Американский Научный Журнал ON-LINE TEACHING AND LEARNING DURING THE CORONAVIRUS PANDEMIC (20-25)

The coronavirus pandemic has divided the world into two groups: before it and after it. People have to stay at home and our living habits have been changed either. In fact, it touches all aspects of our lives: the way we shop, the way we do business and even the way we teach and learn! A great amount of people have to work on-line. The list of how technology has influenced our lives recently is endless. This fact is admitted by both groups, those who are not really into gadgets and who are hooked on devices. Nowadays we have started realizing that technology has changed the world beyond our imagination. Скачать в формате PDF
20 American Scientific Journal № ( 38) / 2020
ПЕДАГОГИЧЕСКИЕ НАУКИ

УДК 371.315.7
ГРНТИ 49.38.32

ON -LINE TEACHING AND LEARNING DURING THE CORONAVIRUS PANDEMI C

Lyusina Irina Aleksandrovna
Murmansk Budgetary Сomprehensive School “Lyceum 2”
2, Samoylovoy, Murmansk, Russia, 183038

ОН -ЛАЙН ОБУЧЕНИЕ ВО ВРЕМЯ ПАНДЕМИИ КОРОН ОВИРУСА

Люсина Ирина Александровна
МБОУ г. Мурманска 2 Лицей 2»
183038 г. Россия, г.Мурманск, ул. Самойловой, д. 2

Annotation . The coronavirus pandemic has divided the world into two groups: before it and after it. People
have to stay at home and our living habits have been changed either. In fact, it touches all aspects of our lives: the
way we shop, the way we do business and even t he way we teach and learn! A great amount of people have to
work on -line. The list of how technolog y has influenced our lives recently is endless. This fact is admitted by both
groups, those who are not really into gadgets and who are hooked on devices. No wadays we have started realizing
that technology has changed the world beyond our imagination.
The focus of this article will be on some ways of teaching and learning on -line. I would share my ideas and
some of the tools that I use to achieve the concept of the ‘connected study’. I would highlight how high -tech
homework increases learning among digital teens. I hope this article will be helpful for teaches of English.
Аннотация . Пандемия короновируса поделила мир на две группы: до пан демии и после. Людям
необходимо было оставаться дома и п оменялся образ жизни. Фактически, это затро нуло все аспекты нашей
жизни: шоппинг, бизнес и даже обучение! Многим людям пришлось работать он -лайн. Список того, как
технологии того, как технологии повли яли на нашу жизнь может быть бесконечным. Это признают обе
группы: те, кто привязан к гаджетам и те , кто не представляет свою жизнь без них. Сегодня мы начали
понимать, что технологии колоссально изменили наш мир.
В данной статье я бы хотела поднять пробле му он -лайн обучения. Поделиться идеями и
необходимыми ресурсами, которые я использую для достижения концепции он -лайн обучения, которые
помогают улучшить качество обучения в домашних условиях. Надеюсь, что данная статья будет полезна
учителям английского я зыка.
Key words: coronavirus pandemic, web -resources, apps, teaching and learning, interaction, platform, teens
Ключевые слова: пандемия короновируса, интернет ресурсы, приложение, обучение,
взаимодействие , платформа, подростки

Digital technologies are highlighted due to the
pandemic
About 20 years ago, when I started teaching,
technology in the classrooms was limited. There were
not enough computers for everyone at school.
Moreover, few people had computer s or laptops or even
mobile phones at home.
It stands to reason, that technology are being
changed and developed. Today recording a lesson,
filming a friend ’s birthday party or doing some Internet
research has become natural! Technology has become
an inte gral part of everyday life. And we have to face
and realize it due to the coronavirus pandemic. While
staying at home have tested some contents in order to
continue working with my students and I hope my ideas
will be helpful for someone.
The school where I work is a secondary
comprehensive school. I teach over 180 students, aged
12 to 17. They use textbooks published by the same
firm, differing only in the l evel of development. In
other words, each book builds on the previous level.
Unfortunately the dura tion of our lessons was limited
according to the schedule. And they mustn’t be longer
than 30 minutes. There are many web resources, for
example, https://uch i.ru, https://resh.edu.ru,
https://infourok.ru/, https://lingualeo.com,
https://www.yaklass.ru usef ul for both for teachers and
pupils. In the limited conditions, the most suitable tool
for teaching, to my mind, is the platform
https://www.yaklass.ru. Teac hers of different subjects,
such as Math, History, Russian, Chemistry, Biology
and the others can u se it in their work.
Apps for teaching and learning
When I first started teaching on -line, in April
2020, I was a bit skeptical about it. Part of this
scept icism was due to my own ignorance – I felt unsure
of my own capability. Nonetheless, there was no
escape. The on -line lessons were an essential part of the
learning materials and had to be used. All the students
had to be signed up and their names entered into the
program. They were then given a password and
username with which they could log -in on any gadget
(a computer, a laptop, a tablet or a mobile phone) and

American Scientific Journal № ( 38) / 2020 21

access their electronic classwork or homework anytime
and anywhere.
Every subject of this reso urce has modules for
study.


And every teacher can create tasks or tests.


The teachers put the date, making the students
aware when they need to do them.

22 American Scientific Journal № ( 38) / 2020

The teacher determines the closing date by which
the homework must be completed by clicking on a
calendar. Once this closing date has arrived, the
homework automatically clo ses and no more can be
submitted. However, should the students need more
time, the teacher can extend the closing date at any
time. The teachers can then go into the students’
accounts and see who actually did or didn’t do their
homework and what they got correct or incorrect on the
assignments.


Additionally, the students can send email
messages or chat to the teachers and the teachers can
reply.

American Scientific Journal № ( 38) / 2020 23


Generally, web resources mot ivate pupils as they
also provides correction and feedback. Consequently,
the students find out if their answers are correct
immediately; they don’t have to wait to get the answers
from the teacher. This rapid response accelerat es
learning and it’s really handy as it saves time. As a
result, the level of knowledge is being enhanced.

24 American Scientific Journal № ( 38) / 2020
Moreover, pupils don’t have a chance to rewrite
from each other as “yaklass” provides a big variety of
exercises for all tasks for every pupil. Bes ides, the other
links are bl ocked during the session.
Besides, it is a good way to make the work at home
more interesting and to provide ideas and directions for
autonomous learning as there are a lot of interviews,
stories and songs that pupils love so mu ch.


The key point of the ‘c onnected study’ concept is
that technology can break down the barriers between
lesson and homework, merging them so that, the
homework is a direct extension of the actual lesson.
Indeed, when I plan my lessons now, I think of th e two
parts (the lesson and the homework) as one whole: they
are connected. What’s more, the better the connection
between what we do in class and what the students are
asked to do at home, the better they engage with the
homework.
However, despite the p ositive contributions this
web resource makes to the studying, it is not the be -all
and end -all of teaching or learning. It’s only a
supplement of learning process. Good language
learning still needs to involve speaking and writing
assignments. Furthermore , as with more traditional
types of work, the key is to give enough practice. The
mentioned resources cannot in any circumstances be a
replacement for a good teaching method. However, it is
a great addition to what teachers do in class. Such Apps
can be us eful during the limited peri od or for providing
pupils with their homework.
Interaction
During the pandemic I have found a great number
of possibilities that can help us to share, collaborate,
upload videos, add audio, blog – and much more. It now
means that I can organise collabo ration at home. So, for
example, the homework might be a collaborative piece
of work where the pupils could make a list of the typical
mistakes then comment on each other’s mistakes inside
there group. (I have previously created chats according
to their cl ass where tey ask to explain their mistakes.)
This is all very positive and has really helped to
motivate the students, to make the learning more
personalized, to share ideas with each other without
embarrassment and to introduc e different forms of
group a nd pair work and to extend the lesson beyond
the classroom.
It stands to reason, that the best way to develop
fluency is to take part into discussion. Children like
commenting another person’s mistakes. This process
can involve the whole group. There is a great video that
shows a presenter making loads of mistakes which is
ideal for the students to watch and analyze at
www.youtube.com/watch?v=wXILI9Q1jIw. Besides,
it is very funny and can be helpful in their real life.
Children watch a video of a bad prese ntation and
suggest ways that it could be improved, in their chats.
It’s important to give them examples of good
presentations at https://www.presentationzen.com.
Sometimes I have my pupils watch TED talks
(with or without subt itles or transcripts), and d o related
language work or hold a discussion around the topic.
But the TED website itself also engages viewers in
dialogue around topics. TED Conversations
(www.ted.com/conversations) has forums in which
viewers can discuss issu es that may come out of
watc hing the videos. You could always encourage your
teens to contribute – they will need to sign in. There is
no more authentic use of language than engaging in a
real online discussion. The homework is, therefore, can
be linked to the content of the lesson.

American Scientific Journal № ( 38) / 2020 25

I am especially interested in using the web
resources for speaking activities. They can do it at
http://vocaroo.com/ or at https://vk.com .


Here, the students can click on a button, record
themselves speaking and then send the recording to me.
I coment o r correct their speech. It is the best way to
develop their fluency and accuracy. There are obvious
benefits to such an approach:
1. Shy students benefit as they can make the
recordings in the privacy of their own home.
2. The students can make their recording a s many
times as they like until they are happy with it, and then
submit it.
3. The students can build up evidence and
examples of their progress in speaking over a period of
time.
4. It is the best way to prepare them for the o ral
part of exam staying at home du ring the pandemic.
The good news is there are more and more of these
types of tools emerging on the internet. I recently came
across Eyejot, another great tool that we can use for
speaking activities. Eyejot (at www.eyejo t.com/) has
the advantage that reco rdings can be downloaded onto
a hard drive. It also works with a webcam so the
recordings can be done as videos.
I might then get them to practice target language
in pairs, thereby building their confidence in speaking
at https://zoom.us/postattendee?id=4. One way to use it
might be in the context of a job interview. Before the
lesson, you might watch some videoed examples of job
interviews and get the students to analyse and focus on
the questions asked. You might then pu t them into
pairs, get them to thin k of ten more interview questions
and then ask them to role -play an interview. When
giving feedback, you can focus on any problems of
pronunciation or language use. Finally, for homework,
you can get the pupils to record their interviews. They
send their r ecordings directly to you for feedback on
their oral performance. This is just one simple scenario
but there are obviously many other ways this tool can
be exploited. Pupils download this app, set it, get my
link and log onto it at an appointed time. But t o my
mind the lesson shouldn’t be less then 60 minutes so
that to have enough time for every pupil.
Conclusion
Technology has revolutionized the ways we taught
and learned due to the pandemic coronavirus. It has
extended our view and has removed the walls of the
classroom and making it an essential part of our life.
With high -tech resources children can not only have
fun playing on the computer but learn at the same time,
provided that there is a good balance.
On the con trary, the students keep begging fo r
more! And it is important to find the balance between
development and addiction. The bottom line is that
happy students equal happy teachers, which in turn
creates a positive educational environment. It is a win -
win sit uation.

Resources
1. Nestor Kiourtzid is Become an Online English
Teacher. London: Pavilion Publishing and Media; 2015
( In Eng).
2. John Hughes A Practical Introduction to
Teacher Training in ELT. Pavilion Publishing and
Media; 2015 ( In Eng).
3. Fiona Mauchline, Julie Moore, Stacey H.
Hughes ETped ia Vocabulary. Pavilion Publishing and
Media; 2019 ( In Eng).
4. Marianne Celce -Murcia, Donna M. Brinton,
Marguerite Ann Snow, David Bohlke Teaching English
as a Second or Foreign Language. National Geographic
Lea rning; 2014 ( In Eng).