Перегляд за Автор "Havrylenko, Kateryna"

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  • Ескіз
    ДокументНевідомий
    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.
  • Ескіз
    ДокументНевідомий
    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.