Кафедра іноземних мов
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Перегляд Кафедра іноземних мов за Автор "Chaikovska, Olha"
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Документ Enhancing EFL profession-based vocabulary acquisition through 3D engineering animation for engineering students(Latvia University of Life Sciences and Technologies, 2023-05-24) Spivachuk, Valentyna; Chaikovska, Olha; Niskhodovska, Olena; Kruk, AlinaToday, a majority of agricultural farms are equipped with a new type of farm machinery, tractors, which require high-quality knowledge, skills and abilities from engineers. Therefore, the ability to describe the objects, mechanisms and working schemes is a priority for future agricultural engineers. Before COVID-19 and the war in Ukraine, most ESP classes were held in specially equipped laboratories, where students could study agricultural machinery and equipment on layouts. Ukrainian educators search for alternative teaching tools to enable effective distance learning of future agricultural engineers. Three-dimensional environments can be very useful to examine agricultural machinery parts. The purpose of this experiment was to test the effectiveness of 3-D engineering animation in improving profession-based vocabulary acquisition. A two-group post-test comparative pedagogical experiment was conducted with the second-year agricultural engineering students (n = 30) during the spring semester of the academic year 2022. A series of online 3-D engineering animations was adapted with the students of the experimental group to reinforce the course content and develop vocabulary skills in participants. The achievement profession-based vocabulary test with experimental and control groups was carried out. The number of participants in each group is equal (n1 = 15, n2 = 15), so the boundary value of Хb at a 5%- level of significance for N = 30 is 4.88. The statistical interpretation of the test results based on the Van der Waerden criterion shows that Xf > Hb, respectively, 8.85 > 4.88. The differences in the results obtained are statistically significant (X = 8.85 at P < 0.05), which allows us to assert the effectiveness of training engaged in the experimental group.Документ Mastering test-taking reading skills with contextual guessing: the case of unified entrance exam(Advanced Education, 2022-08) Spivachuk, Valentyna; Chaikovska, OlhaA high percentage of bachelor test-takers who failed the unified entrance examination test in 2021 demonstrated the lack of adequate reading strategies such as contextual guessing for improving exam performance. The study aims at evaluating the use of contextual guessing strategy during extra-curriculum EFL classes as a way to improve students’ unified entrance examination performance. The present study also examines the impact of word formation as a component of contextual guessing strategy and the effectiveness of contextual guessing with online vocabulary application in exam preparation. A quasi-experimental design was employed which involved 24 third-year students from different departments of Higher Educational Institution "Podillia State University" in 2020-2021. The quantitative research method was employed to assess the effectiveness of using contextual guessing to improve students’ test performance using the mean score formula. Additionally, we produced a test statistic based on the ranks (Mann–Whitney U-criterion). The results showed that the experimental group that was taught the strategy of guessing unknown words with the help of word-formation processes, and contextual clues, in particular, and applied the vocabulary platform for fixing and retaining guessed words had higher results than those who were taught unified entrance examination tests with the help of the grammar-translation method. Based on Mann–Whitney U-criterion we have statistically significant evidence to conclude that contextual guessing significantly affects EFL learners’ test performance in experimental and control groups. The guide on word formation was designed during the experiment.Документ Perception of masters in electrical engineering of using ChatGPT in ESP learning(Latvian Academy of Agricultural and Forestry Sciences, Unit of Engineering Sciences, 2024-05) Spivachuk, Valentyna; Chaikovska, Olha; Zavadska, Iryna; Bodnar, AllaAn essential challenge in ESP learning is the wide variety of skills that must be developed, which range from understanding technical terms, comprehending profession-based texts and writing engineering reports and proposals to the ability to express opinions and technical concepts, give presentations, participate in projects and present research findings. The lack of academic hours for ESP learning in the Masters in Engineering curriculum indicates the need for strategies that assist effective communication in professional contexts and motivation for further ESP self-study. This paper aims to investigate how first-year Masters in Electrical Engineering at the Technical Ukrainian University perceive the use of artificial intelligence (AI) in ESP learning. The research was conducted with a participant group of 48 students from the Department of Engineering and Technology. We designed pre- and post-surveys to measure students’ attitudes towards utilizing ChatGPT in ESP learning. The participants completed the surveys at the beginning and completion of a semester ESP course. We used Excel for graphical data analysis. The findings demonstrate that almost half of the respondents had not used ChatGPT in their previous learning. Those students who had used ChatGPT in previous studies implemented this tool as a generator of relevant information, a translator and a vocabulary acquisition platform. Post-survey results indicate that the students revealed the potential of ChatGPT as a conversational partner, technical writing support, a language feedback tool and as an individual ESP tutor. The respondents believe that a language learning system based on ChatGPT can serve to improve further ESP self-study.