Use of Information Technologies in Studying Phraseology in the Course of Ukrainian as a Foreign Language

Abstract

Teaching Ukrainian as a foreign language requires a competent combination of traditional forms of learning and the possibilities of IT technologies. This study has been conducted to evaluate the effectiveness of IT technologies introduction in the educational process during the study of Ukrainian phraseology by foreign students. Authors conducted an experiment, which involved the introduction of IT technologies in the process of gradual study of phraseology at the lessons of Ukrainian as a foreign language during the academic year. 20 foreign students of the 3rd year participated in the experiment, from whom an experimental and control group of 10 students each was formed. Pre-and post-experimental tests to compare academic achievements, pre-and postexperimental surveys, informal interviews, observations of participants in the learning process were used as a means of data collection. The authors provided a system of tasks using Internet communications, computer presentations, online dictionaries, elements of the blended learning system for each stage of working with phraseological units. The obtained results confirmed the hypothesis: the use of IT technologies in the study of phraseologisms by foreign students increases their motivation for learning, and, as a consequence, improves learning performance. Indicators of academic achievement of the experimental group exceeded the starting level, while the control group noted a decrease in the indicators of academic achievement. Prospective directions for further research may be related to theoretical generalisations in the field of methodology of teaching Ukrainian as a foreign language, as well as to the development and implementation of modern complex methods using IT technologies.

Teaching and Learning Slovak Professional Terminology

“…In many cases, ICT, especially mobile phones, and the Internet, also help to facilitate language communication, not only in the Slovak language but also in other foreign languages. Studies by many foreign authors testify to this (Jurkovič, 2019;Lee, 2020;Sad et al, 2020;Boelens et al, 2018;Shumeiko & Nypadymka, 2021;Azarova et al, 2020;Huzairin et al, 2020) argue that learning via mobile devices has several advantages and is much cheaper than learning via computers. This must be agreed upon because mobiles are owned by almost all students.…”

Slovak as a Foreign Language for the First-Year Bachelor Students

“…Many authors emphasize the importance of e-learning in language teaching (also Slovak as a foreign language), which is widespread and very common (Khonamri et al, 2020;Poláková & Klímová, 2021;Shumeiko & Nypadymka, 2021). Similarly, Azarova et al (2020) state that "teaching Ukrainian as a foreign language requires a competent combination of traditional forms of learning and the possibilities of information technologies" (p. 39). I stress that blended learning (I mean a combination of face-to-face and online classes) was a good choice in teaching and learning Slovak as a foreign language at the FMT.…”

Comparison of on-Site Testing With Online Testing During the Covid-19 Pandemic

“…On the other hand, modern applications and online platforms have made it possible to use new visual learning experiences (Jennifer, Lipin, 2020). Despite the fact that electronic materials and new communication methods have been used in teaching so far (Gayoso, 2016, Hrdličková, 2018Sokolova, Ševečková, 2019;Klimova, Zamborova, 2020;Azarova et al, 2020;Trishchuk et al, 2020), the new situation has necessitated the involvement of these forms of teaching even more intensively. The integration of modern technologies into distance learning is one of the biggest didactic challenges today (Saienko, Lavrysh, Lukianenko, 2020).…”