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All Journal International Journal of Evaluation and Research in Education (IJERE) LLT Journal: A Journal on Language and Language Teaching
Shkola, Iryna
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Messengers in providing debates within a remote online learning of university students Dmitrenko, Natalia; Shkola, Iryna; Saliuk, Bohdana; Shkola, Oleksandr; Zakharova, Natalia
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 5: October 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i5.28060

Abstract

The study aims to investigate the effectiveness of using messengers for debates within remote online and blended learning environments for university students. The research design incorporates a mixed-methods approach, combining quantitative data collection and analysis with qualitative insights. By examining the benefits, challenges, and educational achievements associated with utilizing messengers for debates, this study seeks to provide valuable insights for educators and institutions striving to enhance student engagement and learning outcomes in digital learning contexts. It is concluded that using online debates via messengers in class helps students to increase knowledge, memorize, understand and use what has been learned (students should be able to show an understanding of the points being discussed), conduct some analysis of existing messages, see things differently and express their opinion, build social competency and embrace lifelong learning.
SOCIAL EMOTIONAL LEARNING IN PRE-SERVICE EFL TEACHERS’ FORMATIVE ASSESSMENT IN CRISIS TIMES Dmitrenko, Natalia; Panchenko, Violetta; Hladka, Olena; Shkola, Iryna; Devitska, Antonina
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.9837

Abstract

This qualitative case study deals with the problem of social-emotional learning (SEL) implementation in Ukrainian pre-service English as a foreign language (EFL) teachers’ formative assessment in the English language classroom. The research question is “How did the implementation of SEL techniques during formative assessment affect pre-service EFL teachers’ communicative skills?” It is particularly important in times of crisis, such as wars, natural disasters, or pandemics, when pre-service EFL teachers are socially and emotionally vulnerable. Taking into account that the assessment provokes additional stress and anxiety, the introduction of SEL techniques in formative assessment contributes to creating a fertile educational space with a focus on pre-service teachers’ emotional needs and mental well-being. The study found that integrating SEL techniques such as exit tickets, reading logs, dialogue journals, pilgrim’s journals, assessment rubrics, reflective activities, and graphic organizers into formative assessments significantly enhanced pre-service EFL teachers’ communicative skills, emotional intelligence, and learner autonomy. Participants reported improved engagement, self-awareness, and interpersonal skills, confirming the value of SEL-informed pedagogy in fostering both language proficiency and emotional resilience in times of crisis.
Co-Authors Devitska, Antonina Dmitrenko, Natalia Hladka, Olena Panchenko, Violetta Saliuk, Bohdana Shkola, Oleksandr Zakharova, Natalia