Smart Automated Language Teaching Through the Smart Sender Platform

• Main Authors: Mariia Lychuk, Nataliya Bilous, Svitlana Isaienko, Lesya Gritsyak, Oleg Nozhovnik*
• Format: Article
• Language: English
• Published: RU Publications 2021-04-01
• Series: European Journal of Educational Research
• Subjects: higher education; foreign language teaching; smart technology; automated delivery; smart sender platform.
• Online Access: https://eu-jer.com/EU-JER_10_2_841.pdf

The purpose of the research was to identify whether the English language e-classes that are automated and delivered through the Smart Sender platform influence the students’ attendance and procrastination rates, their motivation, time management skills, cognitive processing speed, and satisfaction. The study used qualitative and quantitative methods to monitor students’ attendance and procrastination rates, motivation and engagement, time management skills, thinking speed, and satisfaction. The questionnaire on learning motivation, engagement, and competence, the time management skills test, the mental speed test, and the course satisfaction questionnaire were used to collect data. The focus group discussion questionnaire was used to obtain verbal feedback for the participants. The Smart Sender platform proved effective as an instructional tool for teaching the English Language to students majoring in Philology, International Business, and Law. The automated delivery of the English language e-classes was effective in addressing the issues of dropouts and procrastination in distance learning through automation of the lesson delivery based on the ‘push’ factor. It increased students’ motivation, improves time management skills, and satisfaction. The quantitative findings showed that the students experienced a positive change in attendance, motivation and learning engagement, time management skills, and thinking speed due to the intervention. The students perceived the automated delivery-based approach to language teaching positively. They reported that the delivery approach content met the participants’ expectations and needs. Focus group discussion revealed that the intervention changed their learning behaviour and strategies which were considered the improvements of the quality learning outcomes.