Humanities science current issues, 2022

The study outlines the challenges ESL students face in learning English at Igor Sikorsky Kyiv Polytechnic Institute when using online learning platforms and finds out ways to overcome them. The aim of this work is to review available e-learning platforms used to facilitate foreign language teaching process, analyze the opportunities and tools provided, study their combination with classroom work and the applicability of its use in post-pandemic era. This work also investigates the effectiveness of combination of online and offline learning process and how beneficial it is to ESL students in learning English. The article reviews the possibilities provided by Moodle and Google Workspace distance learning courses on the basis of "Sikorsky" Distance Learning Platform supplemented with other online learning services. The implementation of E-learning at Igor Sikorsky Kyiv Polytechnic Institute is facing many difficulties which are not limited to academic challenges, administrative challenges and technical challenges. The peculiarities of synchronous and asynchronous teaching of different language aspects such as pronunciation, speaking and listening are studied in the article. The results show the effectiveness of combination of online and traditional tools of teaching and the potential of virtual educational environments. The study shows that the integration of information technology in education will be further accelerated, and a new hybrid model of education will emerge with significant benefits. The results of the study show that online learning will eventually become an integral component of education. One of the main advantages of e-learning for students is capability of adjusting learning to suit their individual needs and learning style. Students express the desire to stick to online learning tools in post-pandemic time which means that the organisation and realisation of the learning process were positively estimated by students.

Online Language Teaching in Diverse Contexts, 2022

This book brings together a variety of perspectives and interventions related to online and remote language teaching. Aimed at scholars and language teachers, as well as students of language pedagogy, these perspectives are drawn from diverse teaching contexts, although the findings they share can be applied across different levels and target languages. This volume also includes reflection on implementing these ideas during and after the remote learning necessitated by the COVID-19 pandemic. This volume will be especially valuable in the coming years, as educators and researchers work to understand the experiences of teachers and learners during the pandemic, and as the remote teaching precipitated by recent events increases interest in online learning. As online language course offerings continue to grow and develop, this volume will be a rich resource for researchers, instructors, and students interested in better understanding the diverse practices and methods that can be employed in online language teaching.

Language Teaching, 2006

This article provides a critical overview of the field of distance language learning, challenging the way in which the field is often narrowly conceptualised as the development of technology-mediated language learning opportunities. Early sections focus on issues of concept and definition and both theoretical and pedagogical perspectives on the field. Emphasis is placed on evident shifts from a concern with structural and organisational issues to a focus on transactional issues associated with teaching/learning opportunities within emerging paradigms for distance language learning. The next section reviews choices and challenges in incorporating technology into distance language learning environments, foregrounding decisions about technology made in particular sociocultural contexts, the contribution of ‘low-end’ technologies and research directions in developing new learning spaces and in using online technologies. The investigation of learner contributions to distance language lea...

British Journal of Educational Technology, 2006

Vìsnik Kiïvsʹkogo nacìonalʹnogo lìngvìstičnogo unìversitetu, 2022

Фабіян М., Густі І., Барань Є., Лехнер І. Дистанційне навчання у загальноосвітнiх навчальних закладах із погляду учнів. Закарпатський угорський інститут імені Ференца Ракоці ІІ, м. Берегове Анотація. У статті описано особливості дистанційного навчання у загальноосвітних навчальних закладах iз погляду учнів. За допомогою онлайн-опитування, проведеного серед учнів старших класів, досліджено питання ставлення учнів до дистанційного навчання та проблеми мотивації, а саме: що спонукало учнів до вивчення мов у цей період, як учителі мотивували школярів. Розглянуто проблему ефективності дистанційного навчання й оцінювання, часу, відведеного на навчання, та застосування цифрових додатків, які використовувались у цей період. Звернено увагу на відгуки вчителів. Описано труднощі, з якими зіткнулися учні в процесі вивчення іноземних мов, і в освітньому процесі загалом. Узагальнено позитивні й негативні аспекти навчання мов у онлайн-форматі. Звернено увагу на вплив фактора стресу на освітній процес у період дистанційного навчання. Ключові слова: дистанційне навчання, онлайн навчання, іноземні мови, мотивація до вивчення, стрес, автономне навчання. Фабиан М., Густи И., Барань Е., Лехнер И. Дистанционное обучение в среднеобразовательных учебных заведениях с точки зрения учащихся. Закарпатский венгерский институт имени Ракоци ІІ, г. Береговое. Аннотация. В статье описаны особенности дистанционного обучения в общеобразовательных учебных заведениях с точки зрения учеников. С помощью онлайн-опроса, проведенного среди учащихся старших классов, исследованы вопросы отношения учащихся к дистанционному обучению и проблемы мотивации, а именно: что побуждало учеников к изучению языков в этот период, какими методами учителя мотивировали щкольников. Рассмотрена проблема эффективности дистанционного обучения Abstract. Introduction. The school breakdown in spring 2020 made both teachers and learners all over the world face new challenges: how to cope with distance learning (DL). It was not simple even in the welldeveloped countries. In Ukraine teachers tried to find different solutions. This period was a sudden but huge step towards implementing ICT into the learning process. Purpose. The aim of the present study was to get an insight into the way learners see distance learning, to hear their opinion and see their attidude to this form of education, the difficulties and challenges they encountered during this period in the learning process in general and in foreign language (FL) learning in particular. The focus was made on the learning habits, motivation, assessment, applications used, time spent on learning and stress students might have experienced. Methods. An online questionnaire containing closed-ended and open-ended questions was compiled and filled in by learners of the upper grades of different schools. The data analysis was interpretive and statistical. Results. The material was sent mainly in the form of written text or video links and recordings via Messenger, email or Google Classroom, very few online lessons were held. Most learners had difficulties; the most problematic area in FL learning was grammar. Feedback and assessment were mainly in written form. The attitude to learning was quite serious, learners developed their digital skills but some became demotivated. It was more time-consuming, more difficult but less stressful and also less effective than face-to-face learning. Conclusion. Despite all the difficulties faced learners developed learner autonomy, digital skills and gained experience in a new form of learning that can be useful for them in their future studies as in the digital age DL is gaining ground worldwide.

This text delves into strategies for enhancing online language education, focusing on maximizing participation flexibility, leveraging technology skills, and promoting critical thinking. It highlights the importance of adaptable learning environments to accommodate diverse student needs, utilizing Learning Management Systems (LMS), asynchronous activities, and scheduled support. Instructors are encouraged to foster technology fluency and digital literacy while maximizing collaborative features to boost engagement. Additionally, the text emphasizes the value of critical thinking and inventive language use through problem-solving tasks and creative expression. By integrating these strategies, educators can create effective, interactive, and inclusive online language classrooms. Resumen Este texto explora estrategias para mejorar la educación de idiomas en línea, centrándose en maximizar la flexibilidad en la participación, aprovechar las habilidades tecnológicas y promover el pensamiento crítico. Se destaca la importancia de entornos de aprendizaje adaptables para acomodar las diversas necesidades de los estudiantes, utilizando Sistemas de Gestión de Aprendizaje (LMS), actividades asincrónicas y apoyo programado. Se anima a los instructores a fomentar la fluidez tecnológica y la alfabetización digital, maximizando las características de colaboración para aumentar la participación. Además, el texto resalta el valor del pensamiento crítico y el uso creativo del lenguaje a través de tareas de resolución de problemas y expresión creativa. Al integrar estas estrategias, los educadores pueden crear aulas en línea efectivas, interactivas e inclusivas. Resumo Este texto explora estratégias para aprimorar a educação de idiomas online, focando na maximização da flexibilidade de participação, aproveitamento de habilidades tecnológicas e promoção do pensamento crítico. Ele destaca a importância de ambientes de aprendizagem adaptáveis para acomodar as diversas necessidades dos alunos, utilizando Sistemas de Gestão de Aprendizagem (LMS), atividades assíncronas e suporte programado. Os instrutores são incentivados a promover fluência tecnológica e letramento digital, maximizando os recursos colaborativos para aumentar o engajamento. Além disso, o texto enfatiza o valor do pensamento crítico e do uso criativo da linguagem por meio de tarefas de resolução de problemas e expressão criativa. Ao integrar essas estratégias, os educadores podem criar salas de aula online eficazes, interativas e inclusivas.

With the proliferation of online courses nowadays, it is necessary to ask what defines the success of teaching and learning in these new learning environments exactly. This paper identifies and critically discusses a number of factors for successful implementation of online delivery, particularly as far as online language learning is concerned. These include student and teacher characteristics, instructional design, provision of support to instructors and students, technology, and language skills characteristics. I argue that these factors need to be carefully considered when designing online language learning simply because they could potentially impinge on students’ learning and learning experience in these new learning environments.

2018

This article explores the highlights and challenges of Internet-based Language Learning (IBLL). Recently, Internet-based Language Learning has become a topic relevant to the tech-savvy generation of learners. The internet has become so widespread in educational institutions and homes and its uses have expanded so dramatically that a majority of English learners have started using the internet for language learning. There are some awesome language learning apps. All information is just a click away. This sounds so fantastic but behind this luring fantasy lays some challenges lurking. This article provides a brief overview of how internet resources can be used for English language learning and focuses on the pros and cons of resorting to web based language learning.

2021

The process of introducing distance learning into the education system in different countries has its own characteristics. Distance learning is a motivating factor in learning foreign languages, contributes to the achievement of personal, meta subject, subject learning outcomes and, ultimately, the achievement of the goal of teaching foreign languages: the formation of foreign language communicative competence. The specificity of the subject "Foreign language" is primarily due to the fact that the leading component of the content of teaching a foreign language is not the basics of science, but methods of activity are teaching various types of speech activity: speaking, listening, reading and writing. Distance learning contributes to the implementation of modern educational paradigms such as individualization and differentiation of educational activities, self-education and self-development of trainees.