Кафедра англійської мови технічного спрямування №2 (КАМТС2)
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Перегляд Кафедра англійської мови технічного спрямування №2 (КАМТС2) за Автор "Chugai, Oksana"
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Документ Відкритий доступ Incorporating social and emotional learning in ESL lessons during wartime(European Scientific Platform, 2023-05-12) Chugai, OksanaA full-scale war in Ukraine shattered lives of millions, whose workdays in February 2022 started with shelling and breaking news, which was difficult to believe. Yet, after a couple of weeks, the new normal, life during wartime, became reality for those who stayed in the country and those who had to leave. Resuming studying online was possible after conducting surveys, which indicated willingness of students, their parents, teachers and university authorities to resume spring semester despite the difficulties related to wartime and imposition of martial law in Ukraine. However, everyday pressure of not only surviving but studying and teaching during wartime requires searching for new ways of developing resistance and building a supportive educational environment. To conclude, SEL, which aims at developing skills essential for emotions control, goal setting, socializing, decision-making and problems solving, should be incorporated in ESL class during wartime. SEL provides not only a framework for structuring the English course but simple and effective tools which relieve stress, empower students and create a friendly atmosphere which promotes academic success. ESL teachers should adhere to an action plan in order to employ SEL gradually and consistently, creating a supportive educational environment.Документ Відкритий доступ Intellectual capital is the foundation of innovative development: Innovations in EFL teaching(ScientificWorld-NetAkhatAV Lußstr, 2023) Stavytska, Iryna; Lavrysh, Yuliana; Chugai, Oksana; Havrylenko, Kateryna; Sokyrska, OlhaThe monograph is devoted to the actual problem of integrating digital educational technologies into EFL teaching at higher education institutions. In the perspective of the issues of the monograph, there is an analysis of innovations that the process of improving teaching in technical universities requires. Research materials are of theoretical and practical interest and can be used in formal and informal education of students and post-graduate students of pedagogical universities, as well as researchers of trends in the development of the educational space, for the training and retraining of scientific and pedagogical staff, specialists in the field of didactics, and all those who are interested problems of modern education.Документ Відкритий доступ International students studying English in Ukrainian universities: challenges and opportunities(2022) Chugai, OksanaTeaching English to international students may be challenging for those teachers who have not had such experience before. When students are mostly from one country, they are likely to have somewhat similar cultural and educational backgrounds. Having students from China, Turkey, Egypt and other countries in the language classroom imposes additional constrains on teaching English. However, it is possible to create a friendlier environment for international students to achieve better results by learning more about their experience of studying abroad and their background in general.Документ Відкритий доступ Social and Emotional Learning competence of technical university students studying English during wartime(ПУ «Причорноморський науково-дослідний інститут економіки та інновацій», 2023) Chugai, Oksana; Svyrydova, LarysaUkrainian technical university students faced new threats after the beginning of a full-scale war, which led to uncertainty in their lives, putting pressure on their future, let along their study. Being under stress leads to exhaustion or aggression, which creates a tense atmosphere inhibiting learning. Therefore, teachers of English should be aware of that and employ Social and Emotional Learning (SEL), aimed at withstanding global challenges, to support their students during wartime. The study revealed peculiarities of technical university bachelor students’ SEL competence studying English during wartime regarding four dimensions: self-awareness, self-management, social awareness, and social management. The quantitative method was used to collect and analyse the results of the survey exploiting a 5-point Likert scale calculating the median (Mdn), and Inter-Quartile Range (IQR). Technical university students demonstrated a high level of self-awareness, agreeing on the importance of a positive attitude and their responsibility for their success in learning English. Regarding social awareness, the respondents were not sure that they could help each other. Nevertheless, they knew whom to ask for help, what resources to use, and were sure of their positive impact on group activities.Документ Відкритий доступ Studying English online during wartime: goal-planning of technical university students(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Chugai, OksanaThis study investigates technical university students’ ability to set goals for their English language course learning remotely during wartime. A qualitative method was employed to collect and analyse the responses of 135 bachelor students of the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, who participated voluntarily. Bachelor students shared their expectations of the English course in the middle of the academic year. First and second-year students study General English, third and fourth year students focus on ESP.Документ Відкритий доступ Teachers of English experience of providing feedback on students’ performance during war in Ukraine(Громадська наукова організація «Всеукраїнська асамблея докторів наук з державного управління», 2023) Chugai, Oksana; Havrylenko, KaterynaLiving in a constantly changing information space is related to developing feedback literacy. The article aimed to explore experience of providing feedback by teachers who taught English in Ukraine during wartime. To achieve this aim we answered research questions about various kinds of feedback, their effectiveness, and importance of providing feedback. We administered teachers’ survey, collected data, analysed and presented results. The study used a mixed method research design, which implied obtaining quantitative and qualitative data through a Google Form survey. The survey consisted of twenty prompts regarding background information about the respondents, their experience in providing feedback to their students and their evaluation of feedback during wartime. Participation of teachers of English (N=68) was voluntary and anonymous. The results of the research were based on responses of Ukrainian teachers older than 25 years who had at least six years of teaching English at universities and secondary schools. Half of the participants had online synchronous lessons using Zoom, Google Meet and other videoconferencing planforms. Responding to the research questions, we discovered that majority of respondents provided feedback often, mostly verbally, combining group and individual feedback. Students’ reaction to the feedback was mostly positive which could be explained by the fact that teachers focused mostly on results, ways to improve and process in their feedback. We discovered three main sources of feedback for students: teachers (42%), computer-based (27%) and peers (17%). The most important function of feedback for teachers was showing students the ways to improve, the best time to provide feedback after the activity, and the most important feature of feedback was its content. Majority of teachers had the same opinions on the connection between providing feedback and improving English, importance of feedback during wartime and learning more about feedback. Respondents also demonstrated desire to learn more about ways of providing effective feedback, which was especially important during wartime.Документ Відкритий доступ Technical university students’ autonomy: using English in everyday life(Educational and Scientific Institute of Philology, Taras Shevchenko National University of Kyiv, 2023-11-22) Chugai, OksanaLearning English has acquired an utmost importance for students as it is not only a subject at school or university, but a language of international communication. Technical universities worldwide are witnessing a growing emphasis on English as a medium of instruction and communication. This shift is driven by the need for graduates to be proficient in English to participate effectively in the global workforce. There are high expectations of English language competence at domestic businesses, international companies, student mobility programs. However, limited number of compulsory lessons of English at university cannot ensure global competence that students need.Документ Відкритий доступ Technical university students’ feedback: a critical factor in teaching English during wartime(Видавнича група «Наукові перспективи», 2023) Chugai, OksanaThe quality of education during periods of recovery or instability depends on feedback, which plays an important role in building rapport between teachers and students. The issue of providing effective feedback was investigated by many researchers. However, there are few studies devoted to technical university students’ feedback on English language course during wartime. The article explored the meaning of the term “feedback”, outlined its features and discussed the results of technical university students’ survey on their English language course. This study was conducted at National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”, a mixed method research design was used. The results of this research confirm the need of providing constructive feedback as it makes students reflect on their performance, informs teachers of students’ attitude to their experience of doing the English language course and provides an opportunity to improve it next academic year. According to the findings of the study, technical university bachelor students were well-informed at the beginning of the English language course, they knew what they had to do in order to complete it. English course assignments and deadlines were reasonable, students could communicate with their teachers when necessary, and the level of engagement through videos, discussion boards, etc. was very high. Maybe, that is why majority of students felt less stressed at the English lessons and they were satisfied with their academic results at the end of the course. All the respondents completed lessons asynchronously if they missed ones. However, some students were not sure that they had opportunities to speak English in real life, and even more, about a third of the respondents, had doubts about their ability to solve technical problems. Games, teamwork, discussions and videos were favourite activities of technical university students. At the same time technical university students would like to have offline English lessons next academic year. The results of this study could be of some interest to future researchers, practitioners and students.Документ Відкритий доступ Use of games in ESP classes aimed at university students’ engagement(Perfect Publishing, 2022-08) Chugai, Oksana; Golub, Tetiana; Lytovchenko, IrynaOne of the most challenging problems faced by universities throughout the world at present is delivering curricula that address the needs of the digital generation of learners. In this context, the use of ICT opens numerous perspectives and opportunities which are able to produce a powerful positive influence on the learning experience. In our study, we analyze the use of games as a tool that can make learning more interesting, attractive and engaging for university students in English for Specific Purposes (ESP) classes. Based on the results obtained we can conclude that gamification of learning is a growing phenomenon which meets students’ expectations, engenders their motivation and engagement. The introduction of game elements can be adapted to various contexts and subject areas and used for different education purposes.