Volume 11 - Issue 56
/ August 2022
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https://www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2022.56.08.8
How to Cite:
Bilotserkovets, M., Fomenko, T., Klochkova, T., Shcherbyna, Y., & Korniienko, L. (2022). Forming ESP oral communication skills
of students by means of Zoom. Amazonia Investiga, 11(56), 73-81. https://doi.org/10.34069/AI/2022.56.08.8
Forming ESP oral communication skills of students by means of Zoom
Формування у студентів навичок усного професійно орієнтованого спілкування
англійською мовою засобами програми Zoom
Received: September 20, 2022 Accepted: October 18, 2022
Written by:
Marina Bilotserkovets30
https://orcid.org/0000-0003-4692-3444
Tatiana Fomenko31
https://orcid.org/0000-0002-3048-7097
Tetiana Klochkova32
https://orcid.org/0000-0002-1173-6211
Yuliia Shcherbyna33
https://orcid.org/0000-0002-1646-0867
Liudmyla Korniienko34
https://orcid.org/0000-0002-0727-3250
Abstract
The paper revealed the outcomes of the research
on the efficacy of the formation of ESP oral
communication skills of “International Law”
students who studied via online platforms in the
period of the emergency state. The practical
research was targeted to explore the issues of an
appropriate organization for the efficient
students’ online ESP oral communication skills
formation and the advantages for their
development provided by online ESP classes.
Systematization and comparison of the data of
placement and progress tests from the period of
the offline academic process (September-
November 2021) and the outcomes of online
academic period (March-May 2022) were
mathematically processed and presented. It was
concluded that e-learning using online platforms
does not impede the productive formation of ESP
oral communicative skills by students, due to the
organization of synchronous online
communication between the lecturer and
students in a remote format, providing students
with genuine language practice, increasing their
motivation by preparing for performing future
professional duties in the virtual environment.
30
PhD in Pedagogy, Associate Professor, Sumy National Agrarian University, Ukraine.
31
PhD in Pedagogy, Associate Professor, Sumy National Agrarian University, Ukraine.
32
PhD in Pedagogy, Associate Professor, Sumy National Agrarian University, Ukraine.
33
Senior Lecturer, Sumy National Agrarian University, Ukraine.
34
Senior Lecturer, Sumy National Agrarian University, Ukraine.
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Keywords: e-learning, ESP, “International Law”
students, oral skills, virtual communication.
Introduction
In the period of the global lockdown the entire
educational system in Ukraine as well as in the
whole world was transmitted to emergent remote
study. Students, teachers and university
professors were torn off from each other and
began to cooperate using electronic means of
communication. Indeed, the learning outcomes
during that period will be understood only after
the end of the pandemic situation, so it is too
early to give any assessments now. Meanwhile,
many academicians have already revealed that
the quality of education has significantly
decreased, as facing the force majeure situation,
they were not equipped with all necessary
knowledge and technologies that could fully
replace offline teaching (Bugreeva, 2021;
Mazlan et al., 2021; Suardi, 2020).
Nevertheless, when the state of emergency in
Ukraine in spring 2022, caused by the full-scale
military invasion, has led to the immediate
transition to the distant mode of learning in all
the educational establishments, academicians
have already been experienced in applying
various digital tools. Besides, the need for skills
of professional virtual communication, that
enables efficient fulfillment of working duties
under conditions of emergency states, time or
distance obstacles, the lack of mobility, were
highlighted.
This study is targeted to explore the possibilities
of training English for Special Purposes (ESP)
oral communication skills of “International Law”
students in a digital network. It is essential as,
according to Ukrainian educational standards,
university graduates, who major in “International
Law”, must have “the ability to communicate in
oral and written forms in native and foreign
languages, solving the problems of interpersonal
and intercultural professional interactions”
(Zapara et al., 2022). Besides, in the context of a
global pandemic or any other state of emergency,
there is an increasing need for the study of
teaching foreign languages for international
professional communication not only in-person,
but also in an online format, because currently
many international conferences, forums, and
meetings are held remotely (Bates, 2015).
Theoretical Framework
Apparently, the aspect of “speaking” plays a key
role in the professional activity of future
International Law graduates (Chinvinijkul, 2014;
Adewumi & Bamgbose, 2015). According to the
professional qualification requirements, the ESP
training for students, who are majoring in
International Law, is vectored to their
preparation for writing and oral communication
while conducting business negotiations with
partners from other countries; advising foreign
colleagues or clients on legal issues; public
representation of the interests of Ukrainian
companies or clients in international judicial
bodies; implementation of legal support for the
economic, political or civil international
activities of organizations; participation in
international conferences and professional
development programs (González Ramírez, &
Ramirez, 2015; Bykonia et al., 2020).
The linguistic component of the ESP training
content includes: a) a certain command of lexical
and grammatical means of ESP oral
communication in the field of jurisprudence; b)
speech, sociocultural, intercultural, professional
knowledge; c) types of dialogues and
monologues used in oral communication in the
field of jurisprudence; d) spheres and topics of
oral intercultural communication; e) texts on the
legal specialty; f) situations of oral intercultural
communication in the field of jurisprudence; g)
paralinguistic means of oral communication of a
lawyer (facial expressions, gestures, posture,
etc.) (Chinvinijkul, 2014; Bykonia et al., 2020).
Oral communication is impossible without
understanding the speech of an interlocutor, since
in the process of verbal communication,
everyone acts as both a speaker and a listener.
The process of teaching ESP speaking can be
presented in stages as follows: reproduction of
sounds and sound patterns; use of stress in words
and sentences, intonation patterns and rhythm;
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selection of appropriate words and sentences
depending on the social environment, audience,
situation and topic; organization of narration in a
logical sequence; using English as a means of
expressing values and judgments; the ability to
speak fluently and with few necessary pauses.
Oral communication can be distinguished into
dialogue and monologue forms. The dialogue
form involves two or more participants in the
communication chain. Dialogue speech affects
the communicative functions of the language, so,
it implies the desire of the interlocutors to hear
and understand each other, the ability to ask a
question correctly, the ability to express joy,
regret, agreement / disagreement. Monologue
speech consists of such units as a sentence and a
logically related text, representing a “subject /
object” type of communication (report,
presentation, message, retelling) (Gürbüz &
Cabaroğlu, 2021).
The main requirement for efficient monologue
and dialogue communication is the knowledge of
the educational material (vocabulary, speech
patterns, grammar, visual materials), which is
provided by speech exercises and tasks aimed at
the development of ESP skills of oral
intercultural communication in the field of
jurisprudence. These learning communicative
exercises and tasks of a professional and
intercultural orientation, contribute to the
boosting of independent communicative and
creative activities of students through the
reproduction of real conditions of the
professional communication of a lawyer. The
result of performing speech exercises and
assignments is the ability of the future bachelors
to participate in all types of oral communication
in the field of jurisprudence in compliance with
the linguistic and cultural norms of speech and
non-speech behaviour of a lawyer, adopted in the
foreign professional subculture of lawyers
(Adewumi & Bamgbose, 2015).
Teaching to speak a foreign language on a digital
network is not the same as training oral speech in
a face-to-face classroom.
On the one hand, the study of scientific sources
for the study exposed the widespread belief that
online learning is less effective, that students
cannot be engaged in a distance learning in the
appropriate way, that a teacher, while conducting
a lesson online, puts forward less strict criteria
for assessing students’ work than in a regular
lesson in the classroom (Supiano, 2020, April
23). Many educators treated online mode with
disapproval, they revealed that it required
constant tension and control from the teacher,
dependency on digital tools that impeded the
opportunities to listen and see students, monitor
the correctness of their language and
pronunciation; provide feedback to encourage
students’ efforts (Al-Nouh et al., 2015; Thakker
et al., 2021). Such digital platform, as a free
version of Zoom software, for instance, has a
number of significant restrictions on time,
settings and number of participants.
Academicians experienced a number of
difficulties related to external factors, such as:
technical problems with connection and video
broadcasting; the need to register participants
and provide access to each conference through a
password or personal teacher ID; lack of
experience with the program; emotional
complications associated with the
embarrassment of students to speak on camera,
ask questions in chat or go online from their
workplace due to different socio-economic
conditions of residence (Önalan & Kurt, 2020).
On the other hand, digital modes can contribute
to a foreign language training as well. Many
video conferencing platforms have the technical
ability that enables students hearing sound as
loud and clear as possible. The use of the format
of webinars in foreign language classes promotes
students’ genuine language practice and direct
acquaintance with the foreign language culture
by contacting with native speakers. The
organization of webinars with representatives of
various companies, having previously agreed on
the topics discussions, for example, about
undergraduates’ internship in companies and
institutions, about their careers in a specific field
of professional activity, increases the motivation
of students to learn a foreign language, the
quality of knowledge and their level of
communication skills (Kobzhev et al., 2020).
In both contexts, offline and online, it is vital for
the instructor to sustainably meet the individual
needs of the learner and continually improve own
professional, linguistic and computer
competencies in order to provide quality teaching
(Sosas, 2021).
Methodology
Theoretical analysis, synthesis and
generalization of scientific sources were used to
prepare the conditions and the materials for the
survey. The study was held by lecturers who
were watching students’ progress during
practical classes. In order to confirm or deny the
efficacy of ESP oral communication skills by
means of Zoom in comparison to offline classes,
the data of placement and progress tests from the
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period of the offline academic process
(September-November 2021) and the outcomes
of online academic period (March-May 2022)
were systematized and compared. Mathematical
methods were applied to measure and assess the
results of the experiment.
A sample of 70 second- and third-year students
who were majoring in “International Law” was
determined for the survey. The research was
carried out in Sumy National Agrarian
University (SNAU), Ukraine. According to the
target of the study, the most important variable in
it was the academic environment. So, the authors
explored the dynamics of ESP oral
communication skills formation of the same
group of participants during their offline and
online studies. The participants were voluntarily
involved in this study. The data concerning the
features of students-participants of the
experiment are resumed in Table 1.
Table 1.
Students-participants’ features
Participants’ features
Participants
Age
18-19 years old
Gender
54% female, 46% male
English language knowledge level
A 2 (according to the international certification levels)
Amount of ESP classes a week
3
Quantity of students
70
Source: Authors own conception
The academic discipline “English for
International Law students” is aimed to form
students’ communicative competence, which
implies their knowledge, skills and abilities of
oral and written communication in English in
situations of intercultural and professional
interaction. In the course of offline classes, ESP
oral communication skills, necessary for a
specific future professional activity of students
were fostering in an artificially created
educational linguistic environment. The students
read professional original texts in English,
worked out professional vocabulary and
terminology in English, watched / listened to
audio-video material in English according to
students’ specialization, studied professional
documentation in English, prepared
presentations on professional topics in English,
followed by discussion.
When the entire academic process in SNAU was
transferred online because of the state of
emergency, Zoom was chosen for the
organization of distance learning of English.
Zoom service enabled the organization of
synchronous online communication between the
lecturer and students in a remote format, where a
large number of participants with a camera and a
microphone could simultaneously connect to the
video conference for a group discussion of
topics. Those online classes were reminiscent of
face-to-face classes, in a way that they were
directed towards discussion, frontal work of the
teacher with the group, and work in pairs and
small groups in real time. Various forms of
information interaction between all participants
in the educational process (oral and written
communication) took part in Zoom conferences
and chat rooms, providing either prepared or
spontaneous responses of students with the
integrated use of ICT. The application of the
format of webinars in ESP classes enabled
teachers to create an English-speaking online
environment for communication through:
exchange of written, audio and video
information; inviting guests (experts, foreign
specialists, etc.), conducting students’ surveys,
interviews and their online broadcast. If
necessary, the teacher and students could display
Power Point presentations, videos, photos,
pictures, connect podcasts for all participants and
even an interactive whiteboard on which
important information could be written; there
was also a chat for messages, which was
available to all conference participants.
The experience of the previous application of e-
learning tools (during the lockdown period in
2020-2021) in the practice of teaching English at
the university enabled the authors to elaborate a
step-by-step algorithm for working on the
platform online using tools of the Zoom program
to solve the problems of students’ ESP oral
communication skills development. This step-
by-step algorithm is presented in Table 2.
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Table 2.
Algorithm for organizing phased work in Zoom
Learning phase
Tools of Zoom
Types of learning activity
Stage of learning
material presentation
Message board Screen demonstration Chat box for questions Reaction (“Raise hand” option)
Explanation of lexical and
grammatical learning material, question and answers tasks
Training stage
Message board Screen demonstration Breakout rooms
Development of learning material in
training exercises (writing, speaking, listening)
Application stage
Message board Screen demonstration Chat box for questions Reaction Breakout rooms
Practice of writing and speaking
Control stage
Breakout rooms Screen demonstration
Discussion, report with presentation,
project
Source: Authors own conception
Criteria for assessing the oral speech of the
subjects were worked out от follows: 1)
mastering lexical and grammatical means of oral
English communication in the field of
jurisprudence; 2) the volume of the statement and
the rate of speech; 3) the consistency of
disclosing the subject of the message (Conrad &
Openo, 2018). Students’ statements were
assessed on a 5-point scale. Exploring students’
levels of ESP oral communication skills
formation, the authors distinguished minimum,
medium, and high levels. The presented criteria
for evaluating the oral statements of the subjects
clearly demonstrated that the average result in the
range of 4.5-5 points indicated a high level of the
student’s ESP oral communication skills in the
field of jurisprudence; the result in the range of
4-4.4 points revealed the medium level; result in
the range of 3-3.9 points presented the minimum
level; the result is 2.9 points and below
corresponds to the lack of the required skills.
Assessment of lexical and grammatical means of
ESP oral communication in the field of
jurisprudence was carried out through the control
of: a) knowledge of English-language legal
terms, lexical units, speech clichés and
grammatical constructions from texts on the legal
specialty and dialogues of legal topics, speech
clichés of oral communication in the field of
jurisprudence; b) the formation of the skill of
lexical and grammatical design of an oral
statement on a legal topic. 5 points were received
by students who did not experience a shortage of
the indicated means of communication and
accurately used language units and speech
clichés in their statements, without replacing
these units with vocabulary and grammar from
the everyday sphere of communication; 4 points
– were given to those students who made 1-2
mistakes in the use of English-language legal
terms and lexical units or did not use 1-2 etiquette
phrases and applied 1-2 substitutions; 3 points
were received by students who made 3-4
mistakes in use or absence of 2-3 speech clichés
and 3-4 substitutions; 0 points received for an
answer meant that more than 4 mistakes in use
were made, as well as the absence of more than 3
necessary speech clichés and the use of more
than 4 substitutions.
The volume of the utterance and the rate of
speech were assessed according to the program
requirements: students received 5 points for
answers of 11-12 replicas / sentences, with a
speech rate of 150 or more syllables per minute;
4 points – were given for the answers of 9-10
replicas / sentences, 130-149 syllables per
minute; 3 points – were received by students for
the answerers of 7-8 replicas / sentences, 110-
129 syllables per minute; 0 points – meant that
the students’ answers consisted of less than 7
remarks / sentences, less than 109 syllables per
minute.
The consistency of the statement revealed the
student’s ability to express his/her thoughts
coherently and logically, with the development
of the main idea in subsequent sentences or
remarks in accordance with the communication
situation. In monologue communication, the
means of ensuring consistency were the
structuring of the statement (introduction, main
part, conclusion) and causal adverbs. In
dialogical communication, this function was
performed by causal adverbs and the
maintenance of the main idea in the entire
dialogue. Evaluation scale according to the
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criterion is the following: 5 points were received
for students’ logical statement, in which two
means of logical expression of thoughts were
used in a dialogue or monologue; 4 points were
given for answers, in which one means was used,
though in general the consistency is not violated;
3 points were received by students for the
answers, in which one means was used, but there
were violations of the consistency of the main
idea; 0 points revealed that the consistency of the
statement was violated, the main idea was not
traced due to the lack of means of expressing
consistency. Placement test assessment was
taken in the beginning of the offline and online
learning terms which coincided with the start of
autumn and spring semesters of the 2021-2022
academic year correspondently. Progress test
assessment was taken in the end of the offline and
online learning terms which coincided with the
end of autumn and spring semesters 2021-2022
academic year correspondently. The findings of
the research were limited to the sample of its
participants and the institution where it took
place. The sample, consisting of 70 participants
determined the margin of error (at the 95%
confidence level) for this research at about 4%.
The time interval for this survey was limited with
the above mentioned term. The obtained data was
verified by cross-checking and member-
checking. The reliability factor for the diagnostic
techniques had a value from 0.85 to 0.91 (at
p<0.01), that proves their high reliability.
Results and Discussion
The offline learning process was started with the
indication of the level of the ESP oral
communication skills of students-participants by
holding placement test. In the end of the semester
the progress test was taken to check in what way
the level of the ESP oral communication skills of
students-participants had changed. Their oral
answers were assessed according to the above
mentioned criteria and systematized in Table 3.
Table 3.
The amount of students-participants, showing certain levels of the ESP oral communication skills during
the placement and progress tests in the period of offline studies
Students’ skills Test
Skills are not developed (less than 2,9 points)
Minimum level (3-3,9 points)
Medium level (4-4,4 points)
High level (4,5-5 points)
Placement test
22
27
16
5
Progress test
18
24
19
9
Source: Authors own conception
After obtaining the data about students-
participants’ levels of the ESP oral
communication skills during the placement and
progress tests in the period of offline studies, the
authors calculated the ratio of efficacy (Re) for
the whole students’ group (Bespalko, 2002):
Re = a / n,
where a is the number of subjects who showed a
generally positive result on oral tasks (average
score of 3 points and above); n is the total number
of subjects in the group (N = 70). So, the received
data were the following:
Re (placement test) is 48/70 = 0.68; Re (progress
test) is 52/70 = 0.74;
Re dynamics is (0.74 – 0.68) = 0.06
Further, by analogy with the processing of data
from the previous semester, the level of
development of the ESP oral communication
skills during the placement and progress tests in
the period of online studies was determined. The
obtained data are shown in Table 4.
Table 4.
The amount of students-participants, showing certain levels of the ESP oral communication skills during
the placement and progress tests in the period of online studies
Students’ Skills Test
Skills are not
developed (less
than 2,9 points)
Minimum level (3-3,9 points)
Medium level (4-4,4 points)
High level (4,5-5 points)
Placement test
18
24
19
9
Progress test
15
25
20
10
Source: Authors own conception
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We calculated for the whole students’ group
levels of the ESP oral communication skills
during the placement and progress tests in the
period of online studies according to the same
formula (Bespalko, 2002). The received data
were the following:
Re (placement) is 52/70 = 0.74; Re (progress) is
55/70 = 0.78;
Re dynamics is (0.78 – 0.74) = 0.04.
Comparative analysis of the data obtained from
the offline and online sections showed a positive
dynamics of changes in the indicators of
students’ ESP oral communication skills
development, by the insignificant difference
between the online and offline ESP learning
outcomes (Re dynamics offline = 0.06 versus Re
dynamics online = 0.04). Results of the study
enabled authors’ revealing that, albeit teaching
ESP online is different from communicating
face-to-face with a lecturer and group-mates in
the classroom, but that does not mean that it
should be less effective.
Indeed, the quality of education nowadays
depends greatly on the ability of people to learn
independently throughout life, see the
advantages of studying in a place convenient for
them, according to an individual schedule and
with the possibility of contact with a trainer by
means various technical tools. However,
educators, who belong to earlier generations, are
inherent to operate within the traditional
classroom education system (Zawakcki-Richter
& Latchem, 2018). Furthermore, they state that
the use of computers and special software cannot
fully replace the ‘live’ communication and
emotional exchange available in the traditional
classroom form of education, which complicates
the perception of information and reduces the
degree of its assimilation (Zvacek et al., 2019;
Bugreeva, 2021). Though, there are obvious
difficulties with the perception of the traditional
frontal learning format among representatives of
Generation Z, which teachers are gradually
pointing out. Among them, the frontal learning as
a strategy for obtaining information that is not
characteristic of the centennials. The linearity of
presentation, own passivity in perception, the
lack of a quick practical result, large amounts of
information make this form difficult to integrate
into students’ own picture of the world (Grajek,
2016; Yundayani et al., 2021).
Results of the study contributed to the working
out methodical recommendations how to make
the process of online ESP learning as fruitful for
students as the offline one. They regarded
functions of an instructor and students,
peculiarities of learning materials and technical
tools usage.
Apparently, the introduction of online learning
requires a restructuring of educational
approaches on the part of teachers: they need to
get used to the new roles of tutors (facilitators,
mentors), who now rely on individual
pedagogical support, coordination of the learning
process, provision of individual consultations,
management of educational projects, etc. In
general, the passive form of material perception
is a thing of the past. Academicians truly need to
realize the necessity to move away from the
passive-declarative style of teaching towards the
active learning, that involves students’ research
instead of reading, challenges for students either
by discussing some issues or by passing
interactive tests instead of teachers’ direct
control (Bilotserkovets et al., 2021). Given the
socio-psychological characteristics of modern
students, various options for mostly
individualized training, such as “blended
learning”, “flipped classroom” or “flexible
learning”, instead of the traditional classroom
system, will strengthen their ability to learn
thoughtfully and independently, using the
enormous capabilities of the Internet, by
implying not obedience, but self-organization
(Fomenko et al., 2021).
Creative learning materials for the online class
should be more dynamic, but prepared according
to the principles of micro learning. They should
be divided into small but complete modules or
blocks of materials. Each module should have
three phases: a strategic one – for students to
understand what this piece of material is used for.
The phase of performance is directed into the
practical functioning of the learning material.
The self-assessment phase enables students’
checking the acquired knowledge (Chamberlin-
Quinlisk, 2012). The use of technology needs a
general orchestration of the training session
conducted on the platform (Sharples, 2013). The
essential features of planning and managing
classes in online format are associated with the
ability to adjust and regulate technologies in a
certain way, so that interactivity does not
interfere, but promotes effective synchronous
communication, as well as the expansion of the
geography format due to the possibility of video
conferencing with foreign peer students, experts,
foreign specialists strengthens students’
engagement and motivation.
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Conclusions
To sum it up, e-learning using online platforms,
caused by the current situation with the state of
emergency, does not impede the improvement of
the quality of the educational process. In general,
work in the virtual educational environment is
convenient, understandable and, undoubtedly,
contributes to an increase in the efficiency of
students’ comprehension of the English oral
speech; development of their ability to
adequately communicate in professionally
situations; systematization of their knowledge of
ESP. The efficient implementation of Zoom in
the online ESP teaching should necessarily
include the following aspects: clear planning of
the training session and the selection of the
essential educational content in conjunction with
the use of certain program tools for the best
presentation of the material; teachers’ and
students’ digital competence to work with the
program; the style of pedagogical
communication and didactic technologies of
involving students in online interaction, students’
abilities for self-organization and motivation.
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