCurry, D. S. (2000). Technology for Critical Pedagogy: Beyond Self-Reflection with Video. Available at
Rich, P. J., & Hannafin, M. (2009). Video Annotation Tools Technologies to Scaffold, Structure, and Transform Teacher Reflection. Journal of Teacher Education, 60(1), 52–67. https://doi.org/10.1177/0022487108328486
Rakhmanina, L., & Kusumaningrum, D. (2017). The effectiveness of video blogging in teaching speaking viewed from students’ learning motivation. Proceedings of the Fifth International Seminar on English Language and Teaching (ISELT 2017). Retrieved from: http://ejournal.unp.ac.id/index.php/selt/article/viewFile/7980/6083
Shepherd, C. E., & Hannafin, M. J. (2008). Examining preservice teacher inquiry through video-based, formative assessment e-portfolios. Journal of Computing in Teacher Education, 25(1), pp. 31–37.
Sprang, G., & Silman, M. (2013). Posttraumatic stress disorder in parents and youth after health-related disasters. Disaster Med Public Health Prep, 7(1), pp. 105-10. doi: 10.1017/dmp.2013.22. PMID: 24618142.
Star, J. R., & Strickland, S. K. (2008). Learning to observe: Using video to improve preservice mathematics teachers’ ability to notice. Journal of Mathematics Teacher Education, 11 (2), pp. 107– 125. https://doi.org/10.1007/s10857-007-9063-7
World Health Organization (2020). Mental health & psychological considerations during the Covid-19 outbreak. Available at https://www.who.int/docs/default-source/coronaviruse/mental-health-considerations.pdf