The paper demonstrates the results of the experimental research conducted during the first semester of the academic year 2020/21, including the remote learning period due to the Covid19 pandemic situation, at the lessons of English for Specific Purposes (ESP) (with students of Specialties 208 “Agrarian Engineering” and 141 “Electrical Engineering and Energy”) at the State Agrarian and Engineering University in Podilia, Kamianets-Podilskyi, Ukraine. The research basically analyses how TED (Technology, Entertainment, and Design) Talks impact university students’ listening comprehension and speaking skills. Online study support for ESP was personally created by the educators as a four-credit course due to ECTS in the Moodle Learning Management System (LMS) with the application of TED Talks, which was used for study purposes on the B1 level. The research sample is represented by 50 students majoring in Agrarian Engineering and 50 students majoring in Electrical Engineering and Energy, all of them enrolled in the mandatory subject of ESP. The subjects (students) were divided into the experimental and control groups. At the beginning of the course, the students wrote the pre-test, for their start level to be evaluated, and at the end of the semester - the post-test was done to check the achievements and probable benefits of TED Talks. The experiment results demonstrated the improvement of both groups while it was proved statistically that the experimental group showed better outcomes both in listening comprehension and speaking skills respectively. The questionnaires, distributed among the students, consisted of 5 questions, where they expressed their personal opinions about the e-learning process, and according to which the TED Talks influence on their listening and speaking skills was evaluated. The feedback of the questionnaires proved that the students mostly had a positive attitude concerning engaging TED Talks into the learning process, especially those who were involved in the experiment.

The aim of the paper is to examine the correlation of the knowledge gained by students in online and offline classes, consequently, the overall performance of e-learning, as well as the effectiveness of the certain language skills among the main four (listening, speaking, reading, writing) by virtue of students’ feedback and objective experimental results using statistical methods data processing. The paper demonstrates the results of the e-learning experimental research conducted during the academic year 2020/21, including the remote learning period due to the Covid19 pandemic situation in the spring semester, at the State Agrarian and Engineering University in Podilya, Kamianets-Podilskyi, Ukraine. Online study support for ESP was personally created as a four-credit course due to ECTS in the Moodle Learning Management System (LMS) with the application of Big Blue Button. The research sample is represented by 100 students majoring in veterinary medicine and enrolled in the mandatory subject of English for Specific Purposes. The group of students was enrolled in the lessons based on their bachelor curriculum. The subjects, referred to as experimental and control groups, accordingly, both wrote the primary test, at the beginning of the course, and the final one at the end. For pre-test content, the online standard test for B1 level was applied. The post-test was created by the educators, who were involved in the experiment. Due to the results procession and test analysis, it is admitted that the students of the experimental group showed slightly worse results in listening comprehension section, while having the same indicators concerning writing skills, and they had essentially worse outcomes in speaking and reading comprehension if compared to their peers from the control group. Mann-Whitney and Wilcoxon non-parametrical pair tests were selected to check the statistical hypotheses, due to the character of input data.

The article highlights the shift from a teacher-centered to a learnercentered approach in foreign language teaching, which presupposes learner autonomy and led to a shared responsibility between teachers and learners. The study focuses on the diverse proficiency EFL class, where more proficient students can assist the teacher if remaining unbiased and tolerant.The provided analysis of recent research and publications contributes to understanding the importance of facilitating student autonomy and teaching them to appreciate and understand other participants in the educational process. The existing strategies to promote learner-centered teaching, creating a positive atmosphere of cooperation, and possible ways of language lesson arrangement are considered in this paper. As for the latter, the main focus in this study is made on group work, with particular grouping strategies taken into account, as far as it is crucial to plan and consider the specific classroom environment and the composition of the students when assigning group work to achieve desired outcomes.This paper suggests peer mediation as a potentially beneficial teaching strategy for overcoming specific challenges associated with instructing EFL to heterogeneous groups, namely consisting of learners with different language proficiency levels. The article defines the notion of peer mediation, as a common practice in US educational institutions, initially aimed at resolving conflicts and reducing student alienation. The study shares the existing opinion, that due to building cooperative relationships within the class community, peer mediation is also capable of enhancing the classroom climate, which refers to the emotional

Rapid changes in society, caused by the development of information and communication technologies (ICT), and the challenges provoked by the COVID-19 pandemic, present the education system with the task of forming a new educational environment to ensure the quality training of modern specialists. Currently, for Ukraine, the virtual education space has acquired additional significance, since after the start of the Russian military aggression, unprecedented for the 21st century, the use of distance education technologies has become relevant. The purpose of the article is to analyze digital distance learning platforms, determine their effectiveness, and define perspective strategies for effective communication in the educational environment in wartime. The study uses general scientific research methods (analysis, synthesis, induction, and deduction). The paper is based on the principles of generalization, concretization, and abstraction. The study also used the axiomatic method, which involves the ascent from theoretical positions (axioms) to specific conclusions, and the statistical method Student’s t-test. The conducted survey revealed the benefits of Google applications for both virtual and in-person education spaces. The conclusions defined that blended learning is more productive and preferable for students, as it leaves more time for students to improve themselves and implement their projects, and for teachers to do scientific work. It is essential to apply digital technologies for remote and blended education in Ukraine, as it leads to budgetary funds savings, assuring the maximum implication of all participants of the educational process, including the virtual one.

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