Students With Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption

2015 ◽  
Vol 48 (1) ◽  
pp. 39-55 ◽  
Author(s):  
Mary Caitlin S. Wight
Keyword(s):  
Learning Disabilities ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Students With Learning Disabilities

PRELIMINARY ASSESSMENT OF A FOREIGN LANGUAGE LEARNING ENVIRONMENT

1990 ◽  
Vol 1 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Merryanna L. Swartz ◽  
Stanley J. Kostyla ◽  
Seymour Hanfling ◽  
V. Melissa Holland
Keyword(s):  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Preliminary Assessment

scholarly journals Foreign Language Teaching of Ukrainian University Students in a Distance Learning Environment

2021 ◽  
Author(s):  
Olena Pylypenko ◽  
Liubov Kozub
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Learning Environment ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Information And Communications Technology ◽  
Distance Learning Environment ◽  
Face To Face Learning

The Covid-19 pandemic has forced Ukraine, like other countries, to move to distance education. The study aims to analyze the distance learning experience of Ukrainian philology students, to find out the pros and cons of distance education, those things that motivate students, and the challenges they face while studying online. The survey consisted of a questionnaire and embraced 105 respondents. The survey goal was to collect data that would allow concluding about the effectiveness of distance education for Ukrainian philology students at the National University of Life and Environmental Sciences of Ukraine, particularly for the study of foreign languages. The significant results of the survey include: obtaining reliable data on the effectiveness of distance learning of Ukrainian philology students through their feedback in questionnaires, online testing, a variety of writing assignments, and assessment in the online classroom, finding out the most effective distance learning tools, the main features of teacher – students interactions in a distance-learning environment. The research proves that Ukrainian philology students overall positively evaluate their distance learning experience. It does not negatively impact students’ foreign language learning motivation. Despite a positive attitude to distance learning, Ukrainian philology students face particular challenges connected with access to devices, lack of information and communications technology skills, Internet connection, and lack of communication with their peers. The finding reveals, whatever are the benefits of distance education, it cannot entirely replace face-to-face learning.

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