Teaching English via Skype: Challenges and Opportunities

Fedorova, E. V.; Rasskazova, Tatiana; Muzafarova, Anna

doi:10.21125/inted.2018.1119

Cited by 5 publications

(5 citation statements)

References 3 publications

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“…With regard to English-language teaching, the present study showed that students had more opportunities to improve their listening skills during the pandemic, perhaps because they had more opportunities to use electronic devices in class, such as their own cell phones. This is in line with the results of the study by Fedorova et al (2018), which showed that remote teaching has increased the use of electronic tools. To clarify, students' use of their cell phones and other devices could benefit the teaching and learning of listening skills, for example, as students could listen to the provided audio clip more clearly on their own devices.…”

Section: Conclusion and Recommendationssupporting

confidence: 90%

Challenges and opportunities of EFL teachers in Thailand during emergency remote teaching

2023

KJSS

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The objective of this research was to determine the challenges and opportunities of Thai EFL teachers during emergency remote teaching. The participants of this study included ten Thai EFL teachers working in public secondary schools of large to extra-large size and teaching English foundation courses online during emergency remote teaching. The interviewees were selected using the snowball sampling techniques. The research instrument was the semi-structured interview form. A thematic analysis was performed using the gathered data. The findings revealed that the challenges of Thai EFL teachers during emergency remote teaching included the following: technological difficulties, English-language teaching struggles, unreliable assessment and evaluation, ineffective classroom management, lost relationships, and individual student unreadiness. In addition, the study identified several opportunities for Thai EFL teachers during emergency remote teaching as follows: knowledge and skill improvement for online teaching, motivation for professional development, reduction of teacher workload, English-language skill teaching opportunities, more effective on-site teaching, and application to other duties.

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Section: Conclusion and Recommendationssupporting

confidence: 90%

Challenges and opportunities of EFL teachers in Thailand during emergency remote teaching

2023

KJSS

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“…Skype is a well-known communication platform recognized by many EFL practitioners for remote teaching of foreign languages (Develotte, Guichon, & Vincent, 2010;Eaton, 2010;O'Dowd, 2011;Taillefer& Munoz-Luna, 2014;Kotula, 2016;Yen, Hou, & Chang, 2017;Fedorova, Rasskazova, &Muzafarova, 2018;Dabic, Grkavac, Stojanov, &Suzić, 2019). In this section of the literature review, Skype is considered as a triple-action tool, which is used to promote intercultural experiences for EFL learners, to reinforce the technology skills of language instructors, and to create an interactive environment for online teaching and learning.…”

Section: The Use Of Skype In the Efl Classroommentioning

confidence: 99%

“…The studies by O'Dowd (2011), Taillefer& Munoz-Luna (2014), Fedorova et al (2018) and Dabic et al (2019) consider Skype to be a good tool for promoting intercultural experiences for EFL learners as it provides barrierfree communication with people all over the world. "By connecting classrooms and students from all the continents, at the same time, Skype in the Classroom connects different races, religions, socioeconomic classes and cultures as well" (Dabic et al, 2019).…”

Section: The Use Of Skype In the Efl Classroommentioning

confidence: 99%

“…"By connecting classrooms and students from all the continents, at the same time, Skype in the Classroom connects different races, religions, socioeconomic classes and cultures as well" (Dabic et al, 2019). As geographical boundaries disappear in the virtual world, there is an opportunity to choose a teacher/learner from anywhere in the world (Fedorova et al, 2018) or to develop speaking skills with peers from other countries by participating in the Skype-mate Language Project (Taillefer& Munoz-Luna, 2014).…”

Section: The Use Of Skype In the Efl Classroommentioning

confidence: 99%

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Assessment under Covid-19: Exploring Undergraduate Students’ Attitudes towards Their Online Thesis Proposal Presentations vs. Face-to-face

Stognieva¹,

Попов²

2021

JLE

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This study conducted in an EFL setting investigates students’ perception of the thesis proposal presentation in an online format due to safety concerns during the Covid-19 pandemic. Fifty-five students aged 20-22 years old, level B2-C1 in English, in their fourth year of a Business Informatics Bachelor’s programme at HSE University, Moscow, were surveyed regarding their end-of-course assessment experience, which involved a Skype online presentation, rather than the usual face-to-face presentation. Data were collected using a researcher-made questionnaire consisted of 3 sections and 12 items. A mixed-method approach using quantitative and qualitative data was employed. The findings indicate that emergency transition to the new format did not affect students’ satisfaction or results of the presentation. Overall, students were more than satisfied with the online format, and the results were similar, if not better, than in previous years. To minimise the disadvantages of this format, recommendations for teachers and students were offered. This study might offer new insight on the most appropriate and beneficial oral testing system for students and staff.

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“…Skype являє собою комунікаційну систему, яка дозволяє здійснювати дзвінки та організовувати он-лайн конференції, що надає можливість використовувати її у якості синхронного інструменту під час навчання перекладу. Програма вже тривалий час застосовується викладачами іноземних мов, а дослідники [13] відзначають, як низку її переваг (можливість використання електронних засобів, таких як відео, блоги тощо, проведення занять будь-коли з будь-якого місця, комфортніший емоційний стан під час занять тощо), так і певні недоліки (неможливість проведення занять через перебої у зв'язку, негативний вплив перебування за комп'ютером для організму, зниження мотивації студентів через відсутність порівняння своїх навчальних здобутків зі здобутками інших студентів тощо). До того ж, доведено [19], що Skype позитивно впливає на мотивацію студентів у процесі формування мовленнєвих навичок, а це дозволяє припустити, що не менш позитивний ефект від Skype можна очікувати й під час навчання перекладу.…”

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Distance learning of future translators and interpreters: tools and experience of introduction

2020

The Journal of v. N. Karazin Kharkiv National University Series: Foreign Philology. Methods of Foreign Language Teaching

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The article is devoted to the analysis of distance learning tools that can be used for teaching translation and to the description of the experience of introducing distance learning into the structure of future translators’ and interpreters’ professional training. Information and communication technologies have significantly changed the workflow of modern translators, who now mainly work on a freelance basis, performing the entire work cycle from translation, editing, quality control and sending the completed translation to a customer or a translation company using a number of technical translation tools. Changes have not bypassed interpreters, because thanks to interpreting management systems and interpreting delivery platforms, they are able to work remotely, and the trend persists. All of this makes distance learning more relevant than ever, because in addition to gaining professional knowledge and developing students’ skills and abilities, it is necessary to develop a culture of working remotely, so the aim of the study is to analyze distance learning tools for future translators and interpreters and to study the experience of introducing distance learning into the structure of professional training by determining the subjective attitude of students to its use. Among the main tools that can be used to provide the distance learning of translation and interpreting, we have identified Zoom, Skype, Google Classroom, Viber and e-mail, which were used to organize distance learning for future translators and interpreters during the national quarantine in March – April 2020. Participants of the anonymous survey included 34 third- and fourth-year students of the Faculty of Foreign Languages of V. N. Karazin Kharkiv National University, who were asked to share their subjective impressions about distance learning, assessing their own attitude to a number of parameters using a 5-point scale. The questionnaire showed a generally positive attitude of students to the distance format (the average result taking into account the answers to all 20 questions of the questionnaire totaled to 3.74) and revealed some shortcomings in the organization and preparation of materials for students’ independent work (too many tasks and the lack of their quality). Distance learning tools such as Google Classroom and Zoom received the highest scores, which can be explained by their ease of use, best learning interactivity and effective feedback among students and instructors.

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Teaching English via Skype: Challenges and Opportunities

Cited by 5 publications

References 3 publications

Challenges and opportunities of EFL teachers in Thailand during emergency remote teaching

Challenges and opportunities of EFL teachers in Thailand during emergency remote teaching

Assessment under Covid-19: Exploring Undergraduate Students’ Attitudes towards Their Online Thesis Proposal Presentations vs. Face-to-face

Distance learning of future translators and interpreters: tools and experience of introduction

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