Online EFL Learning in Ukraine: Comparing Secondary School Learners’ and Teachers’ Perceptions
Abstract
The transition to online EFL instruction in Ukraine, induced by wartime disruptions, has become a necessity. Yet, there is a limited understanding of how language teachers and learners perceive its effectiveness. This study, therefore, examined how secondary school learners and teachers in rural Ukraine assess the effectiveness, benefits, and shortcomings of online instruction, and whether the length of their respective experience influences their perceptions.
The study employed a quantitative survey design, eliciting data from 98 secondary school EFL learners and 22 teachers using an adapted questionnaire based on Zou et al. (2021). The data were analysed statistically through independent samples t-tests, chi-square tests, and simple linear regression. The results revealed that learners considered online EFL instruction as more effective than teachers did. While both groups expressed similar views concerning key advantages, such as flexibility, accessibility, and technology use, teachers were more inclined to endorse an immediate feedback. No statistically significant differences were found in the reported disadvantages, although teachers were more concerned about student engagement and interaction, whereas learners more often pointed to issues with the variety of instructional techniques. Notably, longer involvement with online instruction emerged as a significant predictor of more favourable effectiveness ratings, albeit modest. Overall, these findings underscore key role experience plays in shaping online learning and teaching attitudes while pointing to the need for meaningful experience and ongoing digital competence development for learners and teachers alike.
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References
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