The Online EFL Learning Challenges in Ukrainian Tertiary Education
The Online EFL Learning Challenges in Ukrainian Tertiary Education

Summary/Abstract: COVID-19 has challenged educators not only in Ukrainian universities but throughout the whole world to keep abreast with the rapid emergence of new technologies, adapt the education system to online needs, and use blended learning as a necessity of the transformed education environment. We carried out two case studies aimed at gauging the students’ perception, experience, and satisfaction level on the pandemic-induced online EFL learning via a Google Forms questionnaire in 2020-2021 a.y. and 2021-2022 a.y. at Taras Shevchenko National University of Kyiv (Ukraine). The first case conducted a 16-question online survey, and an analysis unit was the responses of 112 first-year students studying English as L2 and majoring in Computer Science and Cybernetics at the University of Kyiv under the Coronavirus lockdown reality. The second case encompassed 80 respondents and was fulfilled through the same 16-question online survey under similar study conditions. The sample groups were undergraduate students of the same age (17-18 y. o.) and the English language level (B1+) enrolled in the university with similar admissions criteria, prerequisites, and curricula. The survey’s participation was voluntary and anonymous. The respondents gave feedback on three question categories: EFL online learning effectiveness, technical provision satisfaction, self-organization, and confidence level. The opinions were not fully homogeneous but the majority of Computer Science and Cybernetics undergraduates in both case studies pointed out that the online EFL course was effective. The first survey findings revealed that the first-year university learners had a predominately positive attitude towards online education, describing English lessons as well-structured and engaging.

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