The Use of E-Learning Tools for Teaching English in High School
DOI:
https://doi.org/10.57125/ELIJ.2023.09.25.03Keywords:
communication tools, educational process, gamification, language learning applications, pupils, virtual classroomAbstract
The study was devoted to the analysis of impact of using e-learning tools for teaching English in high school. The special attention was paid towards the implementation of e-learning at the Ukrainian institutions of secondary education. The purpose was to explain the peculiarities of using e-learning tools for teaching English in high school and to evaluate their efficiency in different classroom conditions. The study had to solve the following tasks: (1) explain the usage of e-learning tools in Ukrainian high school and to evaluate their efficiency; (2) assess the level of foreign language competence among high school pupils; (3) describe learners’ perceptions towards using e-learning tools; (4) outline the key challenges when e-learning tools are integrated into the curriculum. Both quantitative and qualitative approaches were applied to answer the research questions. The purposive sample involved 78 high school pupils representing one institution of secondary education of universal profile where English is an obligatory subject and is taught 3 hours per week. The findings showed that a number of e-learning tools are used in the process of teaching English, particularly Learning Management Systems, virtual classrooms, interactive whiteboards, games and simulations, online libraries, communication tools, language learning application. It was found that Zoom, Moodle, Google classroom, SMART board, Kahoot!, and Quizlet are the most preferrable by pupils when they study English. According to the respondents, pupils appreciate the possibility to access course materials at any time, using interactive elements, improved assessment activities, better engagement, increased motivation, enhancement of learning experience. But the survey showed that Ukrainian high school pupils face technical issues, time management problems, home distractions, limited interaction, lack of motivation and unclear assessment procedures. The findings will be useful for learners, educators, parents, school administrators, curriculum developers, and technology providers to make the appropriate improvements within the educational process.
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