Blue Button. The
research sample is represented by 100 students majoring in veterinary medicine
and enrolled in the mandatory subject of English for Specific Purposes. The
group of students was enrolled in the lessons based on their bachelor
curriculum. The subjects, referred to as experimental and control groups,
accordingly, both wrote the primary test, at the beginning of the course, and
the final one at the end. For pre-test content, the online standard test for B1
level was applied. The post-test was created by the educators, who were
involved in the experiment. Due to the results procession and test analysis, it
is admitted that the students of the experimental group showed slightly worse
results in listening comprehension section, while having the same indicators concerning writing skills, and they had
essentially worse outcomes in speaking and reading comprehension if compared to
their peers from the control group. Mann-Whitney and Wilcoxon non-parametrical
pair tests were selected to check the statistical hypotheses, due to the
character of input data.
Keywords: ESP;
Moodle; e-learning; primary test; final test; questionnaire analysis
1.
INTRODUCTION
Nowadays E-learning, highly
dependent on transformations within the internet, becomes a crucial part of the
conventional educational process. This enables learners to gather knowledge,
both synchronously and asynchronously, to successfully meet the urgent
requirement to acquire practical knowledge and skills within educational and
productive environments. That is, in e-learning the content is delivered via
electronic information and communications technologies (ICTs) (Oye, Salleh & Iahad, 2012,
p.50).
It should be noted there has been
used a number of terms denoting e-learning, such as Internet learning,
tele-learning, and telematics distributed learning, network learning, etc.
(Bates, 2005).
In our research, we will stick to
the term e-learning as the widest one covering all methods and tools of digital
education.
The article is dedicated to the
results processing of the e-learning experimental research conducted during the
academic year 2020/21 on the lessons of English for Specific Purposes (ESP)
(with students of Specialty 211 “Veterinary Medicine”) at the State Agrarian
and Engineering University in Podilia, Ukraine. The
tested period included a completely remote learning time of the spring semester
(due to the Covid19 pandemic situation). Online study support for ESP was
personally created as a four-credit educational course on the Moodle Platform
which was appropriate for students of B1 language level, using the Big Blue
Button application for speaking skills evaluation.
The research sample is represented
by 100 students majoring in veterinary medicine and enrolled in the mandatory
subject of English for Specific Purposes. Formerly,
the respondents were students of 6 subgroups with two educators,
conventionally divided into 2 groups as being taught by the same educator due
to the same curriculum. One teacher worked with 3 subgroups separately using
the exact learning material and tools for each subgroup predominantly offline
(the control group), while the other 50 students were taught by the different
educator with online learning application (the experimental group). The full
ESP course was a yearlong, the first semester – was predominantly offline
education with open access to Moodle, while the second semester was completely
online just for the experimental group but the last credit class which was
face-to-face. The group of students was enrolled in the lessons based on their
bachelor schedules.
The aim of the experiment and the objective of
the current paper is to analyze the expediency of Moodle application for ESP
class, to evaluate the efficiency of online education
if compared to the offline one. Admittedly, only students from the
experimental group were engaged in fully online education, while the students
of the control group had a blended learning semester.
At the final stage of the experiment, the learners were suggested to fill in
the questionnaires on the effectiveness of e-learning education. The
questionnaires consisted of 5 evaluating questions concerning e-learning study in general and mastering every single language skill
separately.
Ethical principles such as freewill
participation, informed consent (all students were warned about the experiment,
its stages, and consequences and agreed to participate), objectivity and
justice, anonymity, and confidentiality were fully accomplished in the
research.
2.
LITERATURE REVIEW
Analyzing some recent papers
connected with the topic of our research, we have concentrated on the following
items: ICT, ESP, e-learning, lifelong learning, blended learning, remote
learning, and e-learning efficacy. The research outcomes of e-learning applied
for ESP teaching can find confirmation in thesis and dissertations, conference
proceedings indexed in Scopus and WoS databases, etc.
It should be noted that currently,
the number of studies on the abovementioned subjects has increased
significantly in the European and Ukrainian environment due to the situation
the whole world exists in right now (Hurevych, Kademiia & Koziar, 2011).
That is why this problem seems to be international and global, not limited to
certain communities or countries. This is the challenge provoked by Covid 19 we
have to deal with all over the world.
Thus, various prominent scientists
studied peculiarities of teaching EFL, namely Flowerdew and Miller (2014);
distance learning challenges, Bates (2021), Knysh and
Dudziak (2020), Humeniuk
(2021); e-learning environment in education, Hamburg
and Lindecke (2003), Liu et al. (2010), Donesch-Jezo and Misztal
(2012), Roliak
(2019); the nature of listening, Derrington and Groom
(2004), Donesch-Jezo
and Misztal (2012); methods, and tool of
teaching the language acquisition skill, Byrne (2007), Chaikovska,
Zbaravska and Bilyk (2019),
Oye, Salleh and Iahad (2012);
etc. Some of the abovementioned papers influenced greatly the current research
and therefore need deeper analysis.
Studying Virtual Learning
Environment (VLE), Oproiou and Chicioreanu
stated that different platforms have been recently used in lots of universities
and are rather complicated and not easy to manage (Oproiou
& Chicioreanu, 2012).
Roliak
(2019), a Ukrainian scientist, thoroughly analyzed the process of information
and communication technologies implementation in the teacher education system
of Nordic countries and their influence on the Ukrainian dimension (Roliak, 2019). The researcher applied a comparative
analysis of the key development stages of the ICT in the systems of teachers’
professional training in Scandinavia, namely Denmark, Finland, Norway, and
Sweden, which keep the lead in this field globally, concerning the positive
effect of Information and Communication Technologies on education and society
(p.258). The mentioned countries are also experienced in reforming the relevant
elements of teacher education with the concern of the extensive use of
information and communication technologies.
According to Roliak (2019), Nordic innovation and digital literacy
capacity are highly dependent on progress simultaneously taking place in both,
applying ICT in the system of professional teacher training and current rapid
technology growth, widespread of informatization, priority to multi-skills
development in the region of Scandinavian countries. Consequently, the
following stages of ICT implementation in the Scandinavian sphere of education
were verified: induction (or introductory) stage, stage of infusion (or partial
use), and incorporation (or systematic integration) stage. And each of the
mentioned stages is distinguished by the key alike and contrasting regulations
inherent to the Nordic pedagogical environment in concern to the information
technologies application (Roliak, 2019). Though the
findings of the research conducted by Roliak (2019)
are mainly focused on teacher education, they can significantly contribute to
applying the information and communication technologies into the Ukrainian
education system in general 9 (p.258).
The problem of e-learning can be
also traced in the paper by Chaikovska, et al.
(2019), where the authors investigated the current e-learning process, using
podcasts particularly, at the Engineering Faculty of the State Agrarian and
Engineering University in Podilia, having conducted
and analyzed the pedagogical experiment engaging 50 first-year students, majoring
in “Electrical Engineering” (p.1915). The research was focused on speaking and
listening comprehension evaluation with the help of a quasi-experiment,
applying two evaluation tests at the beginning of the course, and at the end,
respectively, and a questionnaire, designed by the authors of the paper.
The study, aiming at investigating
the podcasts’ practicability for students’ improving their listening
comprehension and speaking performance, showed that the students of the
experimental group achieved way better results. The learners, involved in the
experiment, demonstrated enthusiasm while working with the engineering podcasts
and approved this kind of IC technology to be capable of improving their
professional conversational skills, explaining pronunciation and dialect
varieties, facilitating social engagement and self-education. Thereby,
professional podcasts can be recommended for teaching ESP to students of
agricultural universities (Chaikovska, Zbaravska & Bilyk, 2019).
The advantages and drawbacks of
distance learning were described in the research by Humeniuk
et al. (2021). The author analyzed different
platforms to be used while remote learning and distinguished their pluses and
minuses (Humeniuk et al., 2021).
Social aspects of e-learning and
combining different learning methods were analyzed by Hamburg and Lindecke (2003). Due to the researchers, it is consequently
crucial to “blend” different means and approaches of pedagogical science (e.g.,
constructivism, behaviorism, cognitivism), various modes of learning in both
online (e.g., web-based ones) and offline classrooms, and independent and joint
training for producing an optimal learning outcome. According to the authors,
it is necessary to mix instructional technology with certain job assignments
for balancing learning and working.
They stated some advantages
concerning blended learning: organizations are gradually changing the students’
educational environment - from school classrooms to e-learning at home, trying
to make these changes easier to accept, and supplementing or complementing
available learning tools and materials (usually high-priced) rather than
replacing them; trainers and tutors uploading little segments of their
materials to the Internet and gradually developing the skills required for
e-learning; learners are choosing an education method that suits their
abilities, goals, and preferences (Hamburg & Lindecke,
2003).
In this study, we also consider the
research on developing ESP e-learning course for medical university students,
namely therapeutic professionals, conducted by Donesch-Jezo
and Misztal (2012). The authors (Donesch-Jezo
& Misztal, 2012) thoroughly elaborate on content,
development stages, and kinds of interactive tasks. The latter together with
computer-assisted exercises, foreseen within the course, contribute to
interactive language acquisition, in which the role of the teacher is reduced
exclusively to educational process management and learners' progress assessment
(Donesch-Jezo & Misztal,
2012).
The educational process in Ukrainian
agricultural institutions, facing the COVID-19 challenges, was analyzed by Knysh and Dudziak (2020). The
scholars underlined the need to review the existing teaching and learning
strategies. This significant and much-needed transformation also means moving
from declarative statements to achievable goals and short-term priorities.
Thus, exposing problems can be an impetus for radical solutions. Today's
challenges will not stay here for just a few weeks, as they will be followed by
major economic challenges.
The experience gained under the new
conditions is a prerequisite for rapid adaptation to the requirements of the
agricultural sector. Improving the quality of higher agricultural education
will help increase the efficiency of agricultural production in one of the key
sectors of the Ukrainian economy. This, in turn, is crucial to the global
challenges governing the impact of the epidemic, as well as the economic crisis
(Knysh & Dudziak, 2020,
p.166).
Despite many papers written on the
subject in Ukraine and abroad, there are so many issues to be covered as
technology and education are growing so rapidly and therefore the learning
process has to be up-to-date, always engaging modern and technological tools
for achieving educational goals and meeting the societies’ requirements.
The current paper aims to analyze
the interdependence of the knowledge students obtained via online and offline
classes, therefore the general productivity of e-learning, as well as the
efficiency of every single language skill among the basic four (listening,
speaking, reading, writing) due to the students’ feedback and objective results
of the experiment, with statistical methods of data processing application.
3.
METHODOLOGY
Present researches in education
cannot do without the implementation of various research methods. Currently,
mixed methods are considered to be the best choice for researches in education
and pedagogics (Halcomb & Hickman, 2015).
Thus, to conduct a full-fledged
study and obtain objective results, qualitative and quantitative (Bryman,
2006), including statistical (for processing test results when checking the
achievements of language skills acquisition) were used.
The
research endeavor and analysis of the problem were carried out simultaneously
due to the research aim in the following forms:
· a descriptive method for analyzing
the result of students' pre- and post-tests, surveys, and general research
results;
· experiment as a targeted observation
for analyzing the achievements and success of students in acquiring language
skills.
The content for the pre-test was
taken from the site
https://learnenglish.britishcouncil.org/online-english-level-test, which is
quite a standard test to check the level of language competence. The content of
the post-test was selected by the educators considering the educational
material had been covered and previously discussed in the department of foreign
languages of the university.
Thus, the final test involved 4
sections: listening, writing, reading, and speaking respectively. Each section
consisted of 3 tasks of different types including covered lexical and
grammatical material. All the students’ results were entered into the charts
previously processed into a percentage. These procedures were performed using
quantitative research methods, while it is sharply recommended to use
statistical analysis methods to obtain objective results (McLeod, 2019).
Thus, making the comparison of
online and offline knowledge perception, the need to figure out the
distributions of both data sources arises. For this purpose, the statistical
significance tests (Brownlee, 2019), quantifying the likelihood that the
samples have the same distribution, were applied.
Mann-Whitney and Wilcoxon
non-parametrical pair tests were selected to check the statistical hypotheses,
due to the character of input data. Wilcoxon pair test was used for the
dependent samples (the primary and final tests within the same group). For
testing independent samples - the primary and final tests within separate
groups consequently Mann-Whitney test (U statistic) is applied foremost
(Sharpe, De Veaux & Velleman, 2010). The tests
were performed at the standard significance level α = 0.05, which is typically used in
statistics (Kucirkova et al., 2014, p.84). The
program Statistic 10 was applied for the calculation.
The results in the primary and final
tests were compared for the control and experimental group independently so
that it was probable to deduce if the differences considerable for the
statistics in individual skills occurred and to check the level of students’
success within the examined groups.
After that, the outcomes in the
primary and final tests of definite skills among both groups were compared and
analyzed to inquire the effectiveness of the e-learning method and discover the
statistically considerable evidence in both groups’ outcomes. To get some
feedback from students the questionnaire (survey) was performed on the final
stage of the experiment. The questionnaires involved five questions about
personal attitude to the e-learning process and its constituents. The data processing was done by the educators themselves.
4.
RESULTS
Four basic skills for language
learning were checked and analyzed during the experiment: listening, speaking,
reading, and writing.
Table 1: The
experimental group primary and final tests results
|
|
The primary and final test
|
P-value
|
Comments
|
|
Skills
|
Listening
|
0,000000
|
The index of
P-value is considered to be lower than the significance level. A statistically
considerable contrast is found between the primary and the final tests.
Students succeeded a lot in mastering listening skills.
|
|
Speaking
|
0.021960
|
P-value is
under the significance level. The distinction between the primary and the final
tests is statistically essential. Students increased the vocabulary level a
bit.
|
|
Reading
|
0.000013
|
Due to the
p-value indicator, the variation between the tests is statistically
essential. The subjects highly increased their reading comprehension skills.
|
|
Writing
|
0.029194
|
The level of
significance is higher than the obtained p-value, thus a statistically
considerable contrast exists between the primary and the final tests.
Therefore, the subjects slightly improved their writing skill.
|
|
Totally
|
0.000000
|
The indicator
of p-value proves statistically essential distinction between total results
in the primary and the final tests. Generally, the subjects succeeded
greatly.
|
Source: made by authors
Table 2: The control group primary and final tests
results
|
|
The primary and final test
|
P-value
|
Comments
|
|
Skills
|
Listening
|
0.000003
|
As the p-value
index is under the required 0.05 index, the
statistically essential distinctions between the primary and the final test
are observed concerning listening
comprehension. Students improved a lot.
|
|
Speaking
|
0.000240
|
The index of
p-value is lower than 0.05 index. Thus, a
statistically essential distinction is evident while comparing the primary
and the final tests. The subjects enhanced greatly in the awareness of
professional lexis.
|
|
Reading
|
0.000051
|
Learners demonstrated
an advance in reading comprehension. The distinction between the primary and
final tests is statistically essential.
|
|
Writing
|
0.019239
|
The index of
p-value is lower than the significant one so the statistically essential distinctions
are characteristic for writing. The subjects succeeded not particularly.
|
|
Totally
|
0.000000
|
Students
succeeded greatly. Due to the p-value, the difference between the primary and
final tests is statistically essential.
|
Source: made by authors
Figure 1: Control and
experimental groups’ testing results
Due to Figure 1, every p-value
indicator in tests is lower than 0.05 point, which is
the necessary significance level. Hence, having analyzed the students’
improvements in the experimental and control groups, the distinctions between
tested skills of ESP at the primary research stage and the final one, are
statistically essential in both cases.
To evaluate the results a
non-parametrical analog to the parametric two-sample T-test
was applied. There were not any statistically essential distinctions in
single skills while doing primary tests. The subjects had almost equal results.
Also, totally there were not any statistically essential discords.
Table 3: The experimental and control groups’ primary
and final tests results
|
Primary tests
|
Final tests
|
|
Skills
|
p-value
|
comments
|
skills
|
p-value
|
comments
|
|
Listening
|
0.086470
|
Statistically, essential contrast is absent
between the groups, although students of the experimental group had a bit
better result.
|
Listening
|
0.043689
|
Due to the low p-value, the groups' difference in
listening comprehension is statistically essential. The
experimental group showed a better result.
|
|
Speaking
|
0.446861
|
The difference between both groups in their
results is statistically insignificant, although students of the experimental
group had a little better result.
|
Speaking
|
0.338342
|
Both groups’ results are almost equal, with a
statistically insignificant difference between the results.
|
|
Reading
|
0.221575
|
Statistically, essential contrast is absent between two groups in
their outcomes
|
Reading
|
0.131053
|
Both groups’ results are almost equal, with a statistically
insignificant difference between the results.
|
|
Writing
|
0.887681
|
The difference between both groups in their results is statistically
insignificant.
|
Writing
|
0.906610
|
No statistically essential discords in the groups’ outcomes.
|
|
Totally
|
0.716381
|
At the beginning of the spring semester, there were not any
statistically essential differences between the groups. The experimental
group was a bit better but not statistically significant.
|
Totally
|
0.823319
|
At the end of the spring semester, the differences in the final test
results of both groups were statistically unimportant
|
Source: made by authors
Thus, as it is obvious from the
Table 3, the two groups’ overall scores in the final tests are similar. It can
be stated that the e-learning method is as efficient as the traditional offline
method. The only difference among groups can be observed in obtaining listening
skills. As for the rest skills, the differences in compared groups were
statistically insignificant.
Generally, the diapason of p-value
indicators from 0.05 to 0.75 testifies a minor distinction between tested
groups, while p-values higher than 0.75 do not indicate any contrast.
The data processing is grounded on
statistical calculation. The aim of the questionnaires, given to the subjects,
was to express a personal opinion on the appropriateness of the e-learning
inclusion into ESP classes within the remote studying period and the efficacy
of e-learning since the language skills are concerned. 100 paper questionnaires
were suggested to the selected students (50 respondents participated in the
e-learning process) on the last offline class of spring semester 2020/2021. All
the forms were given back filled in. The obtained data were processed by the
quantitative method.
The respondents were asked 5
questions about the general expediency of e-learning and the effectiveness of
every single skill consequently. The questions, namely: 1) Do you consider
e-learning to be an effective language acquisition tool?; 2) Can your listening
skills be improved by involving e-learning means?; 3) Can your speaking skills
be improved by involving e-learning means?; 4) Can your reading skills be
improved by involving e-learning means?; 5) Can your writing skills be improved
by involving e-learning means?
The results of the questionnaire
were processed into percentages and are shown in Table 4.
Table 4: Questionnaire
results
|
|
Effectiveness
in %
|
|
|
Yes
|
No
|
Cannot answer
|
|
E-learning
|
82%
|
8%
|
10%
|
|
Listening
|
90%
|
5%
|
5%
|
|
Speaking
|
70%
|
20%
|
10%
|
|
Reading
|
95%
|
5%
|
0%
|
|
Writing
|
70%
|
15%
|
15%
|
Source: made by authors
Due to the questionnaire analysis,
82 (82% consequently) respondents consider e-learning to be highly productive,
10% of respondents could not answer the question, while 8% of students think it
is unproductive, mainly because of poor internet connection in their areas. It
also should be mentioned that predominantly the students not participating in
the fully online studying process answered negatively or could not answer at
all. Those respondents who took part in the experiment mostly considered it to
be effective and productive.
The subjects considered reading and
listening comprehension to be the most productive skills while learning online
while speaking and writing is a little bit problematic but not that
significantly. As far as the statistical significance is concerned, no
statistically essential contrasts characterized for both groups were
determined. The total results at the end of the semester in final tests were
equal, therefore there were no statistically essential distinctions. Moreover,
the experiment results prove that students involved in e-learning may master
some skills even better than those having offline classes.
5.
CONCLUSIONS
Thousands of schools and
universities worldwide are focusing on online learning as a precaution against
the Coronavirus COVID-19 outbreak. So, this situation with the pandemic all
over the world and the high necessity of remote studying require new priorities
alongside with flexibility of the education process, the focus on innovative
approaches to student learning, including e-learning, blended learning, remote
learning should be done.
E-learning allows students to
rearrange the learning process in accordance with their individual needs and
agenda, as it is rather flexible and therefore available. It was substantiated
and proven that Moodle provides a teacher with a range of activities and
educational tools that can be used online; tests and quizzes are immediately
assessed and analyzed, while the evaluation is fully automatic; the lesson
content can be repeated and gone over several times even using one’s mobile
device. Although some drawbacks should be mentioned – such particular skills as
speaking, for instance, are a bit problematic for mastering online without a
mentor, also some technical issues can arise.
As the experiment results showed the
students succeeded in their language skills having been involved in the online
course of ESP and gave a generally positive evaluation of the e-learning
process.
Further research is intended to
study the effect of e-learning with different modern methods and tools applied
for teaching ESP and other subjects to full-time and part-time high school
students.
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MOODLE
AS E-LEARNING SYSTEM FOR ESP CLASS