Перегляд за Автор "Oksana Chugai"

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    Pros and cons of incorporating ChatGPT to facilitate learning and instruction
    (Vasyl Stefanyk Precarpathian National University, 2023-12-31) Oksana Chugai
    The rise of artificial intelligence has changed the educational landscape forever. A large language model ChatGPT opens so many opportunities for everyone, still bringing hidden threats which may be harmful especially in educational sphere. The paper aims to explore the issue of incorporating ChatGPT in education by looking through advantages and disadvantages analyzing its impact on instruction and student engagement.
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    Technical university students’ self-regulation in online ESP learning
    (Prospects and innovations of science, 2023) Oksana Chugai; Iryna Lytovchenko; Olena Zelikovska
    Facing restrictions during the Covid-19 global pandemic, university students are likely to experience difficulties in controlling their learning environments and taking right decisions. As a part of performance review, one of the most important soft skills, the ability to conduct self-evaluation will be needed for future professional growth of university graduates. Therefore, it is crucial to understand the issues related to self-regulation of technical university students learning English for Specific Purposes (ESP) online. The aim of the study is to reveal peculiarities of technical university students’ self-regulation in online ESP learning. This study investigates aspects of technical university students’ self-regulation regarding their ESP course learning remotely. The quantitative method was employed to collect and analyse the responses of bachelor students of the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” using a 5-point Likert scale and calculating the median (Mdn) and Inter-Quartile Range (IQR). The qualitative data aimed at further exploration of the issue was conducted through interviews, as well as oral and written feedback of students during the online lessons. We consider the second year of the Covid-19 quarantine as emergency education as there were no other options except studying online. Though universities adjusted to the changed environment and were better equipped in order to provide technical and methodological support for studying online, it was not possible to have regular face-to-face classes.
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    Using Alternative assessment during the pandemic by Indian and Ukrainian teachers of English
    (Facta Universitatis. Series: Teaching, Learning and Teacher Education, 2022) Oksana Chugai; Arvind Pawar
    The article aimed to analyze the usage of alternative assessment by teachers of English in India and Ukraine during the pandemic. Pedagogical observation, surveys, interviews, and mathematical statistics were used to collect the data. It was established that Indian respondents had a wider range of experience in teaching English. More than half of Indian teachers conducted their lessons online, while Ukrainian teachers mostly had blended lessons. The necessity of training in assessment and learning facilitation was obvious for both Indian and Ukrainian respondents. All the respondents appreciated the students’ involvement in choosing alternative assessment tools. Both Indian and Ukrainian teachers acknowledged the usefulness of a variety of alternative assessment tools. The methods of evaluation preferred by Ukrainian respondents were similar to those preferred by Indian respondents, with peer-evaluation used more often by Indian teachers. The results of the study showed that the respondents from both countries were positive about the impact of portfolios on learners’ motivation. Curricula limitations hindered the application of alternative assessment for both Indian and Ukrainian teachers of English. However, in contrast to Indian teachers’ responses, for Ukrainian teachers, there was one more reason: students’ reluctance.