Аннотация:
The article describes the current situation in terms of teaching ESP English (ESP – English for Specific Purposes) at
a particular University – the State University of Intellectual Technologies and Communications (SUITC, Odesa, Ukraine)
focusing on the general context in higher education in Ukraine in conditions of COVID-19 outlining certain problems,
challenges and solutions. Moreover, the stages of the research in the frame of the Pilot Project (VSPP – Virtual Studying
Pilot Project) at SUITC with Peace Corps of the United States of America in Ukraine are presented and the first results
on testing the students of non-philological specialties majoring in Cybersecurity are provided along with the practical
materials, namely an extract from a pre-test, post-test and a questionnaire for the students. An extended example of the
teaching/learning process in online classes is presented based on the three-element classification of personality types:
visual, audial, and verbal.
Furthermore, as higher educational institutions in our country partly have been working in class and partly online,
we are looking at what exactly blended learning is (a particular example of working in this mode is suggested), and why
it is important to implement this mode in Ukrainian universities.
In addition, we would like to share the experience of team-teaching with a native speaker as English as a lingua
franca becomes more widespread, and the language is starting to be found in many different contexts, and one place in
which it is now found is the virtual lecture hall not only in English lessons but during teaching other academic subjects
as Programming, Higher Mathematics, Telecommunications etc.
We are also examining how this approach can be implemented into lectures, tutorials and seminars. In the article,
we suggest the results of our research on teaching online and share the experience in working online with the first and
second year ICT (ICT – Information and Communication Technologies) students in 2019-2022. Moreover, there are
some recommendations and examples which language teachers might need to ensure the smooth running of their classes.
The material will be useful for instructors of TEFL (Teaching of English as a Foreign Language), and for teachers and
researchers who are interested in special problems for the learner
