The Impact of Emergency Remote Teaching on the Development of Listening Skills during English Classes in Secondary Schools of Ukraine

Iryna Simkova

doi:10.47191/ijcsrr/v4-i9-10

Abstract

This paper calls into question the impact of Emergency Remote Teaching on the Development of Listening Skills during English classes in Secondary Schools of Ukraine. Attention is paid to the analysis of key notions and concepts of listening skills development in secondary schools. Thirty teachers at secondary schools took part in the research. This paper investigates resources that were used by teachers during Emergency Remote Teaching to develop the listening skills of pupils in English classes. This paper discusses the linguistic, psychological, and methodological components of listening skills development. An analysis has allowed highlighting the positive experience of web-based applications, video podcasts, and audiobooks usage, which can be implemented in future English language training in other Ukrainian secondary schools. The findings of this study support the idea that the gamification approach in combination with other activities has a positive effect on the development of listening skills during Emergency Remote Teaching at secondary schools of Ukraine.

Highlights

In March 2020 several pneumonia cases with a mysterious etiology were reported in the western part of Ukraine
The main theoretical methods used in the study are the generalization of pedagogical and psychological literature to consider the theoretical backgrounds of an Emergency remote teaching in Ukraine; the comparative analysis to stipulate the role of ERT in the development of listening skills during English classes
Among resources teachers proposed to their pupils to develop their listening skills within the Emergency remote teaching were mentioned video podcasts, audiobooks, web-based applications (Kahoot, Flipgrid, Vocaroo, WeVideo)

Summary

Introduction

In March 2020 several pneumonia cases with a mysterious etiology were reported in the western part of Ukraine. World Health Organization (WHO) determined this pneumonia as a novel Coronavirus COVID-19. It has a huge influence on the educational process [1]. As far as the Ministry of Education of Ukraine [2] provides autonomy for higher and secondary schools and the general trends have moved toward “do not stop training” and continue remote teaching using diverse approaches. Almost all higher and secondary schools converted the curriculums to an online environment using different digital tools and educational websites. In the history of higher and secondary schools of Ukraine, the focus has always been on converting the curriculum to an online environment rather than focusing on online pedagogy

Methods

Results

Discussion

Conclusion