Перегляд за Автор "Chugai, Oksana"

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    Incorporating social and emotional learning in ESL lessons during wartime
    (European Scientific Platform, 2023-05-12) Chugai, Oksana
    A 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.
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    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, Olha
    The 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.
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    International students studying English in Ukrainian universities: challenges and opportunities
    (2022) Chugai, Oksana
    Teaching 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.
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    Methods that Work: Best Practices of Adult Educators in the USA
    (Igor Sikorsky Kyiv Polytechnic Institute, 2017) Chugai, Oksana; Terenko, Olena; Ogienko, Olena
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    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, Larysa
    Ukrainian 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.
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    Studying English online during wartime: goal-planning of technical university students
    (Igor Sikorsky Kyiv Polytechnic Institute, 2023) Chugai, Oksana
    This 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.
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    Studying English under COVID-19 quarantine: Ukrainian and Indian students’ perspectives
    (Igor Sikorsky Kyiv Polytechnic Institute, 2021) Chugai, Oksana; Pawar, Arvind
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    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, Kateryna
    Living 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.
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    Teaching and learning english at higher educational institutions in Ukraine through pandemics and wartime
    (Igor Sikorsky Kyiv Polytechnic Institute, 2023) Westerlund, Ruslana; Chugai, Oksana; Petrenko, Serhii; Zuyenok, Iryna
    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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    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, Oksana
    Learning 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.
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    Technical university students’ feedback: a critical factor in teaching English during wartime
    (Видавнича група «Наукові перспективи», 2023) Chugai, Oksana
    The 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.
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    Use of games in ESP classes aimed at university students’ engagement
    (Perfect Publishing, 2022-08) Chugai, Oksana; Golub, Tetiana; Lytovchenko, Iryna
    One 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.