ESL/EFL online lesson development (based on Skyeng practices and techniques)

According to the New Ukrainian School concept, the result of foreign language learning should be not only the ability to communicate in Ukrainian and foreign languages, with a separate paragraph on online interaction, but also mathematical competence, innova-tion, competence in the field of natural sciences, engineer-ing and technology, environmental competence, infor-mation and communication competence, civic and social competence, cultural competence, entrepreneurship and financial literacy, and lifelong learning. The CLIL method-ology can be used to develop these competences in a secondary school foreign language class. The purpose of this article is to review the potential of the CLIL methodology in teaching English online communication to second-ary school students. The analysis and synthesis of scientific articles and modern authentic English language tutorials for grades 5-9 are used in the article. The methods of comparison and description are used to identify the features of the CLIL elements of various secondary school English language Student’s Books and to present possible applications of these elements for the development of virtual English language written communication skills. Such manuals as On Screen 2, Go Getter, Wider World first edition and Prepare NUS were selected for the study. The information approach, cultural approach, synergistic approach and systemic-activity approach formed the methodological basis of this study. The tutorials can be divided into three types in terms of CLIL units: those with only a Culture unit, such as the Prepare NUS series and Go Getter; those with only a CLIL unit, such as On Screen 2; and those with both a Culture and a CLIL unit, such as the Wider World series, first edition. The projects in the manuals encourage students to work independently. BBC videos in Go Getter increase the cognitive interest of students, as well as provide teachers with additional opportunities to present and reinforce material. In addition, projects and videos increase Stu-dent's Talking Time (STT). The originality of this study lies in the presentation of a variety of additional tasks for the development of sec-ondary school students' virtual English writing skills. CLIL lessons provide an opportunity to develop creative writing. Examples of such tasks include writing stories or poems of various types, creating videos. The following tasks are suitable for consolidating terms and developing lexical and grammatical skills in a CLIL lesson: reflecting on the material studied, posting on a social network or in a group chat, commenting on a YouTube video, writing scripts for videos, creating a Mind Map. Projects serve to develop both writing and speaking skills. All of these exercises correct the problem of neglecting productive skills in CLIL lessons. Prospects for further research are seen in the analysis of CLIL units in other English language tutorials, the de-velopment of additional exercises for the development of virtual foreign language written communication, clarifica-tion of the conditions and principles of using such exercis-es, theoretical summarization of the results obtained and applied research on the relationship between the CLIL methodology and online communication.

Students in Indonesia may understand theories in learning English but struggle to put them into practice.This research was conducted at SMAN 7 SIDRAP and the researcher wants to use Communicative Language Teaching (CLT) method which emphasizes language as a tool for communication, the researcher wanted to compare the CLT method with the conventional method that teachers usually use at school, so the formulation of the problem in this study was to find out whether there were differences in learning outcomes between the CLT method and the conventional method.This study aimed to assess the effectiveness of the Communicative Language Teaching (CLT) method in improving the speaking ability of students at SMAN 7 SIDRAP. This research used experiment design with Quasi experimental, the total sample was 40 students that devided in 2 class that is 20 students’ was from 10 MIPA 1 as an Experiment class and another 20 was from 10 MIPA 2 as an Control Class, the result showed that the independent sample t-test revealed a significant difference between the two methods, with the CLT method being more effective in improving students' speaking abilities.

The development of modern society requires highly qualified specialists in different fields of industry, who can communicate effectively and interact productively with foreign colleagues. Proficiency in a foreign language has become crucial for a specialist’s personal and professional growth. This paper aimes to study the impact of communicative foreign language teaching methods on developing undergraduate students' communicative competence at Ternopil Volodymyr Hnatiuk National Pedagogical University. This research employs general scientific approaches and methods: theoretical for analysis, generalisation of the main provisions of the research and clarifying the essence and features of the process of developing communicative competence; and empirical: a questionnaire, observations, testing and conversations for examining the level of undergraduate students' communicative competence. This paper starts with the analysis of theoretical fundamentals of communicative competence in foreign language learning, its general components. It briefly describes some foreign language teaching methods focused on communication activities in foreign language classes. Due to the data of the survey conducted at Ternopil Volodymyr Hnatiuk National Pedagogical University, the impact of implementing communicative foreign language teaching methods on developing undergraduate students' communicative competence was examined. According to the study's findings, communicative foreign language teaching methods promote students' interest and foster their engagement in the learning process, raise their motivation and improve their communication proficiency in English. The combination of innovative and traditional technologies, such as writing essays or reports, constructing scenarios, modelling communicative situations, role-playing, case-studying, etc., plays a critical role in the foreign language classroom learning. Undergraduate students felt more confident in speaking and writing in English due to the learner-centered approach and numerous interactions and communication activities undertaken in a foreign language class. Key words: communicative competence, foreign language learning, undergraduate students, proficiency, communication.

With the rapid development of the social economy in the late 2000s, the communicative competence of English learners has increased significantly in China. The conventional approach tends to memorize by rote, which begins to withdraw gradually from Chinese Higher Education. The communicative language teaching (CLT) method is emerging worldwide and getting increasing attention. This paper has used the method of secondary review to analyze the implementation status of teaching methods in College English education in China, which primarily focuses on the advantages and disadvantages of the conventional approach and communicative language teaching. Moreover, this paper analyzes the restrictive factors that the CLT method can not completely replace the conventional approach through comparative analysis.

This study aims to determine whether the CLT method improves students' English vocabulary mastery before and after learning using the CLT method. This is a quantitative study with a pre-experimental design. In this research design, the researcher only uses one class as an experimental class which was given treatment in the form of vocabulary learning using the CLT method. However, before the treatment was given, students would be given a test in the form of a pre-test and post-test that aimed to see the effect of the CLT method in improving students' vocabulary skills. The data from the test was collected and then the data was analyzed through descriptive statistics. The population used was all students of SMP Negeri 50 Halmahera Selatan and all were selected as samples in this study. The instrument used to collect quantitative data in this study was a vocabulary test. This test is in the form of multiple choice consisting of 30 question items. Tests distributed before and after the treatment were given as pre-test and post-test. In addition to comparing the significance value (Sig.) with a probability of 0.05, the authors also compared the t-count value with the t-table to test the hypothesis that had been made previously. The t count based on the result of paired sample test is 38,076 and the t table based on the value of df (34) is 2,042. This shows that the value of t arithmetic (37.769) > t table (2.042) it can be concluded that H0 is rejected and Ha is accepted. In other words, there is an average difference between the learning outcomes of the pre-test and post-test, which means the CLT method improves the students’ English vocabulary at SMP Negeri 50 Halmahera Selatan.

This article deals with Communicative Language Teaching method and Communicative competence. The authors of this article investiugated the role of CLT in learners’ communicative competence and the communicative activities as a great assist in preparing language learners to real life situations. This term is closely associated with CEFR. I would like to associate CLT with learning through practice, real-life situations, where each single element of the language is trialed. Exploring the world through speaking orally and explaining in a written form.

English has been taught over decades in different countries as L1, L2 and Foreign language. In Afghanistan, it has been taught as a foreign language over the past years at universities and schools with different methods. The application of grammar translation method was the new subject in Afghanistan. In English Department, the instructors applied direct method, communicative language teaching and other methods, but grammar translation method was applied in the first and second classes. In junior and senior classes, in most cases, the teachers applied direct method because the learners had the knowledge of English language to get the information in the class in the best way. This research was based on quantitative and the data were collected via questionnaire. The findings showed that the instructors used grammar translation method in the fresh and sophomore classes. For the learners who came from the rural areas had difficulties in understanding the written and spoken English in the classes. In the junior and senior classes, instructors used direct method because the learners had the knowledge of English language. Finally, the empirical research concluded the application of grammar translation method used more the in the first and second classes of English Department. Key words: grammar translation method, performance, application, teaching and learning.

The research aims to find out whether the students reading comprehension can be improved through the use of the Communicative Language Teaching(CLT) method. In order to achieve the objectives, the researcher held action research at SMA N 5 Lhokseumawe, from 16- 19th March 2021. There were 2 cycles in which 2 meetings were held for each cycle. The subject of the study is the second year with the numbers of population 32 students. The instruments used were observation sheets, questionnaires, and tests. The result of the study is the problem of motivating students to read. This can be solved by using Communicative Language Teaching(CLT). Based on the questionnaire, all of the students said that the use of the Communicative Language Teaching(CLT) method was interesting. In line with the questionnaire result, the observation sheet also showed excellent results on students’ study habits. There was an improvement in students’ comprehension, it can be seen in cycle 1 which was 89.06 points, and cycle II which was 95.6 points. In this study, I suggest that the teachers should be able to use Communicative Language Teaching(CLT) as an alternative to motivating students learning.

The aim of the present study is to evaluate the effectiveness of teacher-student interaction in promoting authentic L2 classroom discourse. Classroom discourse is a major part of instruction that promotes speaking and develops students and teachers’ conversational skills. It constitutes a significant factor in the English as a Foreign Language (EFL) classroom, as it promotes communicative activities (reception, production, interaction, mediation) fundamental to L2 learning. A common exchange pattern used extensively in classroom discourse is the Initiation, Response, Feedback (IRF) model in which the teacher initiates (I) an exchange through questioning the whole class or one single student, the student responds (R) to the question, and then the teacher gives feedback (F). A qualitative case study approach was adopted. Twenty-seven EFL high school classrooms in Israel were observed. Research instruments were classroom observation forms, filled by the researcher, where instances of IRF exchanges were marked; and semi-structured interviews with seven of the teachers observed to obtain information regarding their use of L1 in IRF exchanges. Findings show that teachers use the IRF exchange model to organize talk and follow basic turn taking rules. However, deviations from common exchanges result in (1) imbalance of dominance between teacher and student talk time; (2) excessive use of L1 in exchanges, minimizing students’ exposure to L2; and (3) limited flow of teacher-student spoken communication and lack of student willingness to participate in the lesson. Practical implications for teacher educators will be discussed.

Poetry can be a significant aspect of a person’s literacy experiences (Tomlinson & Lynch-Brown, 2002). It is an excellent genre for learning, but what are the best methods and should poetry be required for English as a foreign language (EFL) literature majors? The main purpose of this study is to determine how effective poetry can be in increasing EFL literature majors’ English reading, writing, listening, and speaking skills, and examine if the learners can reach a higher level of higher order thinking. This study examines communicative language teaching (CLT) and how a CLT poetry course can impact EFL literature majors’ language and higher order thinking skills. This article introduces the benefits of such pedagogies and advocates for making poetry classes a requirement for all EFL literature majors. The results of the study indicate that the EFL participants improved all four English language skills, reached a higher level of critical thinking, and also improved their vocabulary knowledge. Therefore, the theory of making a poetry class a requirement for EFL literature majors is sound as long as the class is based on CLT approaches and methods. It is also recommended that more EFL teachers carry out CLT poetry teaching in their courses to benefit their EFL learners’ language and critical thinking skills.

Learners need practice in producing comprehensible output using the language resources at their disposal and already acquired. It has been also well cemented in English as a Foreign Language (EFL) practice that being pushed to produce output allows the production of more accurate and appropriate language. However, speaking courses are probably the most daunting. The major challenge persists with engaging learners into student-to-student interaction and maximizing the talking time. The current paper spots the light on the integration of problem solving situation, built upon the Facebook game “Criminal Case” framework as teacher own produced material to initiate and sustain learners’ talking time during speaking courses in classes described as large. The paper pays close attention to learning opportunities generated by peer interaction compared to teacher-fronted classroom interaction. Using problem solving situations wherein learners are required to play the role of the famous detective Sherlock Holmes and get on the case to solve it proves to generate opportunities for learners to talk, maximize their talking time and build their confidence to use the target language in front of a jury (audience). Last but not least, interactional feedback from their interlocutors and negotiation for meaning push learners to further refine their output and adjust their grammar, vocabulary and pronunciation towards correct utterances.

The purpose of this research is to identify opportunities to develop soft skills, which are essential for graduates’ future professional activities, in online foreign language learning. The study focuses on distance learning, which has become a reality in university education due to the pandemic and the increased availability of higher education to those who cannot attend in-person classes (because of the distance, health problems, etc). Specifically, the research aims to demonstrate which soft skills, prioritized by employers, can and must be developed in distance foreign language learning, the preferred typology of exercises for this task, the specifics of teachers’ work in this format, and how to mobilize active attention in distance education. The study uses survey results collected from teachers and students at Lomonosov Moscow State University, which are analyzed along with relevant theoretical models. The research prioritizes tasks and assignments targeting soft skills such as creativity, learnability, critical thinking, and collaboration, with independent student work gaining more importance. The study concludes that online lessons should emphasize autonomous work performance over primary educational elements, and the results can form the basis for developing foreign language methodology in distance instruction. The research suggests this could be an optional module in a hybrid format that shows promise for higher foreign language education.

The purpose of this work is to study how teachers and students react to the urgent large-scale transition to online education. The research was done via surveys conducted at the Center for Additional Educational Programs in the field of Russian as a Foreign Language at St. Petersburg State University. March 2020 transition to distance learning kept intact the lesson schedule, the duration of lessons, and the compliance with the approved programs. This case study was conducted as follows: (1) a questionnaire for teachers was distributed via e-mail; (2) teachers’ responses were collected and processed; (3) a questionnaire for students was created in Google Forms; (4) students’ responses were collected and processed; (5) the research results were described and analyzed; (6) teachers’ and students’ responses were compared. The study involved 45 teachers and 100 foreign students, mostly from China. The majority of teachers taught at Level A2 (48%); the majority of students studied at Level B1 (36%). The study shows that modern teachers (77.8%) have a high degree of adaptability, which allows them to switch to new teaching formats in two weeks. They use a variety of teaching aids: not only textbooks mandated by the curriculum (100%), but also other textbooks (91.1%), educational materials from the Internet (88.9%), authentic audio/video materials (51.1%), and self-developed educational materials (53.3%). According to students, the most effective are the authentic materials from the Internet (45%), and the textbook mandated by the program (41%). Both teachers and students noted difficulties in the online training of four language skills: speaking (35.6% of teachers and 32% of students), writing (17.8% and 32%, respectively), listening (15.6% and 40%), and reading (11.1% and 17%). Teachers lack personal communication with students (35.6%), specialized online tools for teaching Russian as a foreign language (13.3%), and effective means of monitoring the acquisition of educational material (31.1%). They strive to solve these problems through a variety of activities, creating an atmosphere conducive to authentic communication. Research data correspond with the conclusions of methodologists about the fundamentally new nature of the relationship between teachers and students in the virtual environment, which is manifested in a less hierarchic teacher-student relationship due to greater initiative, involvement, and independence of students in an online lesson. The article presents a way to study the perception of changes in the teaching mode by teachers and students. The research enriches the e-learning knowledge area with data on how the sudden mass transition to online foreign language learning was carried out.

Abstract. Introduction. The school breakdown in spring 2020 made both teachers and learners all overthe world face new challenges: how to cope with distance learning (DL). It was not simple even in the welldeveloped countries. In Ukraine teachers tried to find different solutions. This period was a sudden but hugestep towards implementing ICT into the learning process. Purpose. The aim of the present study was to get aninsight into the way learners see distance learning, to hear their opinion and see their attidude to this form ofeducation, the difficulties and challenges they encountered during this period in the learning process in generaland in foreign language (FL) learning in particular. The focus was made on the learning habits, motivation,assessment, applications used, time spent on learning and stress students might have experienced. Methods.An online questionnaire containing closed-ended and open-ended questions was compiled and filled in bylearners of the upper grades of different schools. The data analysis was interpretive and statistical. Results.The material was sent mainly in the form of written text or video links and recordings via Messenger, emailor Google Classroom, very few online lessons were held. Most learners had difficulties; the most problematicarea in FL learning was grammar. Feedback and assessment were mainly in written form. The attitude tolearning was quite serious, learners developed their digital skills but some became demotivated. It was moretime-consuming, more difficult but less stressful and also less effective than face-to-face learning. Conclusion.Despite all the difficulties faced learners developed learner autonomy, digital skills and gained experience ina new form of learning that can be useful for them in their future studies as in the digital age DL is gainingground worldwide.

The paper deals with the issue of memorization and acquisition of a target language unit by performing multiple repetitions while avoiding dullness and boredom. The author highlights the considerable role of classroom routines in memorization of target language units and further strengthening of communicative competence. Classroom routines are regarded as a powerful resource to solve a significant teaching problem connected with performing multiple repetitions and at the same time avoiding monotony. This article aims to analyze the use of classroom daily routines in memorizing target language units and to offer a set of activities aimed at forming and developing such components of students’ communicative competence as grammatical competence (words and rules) and discourse one (cohesion and coherence). Various methods, strategies, techniques based on multiple repetitions of the same content are taken into consideration. Special attention is paid to drilling techniques. The peculiarities of meaningful repetition are revealed and as a result, the meaningful drilling technics are offered. Learners of foreign languages retain new language units much more successfully not by rote memorization but when they get frequent repetition of these language units, make meaningful connections to real life and when these connections are personalized. In real life, people are frequently forced to repeat the same many times while performing daily routines. Such kind of repetition is natural. In foreign language teaching performing daily routines acts like an artificial linguistic environment and can work as a kind of language immersion. The author offers some examples of activities aimed at forming, developing, and strengthening such components of students’ communicative competence as grammatical competence (words and rules) and discourse one (cohesion and coherence). They are described in the most frequently used formats. Classroom routines are certain to be a powerful resource to solve the problem connected with performing memorization and at the same time avoiding dullness and tedium. It is proved that well-organized daily classroom routines performing activities ensure substance memorization, not rote one. Moreover, properly organized daily classroom routines are supposed to reduce teacher talking time and consequently to increase student talking time.