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Документ Відкритий доступ A scale development to determine university students' attitudes to online exams assessment(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Arun, Korhan; Gedik, Nesli Kahraman; Olcay, Zeynep; Ozdemir, Guven; Çıkrıkçı, MustafaPurpose: This study aims to develop and validate a scale to determine university students' attitudes toward assessment and evaluation in online exams. Background: Measuring students' attitudes toward online exams is crucial, especially in the context of emergency transitions to online learning and the impact of external factors such as the COVID-19 pandemic. Students' perspectives on online examination practices in higher education institutions are significant in understanding students' attitudes and perceptions of online exams for effective implementation. Method: During the developmental phase of the scale, 13 items were created and presented for expert opinion. The scale propositions are designed to question the compliance of the courses with the curricula in the online education process, the transparency of online exams, and the University's technological infrastructure for online exams. The participants in the study consist of 1095 students studying in different programs at the Vocational Schools of three foundation universities in Istanbul, and they were reached via e-mail. Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted. Findings: The results obtained prove that the 13-question scale is valid and reliable and is a good measurement to determine university students' attitudes to online exams. Implications for Research and Practice: Attitudes are likely determinants of academic achievement. Furthermore, utilizing e-tests positively impacts higher education students' performance and participation in online testing. Therefore, it is essential to consider students' attitudes towards online exams to increase academic success in online courses and provide better learning outcomes. Thus, scale development plays a pivotal role in advancing knowledge within specific domains of social science research, and it is integral to ensuring the quality and reliability of online exam instruments used in higher education.Документ Відкритий доступ Addressing challenges in language teaching in india: exploring the role of corrective feedback in enhancing learning(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Kumar, Amrendra; Halim, Huzaina Binti AbdulCorrective feedback is a crucial aspect of language teaching, which aims to help students improve language accuracy and fluency. While research on corrective feedback has been conducted worldwide, there is a dearth of empirical studies in the Indian context. Despite this gap, several studies suggest that corrective feedback practices in India are based mainly on traditional grammar-translation methods prioritizing accuracy over fluency rather than considering students' needs and learning styles. Issues related to corrective feedback in India include cultural factors, optimal timing, teacher beliefs, technology-mediated feedback, and student motivation. Cultural factors such as societal expectations and values can influence teachers' and learners’ attitudes toward corrective feedback. The optimal timing of providing corrective feedback in ESL writing is also an issue, as the effectiveness of immediate versus delayed feedback on language accuracy and fluency is still unclear. Moreover, teachers' views on corrective feedback may influence their practices and need further exploration in the Indian context. The potential of technology-mediated corrective feedback and its effects on student motivation and self-efficacy also require further research (Doley, 2023). Overall, this review highlights the need for more empirical research on corrective feedback practices in India to inform effective teaching practices and enhance the effectiveness of ELT in the country. Future studies should focus on examining cultural factors that influence corrective feedback practices, identifying optimal timing for feedback, examining teachers' views and practices, examining technology-mediated feedback, and examining the effects of corrective feedback on student motivation and self-efficacy.Документ Відкритий доступ Awareness levels of social studies pre-service teachers regarding metaverse use(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Tural, Ayşegül; Koçak, NeşeIn today's Technology Age, where communication technologies are gaining momentum, social, cultural, and technological competencies draw attention from individual and societal perspectives. Along with technological innovations, transformations are experienced in the societal development process in many areas, including education, communication, language, culture, economy, etc. In this context, innovative technologies in today's science and technology-oriented society bring applications of artificial intelligence and the virtual universe, exploring the interaction between humans and space and beyond. Metaverse stands out as a structure among these virtual universe applications. Metaverse, one of the popular artificial intelligence applications of recent times, emphasizes creating a virtual social environment beyond time with the understanding of space and beyond. Metaverse is a permanent three-dimensional world where many situations that we cannot experience in the real world can be experienced and where communication can be established with other people or virtual people. It is thought that it may be beneficial to support a course such as social studies, which includes many disciplines and aims to raise well-equipped citizens with technology. The social studies course is also noteworthy as an area focusing on developing digital competence and skills. In this direction, this research aims to reveal the awareness levels of pre-service social studies teachers about metaverse usage from various variables. The experimental scanning method from quantitative research methods was utilized during the research process. According to the results of the study, while the awareness of the pre-service teachers about the application of metaverse as a current, popular technology and communication source is not found to be significant in terms of variables such as gender, age, and class level, it is significant regarding the university they attend, frequency of internet use, thoughts about using the internet/technology in education, digital environment and metaverse themed education, certificate program, and participation in courses.Документ Відкритий доступ Business simulation games in developing pre-service restaurant managers’ speech interaction competence using GPTChat(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Nikolaeva, Sofiya; Chernysh, Valentyna; Boiko, Hanna; Galynska, OlenaThe study aims to develop speech interaction skills in language learning of pre-service restaurant managers with focus on professional skills – decision-making in conflict and non-conflict communication situations using business simulation games; to explore the effectiveness of GPTChat as a tool for the development of students’ speech interaction competence in the context of business simulation games. A mixed research design was employed which involved 44 pre-service restaurant managers of the National University of Food technologies (Kyiv, Ukraine) in 2023. The quantitative research method was used to assess the students’ level of speech interaction competence using the Fisher Criterion. The qualitative research method was used for analyzing and interpreting data of the experimental learning. The results showed that the pre-service restaurant managers who were consulted by teachers, used GPTChat and business simulation games for developing their speech interaction and decision-making skills had higher results than those who only used GPTChat. It has been found that business simulation games allow pre-service restaurant managers to better understand the nature of conflict and non-conflict situations in their professional field, develop speech interaction competence, practice in decision-making in simulation environment. GPTChat can be used as a tool for creating various professional situations, analysing the algorithms of decision-making in conflict and non-conflict situations.Документ Відкритий доступ CA-CLIL: teachers' and students' perceptions of implementing clil in tertiary education(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Štefková, Jaroslava; Danihelová, ZuzanaThese days, languages at non-philological universities are becoming an important tool of internationalization. However, language classes seem to be an additional subject to the obligatory technical subjects, and they are not given enough space in the technical study portfolios. Therefore, CLIL (Content and Language Integrated Learning), which focuses on technical content, can be applied to expand students' language exposure. CLIL activities might be carried out by content teachers and language teachers. The content teachers not achieving B2 level in English need some support introducing the foreign language into the instruction. The use of English during classes can be encouraged by Internet applications where the language input from the content teachers is limited, however, the application-based teaching activities still achieve the task of the target language learning. The paper deals with the perceptions of Internet applications tailored to teachers' needs, providing students with content and language practice. It discusses the role and use of CA-CLIL (Computer Assisted-CLIL) applied intensively after the COVID-19 pandemic. Internet applications used in the class include Learningapps, Kahoot, Mentimeter, and Youtube. The views are supported by action research based on the questionnaire survey of the 65-student sample and interviews with content teachers. The interviews with content teachers suggest that regardless of their foreign language mastery, they can manage to use English via applications. In addition, the students also praise such an instruction method. The results show that the CA-CLIL is perceived well and brings additional benefits such as perceptions of fun and competitiveness to university education.Документ Відкритий доступ Development of digital competence of future philologists: case of Turkish and Ukrainian universities(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Baranovska, Liliya; Simkova, Iryna; Akilli, Erman; Tarnavska, Tetyana; Glushanytsia, NataliiaThe paper calls into question the development of the digital competence of future philologists, taking into account the Turkish and Ukrainian experiences. The study of digital competence development is attracting increasing interest due to a growing need for experts capable of processing the enormous streams of continuously transmitted information and experts willing to improve their digital skills for professional growth. The purpose of the study is to broaden the current knowledge about the ways of developing digital competence. In this respect, the paper investigates two systems of future philologists' training in Ukraine and Turkey in the Digital Tools for Translation course. The authors analyze the experience of the Turkish and Ukrainian higher education institutions regarding the use of appropriate ICT tools using theoretical and empirical methods. Fiftytwo future philologists from Turkey and Ukraine took part in the research. The study presents the results from observing the training and interviews with Ukrainian and Turkish students. The Shapiro-Wilcoxon method (non-parametric criterion) was used to verify the results. An analysis has highlighted the positive experience of Turkish universities, which can be implemented in future philologists training in Ukrainian universities. The findings of this study support the idea that the insufficient level of digital competence development lengthens and complicates the period of adaptation of graduates to modern working conditions. The authors found that the integration of Ukrainian higher education into the European higher education area occurs in times of globalization and the digitalization of society, which radically changes the nature of many activities. This research has clearly shown that digital competence development is more effective with the implementation of a holistic approach when students enhance digital competence while acquiring all other competencies. Our research suggests that the digitalization of education reduces the gap between graduates' digital competence level and modern society's expectations.Документ Відкритий доступ Development of prospective agricultural engineers’ technical writing skills using online writing lab(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Chaikovska, Olha; Humeniuk, Iryna; Trofymenko, AnastasiiaTechnical writing skills allow prospective professionals to be competitive engineers, be effective at the workplace, reach high positions, and gain self-confidence in Agricultural Engineering. Therefore, technical writing is an integral part of English for Specific Purposes communication of prospective agricultural engineers. The current study aims to examine the influence of Online Writing Lab (OWL) resources on the development of students’ technical writing skills. To achieve the outlined aim, a mixed research design was employed, which involved 58 Masters of Podillia State University. Two groups were formed based on students’ preferences: experimental (n=28) and control (n=30). The Pearson criterion was used to process the results, which indicated that there was a statistically significant difference between the experimental and control groups in terms of their technical writing performances. The study has shown that using OWL resources positively influences the development of Master’s technical writing skills. OWL can be considered an effective tool for teaching students technical writing. It engages and motivates the students in technical writing skills and further self-study. Additionally, the study revealed that the majority of the students have positive attitudes toward the use of OWL resources in the learning process.Документ Відкритий доступ Discussion on individual educational trajectory as an integral component of continuous professional development(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Mazur, Iryna; Hasiuk, Nataliia; Drohomyretska, Myroslava; Popovych, Ivan; Radchuk, VolodymyrThe system of continuous professional development of doctors in Ukraine needs detailed analysis and comprehensive dynamic monitoring to become a process that includes the possibility of a doctor’s professional growth. The research aims to monitor approaches to the continuous professional development of dentists for the formation and improvement of professional competence skills by highlighting the role of individual educational trajectory based on the priority of work formats with professional information, methods of familiarization with it and its receiving. 2216 respondents took part in the research, filling out a questionnaire during scientific and practical events of professional schools for dentists in online mode in March 2023, which included questions on the definition and objectification of forms, formats, ways of implementing continuous professional development and the vision of approaches to acquiring new knowledge and skills. The data obtained was processed using the StatSoft Inc licence program. Analytical research methods and structural-logical analysis were applied. According to the survey results, an individual's educational trajectory should include attending lectures, professional seminars, working with scientific and practical publications. The main quality requirement for publications is their good illustration of clinical cases and algorithms for working with patients. The analysis results of the rating parameters of professional dental journals declare the request of the dental community to improve the quality of material content, visual design and a possible change in positioning.Документ Відкритий доступ Effect of quizlet use on Ukrainian service members’ English vocabulary acquisition(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Todorova, NataliiaThe article focused on exploring the effect of the use of Quizlet on Ukrainian service members’ English vocabulary acquisition and their perceptions of its utilisation in the educational process. A mixed-method research design combining quantitative and qualitative approaches was employed in this experimental study, which consisted of 3 stages. The data for the analysis were collected through 3 survey questionnaires and 2 tests. The obtained results reported a beneficial effect of Quizlet integration into the English language course on the service members’ English vocabulary mastery. The participants demonstrated high learning outcomes and significant English vocabulary acquisition progress after systematic and continued Quizlet utilisation in and out of class. Ukrainian service members positively responded to Quizlet implementation during the course and supported its further integration into the programme. The participants viewed Quizlet as an effective learning tool and highly valued its practical use. They praised Quizlet's simplicity, convenience, mobility, and time-saving abilities but underestimated its motivating and entertaining potential. Under the current conditions of the increased demand for English-speaking personnel, this study can contribute to the development of practice guidelines for the incorporation of Quizlet and other vocabulary-building mobile applications into the English language courses for military professionals at higher military educational institutions.Документ Відкритий доступ Exploring language interferences: Slovak learners of Spanish and the challenges in past tense usage(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Spisiakova, Maria; Mockova, Nina; Shumeiko, NataliaDifferent linguistic classifications of Spanish and Slovak make the differences between these two languages. The genetic criterion classifies languages, clustering them into language families, the largest among which is the Indoeuropean one. The typological criterion divides languages according to their grammatical structures. Meanwhile, Slovak is genetically a Slavonic language, and Spanish is a Romance language. Therefore, they both belong to different language families. Also, according to the typological criterion, Slovak is a synthetic language, and Spanish is an analytic language. Based on a theoretical study of the standard features and differences between the Slovak and Spanish verb systems, we formulated the hypotheses about language interferences, which are accepted or rejected at the end of the research. The current research aims to examine the errors in the use of past tenses by Slovak university students who study Spanish as a foreign language, and then analyze where these errors are due to interference with their native language. The present paper observes what errors students make in using past tenses in Spanish. The research question is: What interferences do Slovak learners of the Spanish language experience in the use of past tenses? We applied scientific methods (an observation, a textual analysis, a synthesis) to conduct the study. The first method was an observation. Applying this method made it possible to gather data by watching the process of doing grammatical exercises in Spanish during classes held from September 2020 to May 2022 for the first- and second-year students at the Faculty of Applied Languages of the University of Economics in Bratislava. These students knew English and were generally better at it than Spanish. We also conducted a textual analysis that primarily looked at the learners’ short-text writing skills. We used a form with 30 phrases the respondents needed to complete using past tenses. Then, we assessed the written and spoken communication skills of students. The analysis results show that, on the one hand, most respondents needed help distinguishing between the past continuous and simple past tenses, resulting in misuse. On the other hand, we found some slight errors in phrases in which the present perfect tense was supposed to be used.Документ Відкритий доступ Exploring the development of students’ knowledge of conventionalised similes in english lexicology and phraseology: a comparative study(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Hrdličková, ZuzanaIdioms are a colourful and fascinating aspect of English which are commonly used in all types of language, formal and informal, spoken and written. Despite the emerging theoretical accounts of idioms up to now, little attention has been paid to teaching and learning idiomatic expressions in English as a Foreign Language, English for Specific Purposes or English for Academic Purposes classroom. Developing idiomatic competence among English language learners in Slovakia remains a formidable challenge. Second-year undergraduates of the study programmes «Teacher Training of English Language and Literature» (single major study) and «Teacher Training of English Language and Literature (double major study) need to master different types of idioms within one-term course in ‘English Lexicology and Phraseology». Their language skills will increase rapidly if they can understand and use them confidently and correctly. The communication role of idiomatic comparisons is often neglected, as well. The aim of the paper is to find out their level of knowledge of standard idiomatic comparisons at the beginning and the end of the course. The paper intends to reveal how students of different nationalities – Slovak, Hungarian, Russian and Ukrainian – are able to explain the meaning of similes used in example sentences in English or their mother tongue. Altogether 51 students are tested twice via tests focused on similes, and their results are compared via a statistical t-Test. The results from the initial test show that their knowledge of idiomatic comparisons was not very wide. However, the results from the final test prove that they were motivated to learn idioms, and thus they extended their knowledge of idiomatic comparisons significantly. In addition, the paper suggests some implications for teaching and learning similes and phraseological units in general.Документ Відкритий доступ Factors increasing self-perceived efficacy of mentor teachers: general and personal efficacy(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Novocky, Michal; Orosova, Renata; Starosta, VolodymyrThis study aims to analyse selected variables which influence the self-perceived efficacy in mentor teachers with regard to mentoring student teachers on placement. The Mentor Efficacy Scale (Riggs, 2000) was used as the measuring instrument. Some items were removed, while others were modified for the purpose of specifically researching mentor teachers. Subsequently, exploratory factor analysis was performed (principal component analysis, promax rotation). Based on the result, the final version of the instrument explored two dimensions (general and personal efficacy). Cronbach’s alpha confirmed the optimal internal consistency of both the dimensions and the instrument itself. The research group consisted of 128 respondents cooperating with the Faculty of Arts at Pavol Jozef Šafárik University in Košice. The majority of them comprised respondents with 26 – 30 and 31 and more years of teaching practice, 6 – 10 and 11 – 15 years of mentoring practice. A statistically significant difference was identified in the general efficacy of mentor teachers in terms of the completion of training focused on the development of mentoring skills. Another statistically significant difference was identified in the personal efficacy of mentor teachers in terms of the specific type of practice they are mentoring. Other independent variables such as gender, school type, length of the teaching practice, length of the mentoring practice, teaching qualifications, and position of an official mentor for entry-level colleagues, did not make a statistically significant difference in the perceived general and personal efficacy in mentor teachers. Our findings probably indicate that further education focused on mentoring boosts mentor teachers’ cooperating with Pavol Jozef Šafárik University in Košice trust in the benefits of mentoring. Their engagement in the student training boosts their conviction that the students of teaching should receive career development support.Документ Відкритий доступ How ukrainian university students academically procrastinate in conditions of forced-online-learning caused by the COVID-19 pandemic and wartime(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Cherepiekhina, Olha; Turubarova, Anastasiia; Sysoiev, Oleksii; Derevyanko, Nataliya; Bulanov, ValeriiThis study aims to investigate the features of academic procrastination among higher education students in the context of forced online learning caused by the COVID-19 pandemic and wartime in Ukraine. Methods. A total of 789 higher education students enrolled in Ukrainian institutions participated in the study, responding to six questionnaires. The research focused on examining the correlation between academic procrastination indicators, self-organization, and the preferred forms of learning during the period of forced online learning. The results indicate that forced online learning has a positive impact on the manifestation of academic procrastination among students and does not promote their self-organization. Significantly higher levels of academic procrastination were observed in students who solely studied online compared to those in the mixed format, involving both online and face-to-face learning. Conversely, students in the mixed format exhibited less pronounced indicators of academic procrastination and higher levels of self-organization and conscientiousness. Moreover, the study identified a new type of academic procrastination labeled as "active academic procrastination." Unlike its negative connotation, this type is perceived as a part of the process of forced online learning. In conclusion, the research expands the theoretical understanding of academic procrastination among students and sheds light on its manifestation during forced online learning. The findings emphasize the importance of considering the learning format's influence on students' procrastination tendencies and offer insights into fostering better self-organization and motivation in the context of online education during challenging circumstances.Документ Відкритий доступ Incorporating educational smartphone apps for teaching ukrainian as a foreign language to medical students(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Zhovnir, Maryna; Shevchenko, Olena; Leshchenko, TetyanaThis article explores the implementation of mobile applications in the training of future doctors studying the Ukrainian language. The authors conducted a descriptive survey to explore the types of language learning apps commonly used by foreign students studying Ukrainian at the Poltava State Medical University. Furthermore, the effectiveness of these applications for the development of language skills was identified and analyzed. The authors have demonstrated that most smartphone and tablet apps can be effectively used for learning new vocabulary, grammar, spelling rules, and developing writing and speaking skills in Ukrainian for foreign students. The descriptive survey indicated that students generally hold a positive attitude towards the use of apps for language learning. Among the students surveyed, grammar and vocabulary apps were found to be the most popular, while speaking and writing apps were less favored. The authors have also identified the advantages and disadvantages of using language learning apps. The article provides a careful analysis of the essence, principles, strengths, and weaknesses of mobile applications, as well as their pedagogical significance in the context of studying the Ukrainian language at medical universities. It emphasizes that educational mobile applications used by teachers of Ukrainian as a foreign language create an environment that facilitates information retention, promotes interaction between students, and develops their language skills. Mobile applications allow students to personalize their learning by choosing the content and pace, making them convenient for self-directed and distance learning. The data and results obtained from this study can be used to improve educational materials through mobile applications for learning Ukrainian as a foreign language. The findings contribute to research on mobile-assisted language learning and the design of educational apps by shedding light on students' preferences for acquiring different language skills.Документ Відкритий доступ Investigating higher education course leadership practice – an argument for using grounded theory(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Veggel, Nieky van; Howlett, Philip; Engward, HilaryThe study of course leadership in higher education focusses on an understudied area of research, with a limited number of publications discussing the role of the course leader in higher education, and a distinct lack of research on how course leaders in higher education undertake their professional practice. This lack of a pre-existing theory points the researcher towards grounded theory to investigate and generate a new theory on course leaders’ experiences. Since leadership, and therefore course leadership, is an inherent complex social process, selection of grounded theory as a research methodology to explain how course leaders in higher education practice seems a logical choice. Grounded theory has been successfully used to investigate phenomena in education and in leadership practice in other disciplines. We therefore argue that grounded theory is an appropriate selection for research in education and higher education settings for areas of research where no theory currently exists. Moreover, grounded theories focussing on professional practice have been published in various contexts demonstrating that it is an appropriate method for investigating course leaders’ professional practice. Finally, this paper outlines some perceived weaknesses of using a grounded theory approach for researching course leadership, and offers means to navigate these.Документ Відкритий доступ On occasion of the 300th anniversary: Hryhorii Skovoroda`S pedagogical ideas as a precursor of differentiated teaching(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Baklazhenko, Yuliia; Kornieva, Zoia; Borbenchuk, IrynaOn 3rd December 2022, we celebrated the 300th anniversary of the birth of Hryhoriy Skovoroda – one of the greatest Baroque thinkers, poets, educators and writers of the XVIII century. His influence on the development of Ukrainian and worldwide pedagogy is difficult to overestimate, however, today we would like to stress the importance and relevance of his ideas by analysing them through the prism of a modern approach to education – differentiated teaching and learning. H. Skovoroda`s studying at Kyiv Mohyla Academy, where he had a chance to meet famous and prospective philosophers, thinkers, and activists of the time, and his experience of teaching and lecturing at famous Ukrainian educational centers shaped his views on teaching methods. Combined with his philosophic views these ideas prove to be relevant in the modern conditions. The article analyses the main principles of differentiated learning – principles of taking into account the individual characteristics of students, accessibility, systematicity, consistency, autonomy, and consciousness through their connection to Skovoroda`s ideas. The analysis showed that H. Skovoroda formulated some of the fundamental principles of personality-oriented learning, which were precursors for developing ideas of differentiated learning.Документ Відкритий доступ Precedence and impact of flipped classroom on student engagement: mediating study using SEM-PLS(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Farooqi, Sna; Naeem, FakhraThis research confirms that an e-learning method such as the flipped classroom model improves active learning through students' engagement, critical thinking, and preparation for class. The research shows that when students were engaged in the class, liked learning new material, and were interested in it, they were more emotionally involved in the flipped classroom content, participated in class, felt good about themselves, and had fun. Afterwards, they demonstrated behavioural engagement by attending class, paying attention, and making an effort to complete assignments and participate in group work as instructed by their concerned teacher. Method: The participants were undergraduates enrolled in a BBA programme and postgraduate MBA course students studying at the university level in the Delhi-NCR region. 261 students, almost 35 per cent of the total population across all years, filled out the questionnaire. A questionnaire developed on Google Forms was distributed among students via the Google Classroom platform and WhatsApp. Students in the classroom were exposed to the flipped learning method using Edmodo and Google Classroom. Findings: Through the consequences of this study, it is demonstrated that, although there is an immediate and positive connection between Flipped Classroom Learning and student Engagement (t-esteem 33.146), the relationship is also positively mediated by (t-value 4.782) and Student Class Preparation (t-value 4.585). It is suggested to increase the scope of the study so that, rather than drawing a study sample from a single institution, future research includes participants from various academic backgrounds and institutions. Practical Implications: This research confirms that a flipped classroom model improves active learning through students' engagement, critical thinking, and preparation for class. This indicates that students were more emotionally invested in the flipped study hall content when they were keen on the class, delighted in learning new data, participated in class, felt good about themselves, and had fun.Документ Відкритий доступ 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, IrynaThe 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.Документ Відкритий доступ Teaching and learning slovak professional terminology(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Gluchmanová, MartaThe purpose of the paper is to point out the possibilities of teaching and learning Slovak as a foreign language. The course Slovak as a foreign language allowed foreign students to overcome problems while studying professional subjects in manufacturing technologies. The goal was the creation of suitable professional study material tailored for technical specialization students. Slovak language teachers used mixed methods and forms of study (face-to-face and online). They tried to improve the Slovak language communication skills of manufacturing technologies students. The results of e-exercises and the final e-test of 120 foreign students in the 1st year of bachelor's studies in the summer semester of 2022 were compared. Later the strengths and weaknesses of students were found. The level of professional Slovak terminology was improved by eliminating the most common mistakes. The Moodle platform was used for learning and teaching Slovak as a foreign language as well as Slovak professional terminology.Документ Відкритий доступ Teaching chemistry in English in Turkish universities: challenges and obstacles(Igor Sikorsky Kyiv Polytechnic Institute, 2023) Elhadary, Tariq; Elhaty, Ismail A.No matter if they are in high school or college, Turkish students have particular challenges when trying to understand chemistry lectures delivered in English. The purpose of this study is to evaluate the difficulties Turkish students have when studying chemistry in English. A survey was administered to Turkish students at a Turkish University, nutrition and dietetics major in order to obtain relevant information. The results showed that 24.6% of students have difficulties learning chemistry in English, and 52.3% of the students are reluctant to give presentations in the chemistry class due to their lack of confidence in the English language. The results showed that the areas of weakness in the English language were conversational skills (78.5%), grammar (75.4%), vocabulary (75.4%), listening (72.2%), and reading (38.5%). Therefore, a considerable percentage of these students (48.6%) take their lecture notes in Turkish, and an overwhelming majority of them (46.2%) think that adding English terminology to textbooks alongside Turkish would help the problem. According to the research, it is possible to increase students' English skills and therefore their understanding of chemistry by employing various teaching strategies. To address communication hurdles in chemistry classes, the study heavily draws on both the Communicative and Natural Approaches.