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https://ela.kpi.ua/handle/123456789/13329
У зібранні розміщено матеріали, що опубліковані або готуються до публікації в наукових журналах та збірниках.

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  • Ескіз
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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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    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.