• Natalia Shumeiko Kyiv National University of Trade and Economics, Kyiv, Ukraine, Ukraine https://orcid.org/0000-0002-7859-7519
  • Alla Nypadymka Kyiv National University of Trade and Economics, Ukraine




The article aims at conducting empirical research of university students’ readiness to handle independent work while studying the English for Specific Purposes (ESP) course, subject to the availability of Information and Communication Technologies (ICTs). In order to accomplish the objective of the article, a mixed methods research was applied. According to the research methodology, the questionnaires were conducted during the first semester of the academic year 2019/20 and then in the first semester of the academic year 2020/21 at the Kyiv National University of Trade and Economics. The investigation covered the period before the outset of the pandemic when a blended learning approach included instructor-led classroom training and e-learning elements; and then during the time of the COVID-19 pandemic in Ukraine when webucation was in line with the priorities of the training process. The participants of the study were first-year and second-year students of non-linguistic specialities. The scientific research reflected that teaching ESP was focused on enhancing foreign language learning in the particular field of study such as IT, law, trade, marketing, management or economics, to equip students with the oral and written comprehension and speaking skills that they would need to leverage partnerships with international interlocutors in the business community. The obtained results confirmed the high value of the resources available online for studying ESP as an academic discipline in university-level curricula. The analysis of data showed that during the pandemic almost equal percentages of the respondents faced the challenges that accompanied the process of learning English online. Students noted all four proposed options that characterised the disadvantages of completing the assignments independently, namely the communication vacuum, difficulties in choosing supplemental instructional materials, as well as a lack of self-discipline and control. The outcome confirmed the need to assist students’ independent work. To meet that demand, the authors carried out a Strength, Weakness, Opportunity, and Threat (SWOT) Analysis related to the use of ICTs within the organising framework of students’ independent work while teaching ESP during a pandemic. It has been concluded that the opportunities and threats, as well as the strengths and weaknesses, identified through the SWOT analysis, characterise the advantages, drawbacks and peculiarities that emerge in the process of providing guidance for students’ independent work in the study of ESP, integrating them into a coherent whole.

Author Biographies

Natalia Shumeiko, Kyiv National University of Trade and Economics, Kyiv, Ukraine

The Department of Modern European Languages

Alla Nypadymka, Kyiv National University of Trade and Economics

The Department of Modern European Languages


Al-Dlalah, M., Alkhaldi, H., Alkhutaba, M., Al-Momani, T. (2021). Building an Attitude Scale about E-learning among Isra University Students according to the Item Response Theory in Measurement. International Journal of Higher Education, 10 (2), 188-200. https://doi.org/10.5430/ijhe.v10n2p188

Amani, A. A. (2021). Evaluating the User Experience of E-Learning in the Distance Education Program at Taibah University. International Journal of Higher Education, 10 (4), 151-160. https://doi.org/10.5430/ijhe.v10n4p151

Atmojo, A. E. P. & Nugroho, A. (2020). EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia. Register Journal, 13 (1), 49-76. https://doi.org/10.18326/rgt.v13i1.49-76

Awatef, A. B. R. (2021). A Case Study: Enhancing the Learning Process and the Quality of the Students’ Work in Online Courses Using Multiple High Impact Practices and Civic Strategied. International Journal of Higher Education, 10 (2), 308-318. https://doi.org/10.5430/ijhe.v10n2p308

Bailly, S. (2011). Teenagers learning language out of school: What, why and how do they learn? How can school help them? In P. Benson, & H. Reinders (Eds.), Beyond the language classroom (pp.119-131). London, UK: Palgrave MacMillan. https://doi.org/10.1057/9780230306790_10

Benson, P. (2017). Language learning beyond the classroom: Access all areas. Studies in Self-Access Learning Journal, 8 (2), 135-146. https://doi.org/10.37237/080206

Benson, P. & Reinders H. (Eds.) (2011). Beyond the language classroom. London, UK: Palgrave MacMillan. https://doi.org/10.1057/9780230306790_1

Chan, H. W. (2016). Popular culture, English out-of-class activities, and learner autonomy among highly proficient secondary students in Hong Kong. Universal Journal of Educational Research, 4(8), 1918-1923. https://doi.org/10.13189/ujer.2016.040823

Chernenko O. (2020). Modern pedagogical technologies in higher education. Pedagogy and Education Management Review, 2, 52-59. https://doi.org/10.36690/2733-2039-2020-2-52

Choi, J., & Nunan, D. (2018). Language learning and activation in and beyond the classroom. Australian Journal of Applied Linguistics, 1(2), 49-63. https://doi.org/10.29140/ajal.v1n2.34

Cortina-Perez, B., Solano-Tenorio, L. M. (2013). The effect of using out-of-class contexts on EFL learners: an action research. Calidoscopio, 11(2), 167-177. https://doi.org/10.4013/cld.2013.112.06

Daneshdoust, B. & Hagh, M. A. K. (2012). The advantages and disadvantages of Internet-based language learning in Iran. Procedia – Social and Behavioral Sciences, 31, 607-611. https://doi.org/10.1016/j.sbspro.2011.12.113

Dragomir, I. A., & Niculescu, B. O. (2011). Using simulations in communicative English language teaching. Land Forces Scientific Bulletin, 16 (1), 18-24. Retrieved 10 January 2021 from https://www.armyacademy.ro/cercetare/bul1_2011.pdf

Fukuda, S. T., Sakata, H. & Pope, C. J. (2019). Developing self-coaching skills in university EFL classrooms to encourage out-of-class study time. Innovation in language learning and teaching, 13(2), 118-132. https://doi.org/10.1080/17501229.2017.1378659

Hoi, V. N. (2017). Learning English beyond the classroom: perception and practice in a Vietnamese context. Journal of Asia TEFL, 14(2), 364-372. https://doi.org/10.18823/asiatefl.2017.

Hsieh, H. C., Hsieh, H. L. (2019). Undergraduates' out-of-class learning: exploring EFL students' autonomous learning behaviors and their usage of resources. Education Sciences, 9(3), 159. https://doi.org/10.3390/educsci9030159

Khateeb, L. A., Shdaifat, S. A. K., Dr. Nidal A. K. Shdaifa (2021). Effectiveness of Communication Techniques in Distance Education and its Impact on Learning Outcomes at Jordanian Universities (Northern Province). International Journal of Higher Education, 10 (2), 74-82. https://doi.org/10.5430/ijhe.v10n2p74

Kryvonos, I. (2018). Vykorystannia internet-resursiv u protsesi navchannia anhliiskoi movy na slukh studentiv t ekhnichnykh spetsialnostei nemovnoho VNZ [Use of Internet resources in the process of teaching English speech by listening to students of technical specialities at non-language HEIs]. Naukovyi visnyk melitopolskoho derzhavnoho pedahohichnoho universytetu. Seriia: pedahohika, 1(20)’, 73-178. Retrieved 22 February 2021 from http://nbuv.gov.ua/UJRN/Nvmdpu_2018_1_28

Lai, C., Zhu, W. M. & Gong, G. (2015). Understanding the quality of out-of-class English learning. TESOL Quarterly, 49(2), 278-308. https://doi.org/10.1002/tesq.171

Maphalala, M. C. & Adigun, O. T. (2021). Academics’ Esperience of Emplementing E-Learning in a South African Higher Education Institution. International Journal of Higher Education, 10 (1), 1-13. https://doi.org/10.5430/ijhe.v10n1p1

Mascolo, M. (2009). Beyond Student-Centered and Teacher-Centered Pedagogy: Teaching and Learning as Guided Participation. Pedagogy and the Human Sciences, 1(1), 3-27. Retrieved 01 December 2020 from https://scholarworks.merrimack.edu/cgi/viewcontent.cgi?article=1005&context=phs

Ortynskyi, V. L. (2009). Pedahohika vyshchoi shkoly: navch. posib. [Pedagogy of higher education: teaching. manual]. Kyiv: Tsentr uchbovoi literatury.

Oleksiienko, L., Sheptytska, L., & Fonariuk, O. (2020). Online education: challenges and prospects. Pedagogy and Education Management Review, 2, 60-69. https://doi.org/10.36690/2733-2039-2020-2-60

Ovadiuk, О. (2015). Innovative methods as an important part of learning foreign languages. Advanced Education, 4, 45-50. https://doi.org/10.20535/2410-8286.56762

Prokopenko, N. V. (2020). Rol samostiinoi roboty studentiv u formuvanni profesiinoi kompetentsii [The role of students' independent work in the formation of professional competence]. In Vector of Modern Pedagogical and Psychological Science in Ukraine and EU Countries (pp.353-372). Riga, Latvia: Baltija Publishing. https://doi.org/10.30525/978-9934-588-37-2.2.12

Richards, J. C. (2015). The changing face of language learning: learning beyond the classroom. RELC Journal, 46(1), 5-22. https://doi.org/10.1177/0033688214561621

Struhanets, L., Luzhetska, O., Vykhrushch, A., Zalipska, I. & Verhun, L. (2021). Interactive Methods of the formation of English-language communicative competence for future international economics. International Journal of Higher Education, 10 (3), 25-32. https://doi.org/10.5430/ijhe.v10n3p25

Venter, A. (2019). Challenges for meaningful interpersonal communication in a digital era. HTS Theologiese Studies / Theological Studies, 75(1), 1-6. https://doi.org/10.4102/hts.v75i1.5339

Yabukoshi, T. (2020). Self-Regulated Learning Processes Outside the Classroom: Insights from a Case Study of Japanese EFL Students. Journal of Asia TEFL, 17(3), 758-777. http://dx.doi.org/10.18823/asiatefl.2020.




How to Cite

Shumeiko, N., & Nypadymka, A. (2021). ICT-SUPPORTED STUDENTS’ INDEPENDENT WORK IN THE ESP CONTEXT: THE NEW REALITY IN TERTIARY EDUCATION. Advanced Education, 8(18), 79–91. https://doi.org/10.20535/2410-8286.223286