E-ISSN 2651-2629
Laparoscopic Endoscopic Surgical Science Student Motivation Improvement in a Foreign Language Acquisition via the Use of Distance Learning Technologies [ALRJournal]
ALRJournal. 2021; 5(6): 121-134 | DOI: 10.14744/alrj.2021.69335

Student Motivation Improvement in a Foreign Language Acquisition via the Use of Distance Learning Technologies

Olena Bratel1, Maryna Kostiuk1, Sergiy Bratel2, Ivan Okhrimenko3, Liliia Rudenko4
1Department of Roman Philology, Institute of Philology, National Taras Shevchenko University of Kyiv, Kyiv, Ukraine
2Department of Police Law, National Academy of Internal Affairs, Kyiv, Ukraine
3Department of Legal Psychology, National Academy of Internal Affairs, Kyiv, Ukraine
4Department of Special Psychology and Medicine, National Pedagogical Dragomanov University, Kyiv, Ukraine

Quarantine restrictions caused by the coronavirus pandemic in 2020 forced many educational institutions all over the world to start implementing online learning and introducing new teaching methods. The research aims to analyze different distance learning technologies used by teachers of foreign languages in Ukraine and to describe their influence on student motivation. As part of the study, the authors conducted a survey of foreign language teachers working in different educational cycles in Ukraine. The survey consisted of questions about online platforms depending on learning conditions, types of tasks and peculiarities of motivation during the learning process. The online platforms used by teachers were divided into groups according to the aims of their use, and their main characteristics were analyzed. Thus, Ukrainian teachers use one or more platforms for synchronous classes, namely: Zoom, Microsoft Teams, Skype, Google Meet, Moodle, and Discord. For the simultaneous work of all students during the classes, such online boards are used: Padlet, Jamboard, Whiteboard.fi, Miro, Whiteboard Zoom. A variety of interactive tasks are needed to increase motivation, and they can be created on different platforms depending on the needs of students. For example, the following resources can be perfect for the creation of the tasks for language classes: LearningApps, WordWall, Bamboozle, Educaplay, Flippity, Genially, PurposeGames, GoFormative, Cerebriti. As the survey showed, the majority of Ukrainian teachers use different platforms to create test tasks: Kahoot, GoogleForms, Quizlet, Classtime, Quizizz, Socrative, Quizalize, Liveworksheets, Gimkit, Blooket. These platforms permit teachers to see in real-time how students work and provide a strong element of competition that motivates students. To make asynchronous learning more engaging, teachers create interactive video tasks on LearningApps, islCollective, Edpuzzle, Wizer.me, Lyricstraining, Genially and Classtime. Every student has a unique use of approaches to mastering a language, and online learning influences them significantly.

Keywords: Student Motivation, Foreign Language Acquisition, Interactive Tasks, Online Platforms, Distance Learning Technologies.

Olena Bratel, Maryna Kostiuk, Sergiy Bratel, Ivan Okhrimenko, Liliia Rudenko. Student Motivation Improvement in a Foreign Language Acquisition via the Use of Distance Learning Technologies. ALRJournal. 2021; 5(6): 121-134

Corresponding Author: Ivan Okhrimenko, Ukraine
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