Abstract
The article deals with Ukrainian and Indian students’ perspectives of studying English online during the pandemic. This study was conducted at National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” and Bharat Vidyalaya, Buldana, Maharashtra, India. A mixed method research design was used in the study: quantitative and qualitative data were obtained from two surveys completed by students anonymously as Google Forms. The research indicated that more Indian than Ukrainian students confirmed that they prepared for the English class. While nearly a third of Ukrainian students’ suggestions on effectiveness of English lessons were about speaking and communication, Indian respondents also proposed preparation and revision. Indian students preferred learning something new to grades. Over half of Indian students and a third of Ukrainian students opted for working in groups. From the findings, we can see that most Indian and Ukrainian students had their working space, necessary devices and the Internet connection for studying online. Ukrainian students were more positive about feeling safer with their cameras turned off than Indian students. It was easier for most Indian and Ukrainian students to concentrate in a face-to-face class than in an online class. However, Indian students were mostly positive about studying English online. Most respondents indicated agreement about developing self-directed learning skills while studying English online. Ukrainian students chose speaking, reading and writing as skills better developed online, while Indian students opted for listening skills. The findings of the research provide valuable information related to students’ attitudes towards studying English online considering which may improve teaching and learning distantly. The research results show that despite understanding the necessity of studying online, some students are reluctant to accept it fully. Moreover, there are some intercultural differences related to social distance in the cultures.
Highlights
Facing the reality of surviving 2019-2020 academic year, which was influenced by COVID-19 quarantine and restrictive measures, concepts of teaching and learning had to be reconsidered
63% of Ukrainian students wrote about their experience related to studying English, 27% focused on other subjects or skills, and 6% on life lessons in general
More than half of Indian students (55%) wrote about their experience related to studying English, 33% on interdisciplinary skills, and 12% focused on other subjects or skills Comparing responses of Ukrainian and Indian students we can see that more than half of each group focused on English, but Ukrainian students mentioned other subjects or skills (27%) more often than Indian students (12%), while Indian students wrote more about interdisciplinary skills (33%), which became actual because of the quarantine
Summary
Facing the reality of surviving 2019-2020 academic year, which was influenced by COVID-19 quarantine and restrictive measures, concepts of teaching and learning had to be reconsidered. According to the IAU Global Survey Report, which aimed at fostering dialogue about the impact of COVID-19 on the future of higher education, two-thirds of universities were able to move teaching online, and one quarter reported that the most activities were suspended. The main challenges of the shift to distance teaching and learning might be technical issues, qualification of the educators, methodology and the requirements of specific fields of study Designing effective distance courses in the future, teachers of English need to take into account the experience of the previous academic year, analyse the evidence of students’ learning and their feedback. Google Form surveys are completed online, which is especially convenient during the lockdown. The content of prompts depends on outcomes teachers intend to achieve: collecting formative assessment data, stimulating student self-analysis, focusing on instructional strategies, and communicating to the teacher (Marzano, 2012, p. 80-81)
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