Distance Foreign Language Learning in Synchronous Mode in

Ukrainian University Context: Theoretical and Practical Aspects

Olga Bratanych

, Kira Vyshnevska

, Sergii Skydan

, Olha Orlova

and Iryna Bazarenko

Department of Foreign Languages, State University of Economics and Technology, 16, Medychna str., Kryvyi Rih, Ukraine

Keywords: Distance Learning, Synchronous Mode, Foreign Language, ZOOM Didactic Capabilities, University.

Abstract: Distance learning of a foreign language occurs in two modes: synchronous and asynchronous. During the

period of COVID-19 quarantine restrictions, it was the synchronous distance learning mode that turned out to

be most in demand in Ukrainian universities. In Ukraine, there is a legislative framework for distance learning

in higher education institutions. The analysis of foreign and domestic scientific works on the problem of

distance learning has shown that the theoretical foundations of distance learning of a foreign language in a

synchronous mode have not yet been sufficiently developed. The authors of the article, relying on their own

experience, consider the issues of the influence of distance learning in synchronous mode on the methodology

and content of foreign language learning, define the competencies of a foreign language teacher in terms of

distance learning in synchronous mode, analyze the didactic capabilities of the ZOOM platform, formulate

the ethics of interactive communication on the ZOOM platform; show the advantages of distance learning of

a foreign language in synchronous mode, characterize the technical conditions for distance learning of a

foreign language in synchronous mode on the ZOOM platform and discuss the Economics of distance learning

in synchronous mode in Ukraine.

1 INTRODUCTION

There is a huge demand for education in the modern

world. The world is changing rapidly. However, the

most conservative in it is the classroom teaching

system, which does not keep up with the digital world

and requires modernization. Distance learning, which

appeared relatively recently, has become a serious

educational trend and a subject of wide discussion not

only in the educational environment, but also in

society as a whole.

Quarantine restrictions of COVID-19 have

become a serious prerequisite for the actualization

and further development of distance learning and

distance pedagogical interaction (meetings, webinars,

scientific conferences, etc.). Distance learning is

widely used in Ukrainian educational institutions of

all levels. Due to the prevailing circumstances, a

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revolutionary, rather than evolutionary, transition

from the classical to the digitalized classroom

learning system of education took place. Is distance

classroom teaching only a temporary (ad hoc)

teaching system or does it have a future? The

digitalization of all spheres of society proclaimed in

Ukraine contributes to the formation of a social order

for distance learning. According to some forecasts,

the current educational system will collapse in the

next 20 years, the number of teachers will be

significantly reduced, they will be replaced by online

training programs and training will take place online

with the use of special games. The Flipped Classroom

model of education is becoming more and more

popular in the US and European universities, where

students listen to theoretical material (lectures) on-

line at home, and practical classes are held at the

university under the guidance of a teacher.

478

Bratanych, O., Vyshnevska, K., Skydan, S., Orlova, O. and Bazarenko, I.

Distance Foreign Language Learning in Synchronous Mode in Ukrainian University Context: Theoretical and Practical Aspects.

DOI: 10.5220/0011365900003350

In Proceedings of the 5th International Scientiﬁc Congress Society of Ambient Intelligence (ISC SAI 2022) - Sustainable Development and Global Climate Change, pages 478-488

ISBN: 978-989-758-600-2

The main priorities of the future higher education

system, which is already becoming more and more

digitalized, will be: changing the role of teacher and

student; an increase in the amount of independent

work; individualization and personalization of

learning; creation of scientifically based technology

of distance learning and making serious adjustments

to existing curricula.

Distance learning “squares” the possibilities of

acquiring knowledge, minimizing the need for

physical presence at the university, the time and

money spent, so that anyone who has a desire to learn

can become a certified specialist.

The introduction of distance learning of foreign

languages into the practice of higher education

institutions opens up broad prospects, both for

teachers and students.

However, the role of the discipline "English for

Specific Purposes" as one of the educational

components that forms the integral competence and

ensures the acquisition of a complex of professional

knowledge of graduates is somewhat underestimated.

In recent years, Ukrainian universities have tended to

reduce the number of academic hours allocated for

the study of the discipline "English for Specific

Purposes» and to increase the volume of material to

be studied. As a consequence, the level of students'

communication skills has decreased. At the same time

the requirements for foreign language proficiency are

constantly increasing, because in order to enter

magistracy (2,5-3 years after completing the course)

bachelors must pass the Unified Entrance

Examination (UEI) in a foreign language. A

significant number of bachelors, critically assessing

their level of proficiency in a foreign language,

simply refuse to take this exam. Thus, according to

the report of the Ukrainian Center for Educational

Quality Assessment in 2020, only 65442 out of 97326

people, who registered for the UEI in a foreign

language, passed the exam. It is because of these

results that graduate departments are experiencing a

shortage of master's students.

The situation became even more complicated

during the pandemic and the transition to distance

learning in synchronous mode of most universities in

Ukraine due to the fact that teachers did not receive

timely methodological support. Detailed

recommendations on the organization of distance

learning arrived a month and a half late. There were

no recommendations on the use of the technology of

distance foreign language learning in synchronous

mode at all. Therefore, we can conclude that the

legislative and scientific-methodological basis for

distance learning of foreign languages in Ukraine

does not precede, but follows the practice of such

learning. That is why the consideration of the research

problem is extremely relevant.

The aim of the study is to discuss theoretical and

practical aspects of synchronous distance foreign

language learning in the context of Ukrainian

University and to reveal its features and conditions

for its effectiveness.

2 THEORETICAL ASPECT OF

DISTANCE FOREIGN

LANGUAGE LEARNING IN

SYNCHRONOUS MODE

2.1 Legal Framework for Distance

Learning in Ukraine

Back in 2013, the Ministry of Education and Science

of Ukraine legalized distance learning as one of the

forms of the classroom learning system, by

developing the Regulation on distance learning

(2013), which was being finalized, and specified in

the corresponding orders of 2015 and 2020. This is an

attempt to combine classroom and distance learning.

According to this Regulation (2013, clause 1.6),

“distance learning is a form of organizing the

educational process in educational institutions

(universities, vocational schools and high schools),

which ensures the implementation of distance

learning and provides for the possibility of graduates

receiving government-issued documents on the

relevant educational or educational -qualification

level ".

The document also defines the standard number

of students enrolled in distance learning universities,

which must be at least one teacher for eighteen

students.

The decision on the use of distance learning

technologies in the educational process of universities

is taken by the Academic Council of the institution.

According to the Regulation on Distance

Learning of the Ministry of Education and Science of

Ukraine, as amended in 2020, the main types of

classes at universities in terms of distance learning

are: lecture, seminar, practical training, laboratory

classes, consultations and others, which are held

remotely in synchronous or asynchronous mode, in

accordance with the curriculum.

Asynchronous mode of distance learning means

that teachers create their training video courses and

electronic teaching complexes for them on the

university educational platform MOODLE or on

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479

other platforms. The use of these resources is deferred

in time, that is, students can use them at any time

convenient for them. This mode is acceptable not only

for correspondence students, but also for full-time

students who did not understand something, did not

have time enough to learn the material in class or

missed classes for a good reason.

The synchronous mode of distance learning under

quarantine restrictions, which is the most popular in

Ukraine nowadays, is the “symbiosis” of the

classroom learning system and distance learning.

Classes are held in real time on a schedule with a

permanent group of students on such popular

platforms as Zoom, Skype, Google Classroom and

Viber.

Despite the existence of a legislative framework

for distance learning, the idea of creating virtual

universities in Ukraine has not yet received a proper

response from the pedagogical community of higher

education. At the same time, virtual gymnasiums

have begun to appear, such as KidsLife School - a

licensed gymnasium, which provides distance

learning for students in grades 1-9; the Optima

distance general education school for students in

grades 1-11. Pupils of such schools have access to

interactive educational materials, lessons with

elements of animation, educational games and 3D

models.

Distance learning has many critics, both in

scientific and pedagogical circles and in society at

large. In our opinion, the current inadequate

understanding of the effectiveness of distance

education is due to the lack of its theoretical

frameworks. Although, there is a significant amount

of research on distance learning, most of the work

concerns asynchronous distance learning, or distance

learning in general.

2.2 Review of Research Literature on

Distance Foreign Language

Learning in Synchronous Mode

Distance learning as a concept has been a focus of

education research for over two decades.

Vandana Singh & Alexander Thurman (2019)

conducted systematic literature analysis for over the

last 30 years (1988 to 2018) to investigate the number

and content of definitions of online learning. They

collected 46 definitions from 37 resources and found

that authors and scholars use this term to refer to very

different, sometimes even contradictory, concepts.

The researchers mapped the evolution of the

definition of the concept of online learning to the

evolution of technology in the last three decades.

Joshua Stern

(n.d.) argues that online learning is

just one type of “distance learning” - the umbrella

term for any learning that takes place across distance

and not in a traditional classroom. He identifies

several types of distance learning: Correspondence

Courses, Telecourses, CD-ROM Courses, and Online

Learning: synchronous and/or asynchronous, Mobile

Learning.

The theoretical foundations of distance learning

are represented by the works of such Ukrainian

researchers: I.H. Bloshchynskyi (2015), V.M.

Kukharenko, O.V. Rybalko, N.G. Syrotenko (2002),

VV Lukianenko (2014), VO Oliynyk (2014), A.

Kovalenko (2021), TO Yaroshenko (2019) N.O.

Polovaia (2017).

T.O. Yaroshenko (2019) studied the history of the

emergence and development of distance learning in

the world. She considered the four main stages that

preceded the emergence of distance learning, namely:

communication through the mail message,

communication through radio and television,

communication through computer technology and

tools, communication through mass online courses.

The current state and prospects for further

development of distance education in Ukraine were

also considered.

T.O. Yaroshenko (2019) believes that distance

learning can be “carried out at all levels of the

educational system, although it is most appropriate

and acceptable in higher education, as well as a

method of self-education”.

N.O. Polovaia (2017) investigated the problem of

creating an American-style global virtual university

that would train personnel for a virtual society.

The importance of the problem of distance

education and learning and the irreversibility of this

type of learning is evidenced by the fact that a

textbook on the methodology of organizing distance

learning at a university has recently appeared in the

near abroad. This textbook was created by a group of

authors under the general editorship of M.Ye.

Weindorf - Sysoieva (2019). The textbook deals with

the theoretical aspects of distance learning, basic

didactic concepts, modern portraits of teachers and

students, pedagogical design of the modern process

of distance learning.

The manual by P.E. Morozov (2021) is devoted to

topical problems of legal regulation of distance

learning, the analysis of a well-coordinated and

effective mechanism for its implementation.

The peak of the popularity of the problem of

distance foreign language learning, among

researchers falls on the period from 2005 to 2010.

This is evidenced by O. Vorobel, & D. Kim’s, (2012)

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analysis of empirical studies of distance language

learning published between 2005 and 2010. Recently,

there has been a tendency for scholars to lose interest

in this issue, as evidenced by the relatively small

number of articles on this topic over the past 10 years.

Let us consider some of the most recent articles.

A group of Russian researchers (Savilova et al.

2020) has developed a methodology for creating an

educational virtual environment for teaching Russian

as a foreign language, including various Internet

sources; online lectures and consultations;

developing testing; using an integration model in

teaching, a convertible interactive database, and an

integrated approach to using multiple resources to

transfer, reinforce and assess knowledge.

There are different cloud platforms for distance

learning. The teacher needs to choose the platform

that is most appropriate for the discipline he teaches.

Very important from this point of view is the study of

A. Kovalenko (2021), who identified the factors "that

are important to consider when choosing a platform

for distance learning of a foreign language: the

interface, the ability to lay out a variety of materials,

including audio and video recordings, presentations

and links to useful Internet resources, automatic

calculation of response statistics and monitoring

learners activity ".

Nicola Würfel (2018) Professor of Methodology

and Didactics in Teaching German as a Foreign and

Second Language at the Herder- Institute of Leipzig

University, who studies the digitalization processes in

the field of foreign language learning and teaching,

argues that digitalization will not change anything on

its own. It is not a (new) methodological approach,

but can only help to implement existing didactic

micro- and macro-methods and, if necessary, propose

new activities within those methods. The researcher

believes that it is counterproductive to hope that

technological progress will fundamentally change the

educational landscape: if you change only technical

means, no real development occurs. Modern digital

technology can support any approaches and methods

of teaching foreign languages.

Most studies consider distance foreign language

learning in general, without focusing on the

synchronous and asynchronous mode of learning.

Now let's analyze how the classical classroom-

learning system and distance foreign language

learning in a synchronous mode can coexist in the

realities of a non-linguistic university.

3 PRACTICAL ASPECT OF

DISTANCE FOREIGN

LANGUAGE LEARNING IN

SYNCHRONOUS MODE

3.1 Influence of Distance Learning in

Synchronous Mode on the

Methodology and Content of

Foreign Language Learning

At the State University of Economics and

Technology, classes with full-time students and

"readings" for part-time students during quarantine

restrictions were delivered remotely in synchronous

mode using the ZOOM platform. The asynchronous

distance learning mode was also used quite actively.

The synchronous mode of study proved to be the

most appropriate for distance learning of foreign

languages, both for part-time students and for full-

time students, because it allows for "real" interactive

communication between the subjects of the

educational process.

By distance learning in synchronous mode, we

mean a special type of class-lesson learning, carried

out by a teacher-facilitator with an assigned group of

learners by holding regular interactive educational

video conferences in real time on one of the cloud

video platforms according to an approved schedule.

Research shows that the outcome of traditional

education and distance education is the same, only if

one selects the appropriate teaching material and

method, including student-to-student interaction and

timely teacher-to-student feedback (Verduin & Clark,

1991).

To date, all foreign language teachers at Ukrainian

universities, who have used or are still using distance

learning in synchronous mode, have approximately

the same experience in this area. The authors of this

article have sufficient practical experience of distance

foreign language learning in synchronous mode to

argue that the structure of the lesson, the sequence of

stages, the methods of teaching a foreign language

remain the same as in the conditions of the classical

class-lesson system. Only some types of tasks, forms

of control, the organization of the learning process,

some activities and tools of the educational process

undergo changes.

The use of distance learning changes, for

example, the approaches to the preparation of

practical and test assignments for students in a foreign

language. Assignments should be composed in such a

way that they cannot be simply "googled". When

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481

studying and controlling grammar, these cannot be

sentences for translation from a native language into

a foreign language, since students will definitely use

an online translator. For the same reason, it cannot be

an essay topic consisting of one sentence such as

"Responsibilities of a mechanical engineer" or

"Financial statements of the enterprise". The essay

assignment should be situational.

In a real classroom setting, the teacher can control

the process of completing assignments and not allow

students to use electronic devices. During a

videoconference, when the teacher can mostly only

see the student's face, and sometimes only his or her

picture, this cannot be done.

With the advent of distance learning of foreign

languages in synchronous mode, the "chalk period" in

teaching is over. It has been replaced by the period of

presentations, spreadsheets to explain new material -

for the teacher and work in the chat instead of

working on the blackboard - for students. Modern

computer technologies provide control over the

computer screen. They allow you to create charts and

drawings at a distance, transfer photographic and

handwritten learning material.

In distance learning of foreign languages in

synchronous mode, the approaches to the

organization of foreign language teaching have also

changed. All the equipment necessary for a modern

foreign language class is in the teacher's computer:

audio and video playback device, a screen, a

dictionary, a chat, a textbook, tools for feedback on

tests, etc. There is access to an electronic register;

student attendance is automatically recorded on the

university educational platform MOODLE.

Distance learning of a foreign language in a

synchronous mode allows you to save lesson time,

which in a real learning environment is spent on

solving organizational problems, and free up time for

productive work. It also notably increases the

"density of foreign language communication."

The practice of foreign language distance learning

in synchronous mode has shown that modern students

feel more comfortable in a virtual learning

environment than in a real classroom. During the

class, in parallel with learning a foreign language,

students are mutually trained in terms of working on

a cloud video platform, and sometimes they can

advise the teacher how to use a particular platform

tool.

Nevertheless, it should be borne in mind, that

incredible diversity and availability of teaching-

learning sources can play a cruel trick on users and

become an obstacle instead of benefit due to inability

of human mind to focus on vast variety of objects

simultaneously. Thus, one of the means of distance

learning in a synchronous mode is an electronic or

programmed textbook for ESP (English for Specific

Purposes) learners. The material of such a textbook

should be compiled taking into account the principles

of programmed control of knowledge acquiring

process. On the one hand, the electronic textbook

gives opportunity to correspond to the leading

didactic principles such as clarity, scientificity,

conscientiousness, activity, coherence and

consistency, accessibility, data consolidation etc. On

the other hand, it must meet the modern requirements

of a personality-oriented approach in the method of

teaching foreign languages, since each student can

work with the textbook on an individual basis and pay

more attention to those tasks which represent the

greatest challenge. How exactly can the electronic

textbook be used? The solution is triple.

1) as a simulator for self-study;

2) as a means of the current type of control;

3) as an examiner

An electronic textbook for ESP learners acts

mainly as a simulator for students’ self-study in the

process of professionally oriented English language

teaching. What are the modes of working with an

electronic textbook? Here is another triple answer:

1) reading educational materials;

2) teaching the aspects of the language;

3) knowledge control and assessment.

The electronic textbook should be aimed at

mastering various aspects of language, for example,

professional terminology pronunciation, necessary

grammatical skills, etc.

The electronic textbook provides instant

connection and feedback, which certainly affects

student’s motivation. Only an electronic textbook

gives opportunity to work in an interactive mode,

reflecting the student’s level of training. Increased

motivation is also associated with an objective

assessment of students' knowledge based on discrete

tests.

From a psychological point of view, electronic

textbook has a huge motivational potential due to the

application of a variety of techniques and means.

Besides, student feels constant presence of a

benevolent instructor in the form of a computer.

In terms of independent work, the electronic

textbook for ESP learners gives students opportunity

to work independently on the vocabulary

pronunciation, combining all three images of the

suggested word: graphic, semantic and sound ones,

watch YouTube videos on a wide range of

professional topics, updating their English through

provided exercises and worksheets. It should be also

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482

noted that an electronic textbook can present a large

volume of linguistic material in a convenient and

interesting form, since the creator has no boundaries

for creativity in the process of its development.

However, the creation of an electronic textbook is

a time- and effort-consuming process, since it

requires careful selection of exciting and challenging

materials, vast variety and diversity of tasks,

compiled coherently and systematically. Due to this

circumstance, creation of the electronic textbook for

ESP learners is a teachers’ necessary challenge and

an utmost priority today because of increase in the

information space, changes in the requirements for

modern professionals and the pace of life in general.

3.2 Interactivity as a Prerequisite for

the Effectiveness of Distance

Foreign Language Learning in

Synchronous Mode

One of the most significant challenges in distance

learning is interactions.

T.O. Yaroshenko (2019, p. 17) argues that

distance learning encourages the introduction of

interactive technologies for teaching material, has

such advantages as flexibility, relevance,

interactivity, mobility for education.

Interactivity in any distance learning is a

condition for its effectiveness, especially for a foreign

language class, which must have a communicative

focus. The interactive behavior of the subjects of the

distance learning process provides a sense of "social

presence" (Kim et al., 2011), of communication with

"real" people and not with pictures of people on the

screen.

Moore, M. (1989) identifies four types of

interactions in education: learner-content, learner-

teacher, learner-learner, and learner-technology. In a

distance foreign language lesson, the learning

interaction can be oral or written (in the chat) in the

above modes.

It is important to develop and teach students to

comply with the etiquette of interactive

communication in a distance foreign language class

in a synchronous mode, namely:

- say hello when entering the virtual classroom

and say goodbye when leaving it;

- raise your yellow hand to let the instructor know

you have something to say or answer a question;

- listen to others and never interrupt;

-when other students or the instructor speak,

remember to turn off your microphone so that outside

noises from your home do not interfere with the

conversation;

-be sure to identify yourself correctly in the screen

box - write your first and last name, don't use

nicknames;

- always turn on your camera when you are

talking, so the person you are talking to should see

your facial expressions and gestures (presence

effect);

- address each other by name, thank each other for

help and apologize for the inconvenience.

3.3 Features of Distance Foreign

Language Learning in Synchronous

Mode on the Cloud-based Video

Platform ZOOM

In our opinion, the ZOOM platform is the most

suitable for synchronous distance learning of a

professional foreign language at a university. The

ZOOM platform allows implementing all types of

speech activities: speaking, reading, listening, and

writing.

Consider the algorithm for organizing a distance

foreign language class in synchronous mode in State

University of Economics and Technology. The

teacher is the organizer of the conference and

schedules the conference on the university platform

MOODLE. Students, who registered at the beginning

of the academic year, enter the ZOOM conference

through MOODLE. The instructor does not need to

send links to each student individually. MOODLE

automatically records each student's attendance,

maintains an electronic logbook of the group's

progress, and stores all the educational and

methodological materials needed for classes.

The use of Zoom requires the foreign language

teacher to take into account the didactic capabilities

of the platform, namely:

-to see and hear the student (the organizer has the

ability to turn on and off the video and microphone at

the listener);

-to manage the learning process operatively, to

conduct intermediate and final control, to evaluate the

completeness of knowledge assimilation,

-to interact in the modes of "teacher-student",

"student-student", "student-teacher",

"student/teacher-virtual learning tools";

-to divide the group into subgroups for practicing

dialogues, preparing a business game, project work so

that students do not interfere with each other;

- supervise the work of subgroups, "walk around

the rooms".

-use a "virtual" board to explain new material,

students' work on the board;

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483

-to demonstrate teacher's laptop screen to show

tables, pictures, presentations, videos;

- to display the student's laptop screen to show

student-prepared presentations, completed

assignments, etc;

-to send files to students, for example, with

different versions of control assignments;

-to organize a chat room for communication,

written assignments by several/all students at the

same time;

-to work individually with students;

- to record the class for later use in asynchronous

mode by students who could not attend the class.

In order to realize the potential didactic

capabilities of ZOOM, today's foreign language

teacher must be technically capable, technically

competent, and methodologically ready.

3.4 Professional Competencies of the

University Foreign Language

Teacher in the Conditions of

Distance Learning in Synchronous

Mode

Weindorf-Sysoieva, M. Ye. (2019) rightly points out

that "today a teacher who is unable to apply distance

learning technologies, who does not know the basics

of e-learning organization, not only loses his

competitive advantages in the professional

community, but is not often interesting for students,

in no small part because of the lack of mobility in the

ways of communication. Such a teacher is deprived

of the opportunity to create a different educational

space - a virtual educational environment for

interaction with students”.

The professional functions of the university

foreign language teacher in the conditions of distance

learning in synchronous mode have acquired a

qualitatively new form and content.

Strelbytska, S. (2020, p. 54) while analyzing the

readiness of teachers of higher education institutions

to implement distance learning makes emphasis on

the role of the teacher as “the most important system-

forming component of the education system” and a

person who has “a certain set of professionally

important qualities, knowledge, skills and abilities in

terms of the content of professional activity.”

A foreign language teacher in distance learning in

synchronous mode functions in a virtual

psychological space, which is very different from the

habitual psychological space for him/her in

traditional teaching.

To implement effective distance learning in

synchronous mode, a foreign language teacher must

have the following professionally meaningful

competencies:

- firstly, virtual foreign language communication

ability - overcoming psychological barriers when

communicating with the participants of the learning

process in virtual learning environment, including

interaction with a personal computer;

- secondly, the ability for pedagogical

improvisation, the skill to take non-standard, context-

specific pedagogical and technical-pedagogical

decisions;

- thirdly, information literacy - the teacher should

not only know where to find the necessary training

Internet resources: video and audio materials, tables,

training exercises, materials for test control, etc., but

also give students recommendations, links to training

sites .

- fourthly, computer literacy - the ability to

operate on cloud platforms suitable for synchronous

distance foreign language learning, e-mail, Viber,

YouTube; knowledge of the capabilities of Google

Translator and other translators, including

professional ones, and the ability to take advantage of

them.

Mastering and implementing distance

synchronous learning technologies not only defines

the new competencies of the teacher, but also defines

a new organization of learning, which ultimately

provides a number of benefits.

3.5 Pedagogical Improvisation in the

Context of Distance Foreign

Language Learning in Synchronous

Mode on the ZOOM Platform

Shcherbakova, T. N. (2014) interprets pedagogical

improvisation as a teacher's ability to quickly and

correctly assess a situation, make a decision

immediately, without deployed logical reasoning,

based on accumulated knowledge, experience and

intuition.

Distance learning of a foreign language in

synchronous mode provides many opportunities for

quick situational correction of the educational process

or implementation of any spontaneous

methodological idea (pedagogical improvisation of

an experienced teacher).

For example, in case the teacher sees that students

have not grasped a grammar topic well enough, he or

she can quickly bring in Internet resources: a

presentation, a table, an instructional video, etc.

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484

To showcase pedagogical improvisation during a

distance foreign language learning class in

synchronous mode on the Zoom platform we will

describe a situation from our own experience.

First-year Metallurgical Engineering students

learn “Specialty English” using the David Bonamy

Technical English textbook. While studying Present

Simple, the teacher spontaneously had the idea to

show students a short YouTube video about a typical

day of a metallurgical engineer (Metallurgical

Engineer, Career Video from drkit.org), then ask

them to write 3-6 sentences in the chat about what he

does every day, what he doesn't do every day, and

questions about his responsibilities. After collectively

reviewing and correcting the sentences in the chat

room, students compiled and reproduced dialogues

about the duties of a metallurgical engineer. Those

students who composed 1-2 sentences, or could not

compose a sentence at all, were asked to use the

sentences of other students of their choice for further

work. For convenience, they were asked to make a

screenshot of the chat.

The application of such pedagogical

improvisation allowed to achieve multidirectional

results: to deepen interdisciplinary links with the

specialty "Metallurgy", to provide interactivity and

communicative orientation of the lesson, to

implement a differentiated approach to the

organization of students' work, to increase cognitive

interest and activity, motivation, to better master the

studied grammar topic, to enrich their vocabulary

with professional lexicon while using it in speaking,

listening, writing.

Such an impromptu creative approach to

conducting a foreign language class is possible only

in distance learning in synchronous mode.

3.6 The Advantages of Distance

Foreign Language Learning in

Synchronous Mode

Does distance learning in synchronous mode have a

future in Ukraine or will it fade into oblivion with the

end of quarantine restrictions?

We believe that no, because this learning has

several significant advantages in comparison with the

traditional class-lesson learning. To name just a few

of them:

- wider and more appropriate use of visuals

(pictures, tables, diagrams, etc.);

- higher quality of playback and periodicity of

application of the listening material;

- viewing videos with subtitles, allowing students

to take in a consistent stream of audio and visual

images;

- performing written assignments in the chat with

the ability for all participants in the learning process

to review, analyze, and discuss them or for the teacher

to check them after class via a screenshot of the chat;

no deficiencies such as poor chalk or illegible

handwriting;

-impact on the person breaking the discipline -

you can either mute him or her or send him or her to

the waiting room for a while;

- the possibility of using Google Translator during

the class not only for translation, but also for listening

to the vocabulary that is unfamiliar to a particular

student at an individual pace;

- joint work on a project, during which both

communicative skills and networking skills are

formed.

3.7 Specifications for Distance Foreign

Language Learning in Synchronous

Mode on the ZOOM Platform

Synchronous foreign language distance learning on

the ZOOM platform is only possible under certain

technical conditions. Students and teacher must:

-register in MOODLE;

-install the ZOOM application on their electronic

device (or any other by agreement with the teacher);

- get acquainted with the instructions for work in

ZOOM, MOODLE (view text materials, YouTube

video instruction);

- have an electronic device with a camera and be

sure to turn it on;

- have a camera set up during class so that the

instructor can see the student's workspace;

- have email and/or Viber;

-have a paper or electronic version of a foreign

language textbook.

4 ECONOMICS OF DISTANCE

LEARNING IN SYNCHRONOUS

MODE

It is known that the level of education of any country

always corresponds to the level of its economy. And

vice versa. The economic condition of Ukraine has

significantly deteriorated recently due to quarantine

restrictions, hostilities in the East of the country and

a number of other reasons. As a result, universities,

Distance Foreign Language Learning in Synchronous Mode in Ukrainian University Context: Theoretical and Practical Aspects

485

teachers and consumers of educational services have

found themselves in economic difficulties.

The introduction of distance learning in

synchronous mode has positive economic

consequences for universities, specifically: savings

on utility bills for electricity and heating, payment for

cleaning staff and other support staff; the opportunity

to spend the money saved on current repairs, the

purchase of modern educational supplies, including in

the staffing table of employees working on the

software of the educational process, etc.

The introduction of distance learning in

synchronous mode is also economically beneficial for

teachers and consumers of educational services who

had computers, laptops, or other electronic gadgets

prior to the quarantine restrictions.

They can save significant travel expenses, as well

as money spent on lunches in the university cafeteria,

renting an apartment or paying for dorms.

Fortunately, such teachers and consumers are in the

majority.

For those teachers and consumers of educational

services who did not have computers, laptops, or

other electronic gadgets before the onset of the

economic hardship, especially for those who have 2-

3 or more students in their family, the introduction of

distance learning in a synchronous mode is extremely

unfavorable. And, in our opinion, the state should

provide targeted assistance to such families.

Due to the discrepancy (absence) of electronic

gadgets with the technical conditions of distance

learning in synchronous mode, some students cannot

turn on the camera, their microphone does not work

or they cannot perceive sound, etc.

Analysis of the economic impact of distance

learning in synchronous mode led us to the idea of the

feasibility of introducing mass distance learning in

synchronous mode at universities, not only in

countries living under quarantine restrictions, but also

in countries experiencing economic difficulties,

unstable political situation, and during military

operations in the country.

5 CONCLUSIONS

The paper argues that the legislative and scientific-

methodological basis for synchronous distance

learning of foreign languages in Ukraine does not

precede, but follows the practice of such learning.

That is why the consideration of the research problem

was extremely relevant. The aim of the study was to

discuss theoretical and practical aspects of

synchronous distance foreign language learning in the

context of Ukrainian University and to reveal its

features and conditions for its effectiveness.

The current study critically analyzed the

publications on the research topic and found out that

despite a significant amount of research on distance

learning, most of the work concerns asynchronous

distance learning, or distance learning in general.

There are a lot of definitions of distance learning and

they are constantly changing. The researchers

mapped the evolution of the definition of the concept

of distance learning to the evolution of technology in

the last three decades. This work contributes to

existing knowledge of distance learning in

synchronous mode by providing its new definition.

By distance learning in synchronous mode, we mean

a special type of class-lesson learning, carried out by

a teacher-facilitator with an assigned group of

learners by holding regular interactive educational

video conferences in real time on one of the cloud

video platforms according to an approved schedule.

The empirical part of the study is based on the

practice of teaching a foreign language remotely in

synchronous mode at the State University of

Economics and Technology. The findings reported

here shed new light on the influence of distance

learning in synchronous mode on the methodology

and content of foreign language learning. Distance

learning of a foreign language in synchronous mode

allows you to save lesson time, which in a real

learning environment is spent on solving

organizational problems, and free up time for

productive work. It also notably increases the

"density of foreign language communication." One of

the means of distance learning in a synchronous mode

is an electronic or programmed textbook for ESP

(English for Specific Purposes) learners. The material

of such a textbook should be compiled taking into

account the principles of programmed control of

knowledge acquiring process.

One of the most significant challenges in distance

learning is interactions. Overall, this study

strengthens the idea that interactivity is a prerequisite

for the effectiveness of synchronous distance foreign

language learning. It is important to develop and

teach students to comply with the etiquette of

interactive communication in a distance foreign

language class in a synchronous mode. The paper

provides a sample of such etiquette. It also describes

the features of distance foreign language learning in

synchronous mode on the cloud-based video platform

ZOOM, the didactic capabilities of the platform, the

algorithm for organizing a distance foreign language

class in synchronous mode on the ZOOM platform,

defines the professional functions of the university

ISC SAI 2022 - V International Scientiﬁc Congress SOCIETY OF AMBIENT INTELLIGENCE

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foreign language teacher in the conditions of distance

learning in synchronous mode that have acquired a

qualitatively new form and content.

The article first demonstrates the opportunities

and consequences of pedagogical improvisation in

the context of distance foreign language learning in

synchronous mode on the ZOOM platform;

formulates specifications for distance foreign

language learning in synchronous mode on the

ZOOM platform and considers Economics of

distance learning in synchronous mode. Analysis of

the economic impact of distance learning in

synchronous mode shows the feasibility of

introducing mass distance learning in synchronous

mode at universities, not only in countries living

under quarantine restrictions, but also in countries

experiencing economic difficulties, unstable political

situation, and during military operations in the

country.

The findings of this study have a number of

important implications for future practice of distance

foreign language learning in synchronous mode.

A natural progression of this work could be a

study of the didactic and methodological foundations

of synchronous distance foreign language learning.

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