E-Learning Teaching: Supportive Online Course ‘English Fastpass’





Extra-Class Activity, Google Classroom, M-Learning, Multimedia, Social Networking Site


The aim of this paper is to prove the hypothesis that in order to cope with the adversities and hardships and meet the demands of the wartime and pandemic challenges, a complex of tools and techniques has to be applied including new teaching strategies with the use of multimedia, mobile applications and employing learning possibilities of social networking sites, Google classroom tools and other instruments with online course “English Fastpass”.

Methodology. In this research theoretical, empirical and statistical methods are used. Theoretical methods (analysis and synthesis) serve to analyze opportunities, advantages and disadvantages of social media as a new tool of teaching. Empirical ones (observation, testing, pedagogical experiment) provide conducting the experiment itself. Statistical methods (one sample t-test) helped make statistical analysis of the pedagogical experimental data.

Results. The complex of tools and techniques to teach English is implemented effectively by online course “English Fastpass” aimed at preparing students for passing English Exam. The offered extra-class activities are definitely very successful: daily vocabulary and grammar tasks followed by weekly online analysis; challenges (one-week of three-week activities focused on improving general English proficiency and cultural awareness); exam boosters focused on practicing a particular exam task type; monthly webinars; quizzes and games. The resulting experimental data showed the significant progress in students' performance in both linguistic and intercultural competences, and specifically in use of English tasks. The final assessment in all English language practical skills, including the competence in intercultural communication, confirmed considerable advance of the all-language competences.

Conclusion. The effectiveness of applying different unconventional extra-class activities is proven. They are followed by weekly online analysis. The most helpful of them for learning process are exam boosters, monthly webinars, quizzes and games. Using the visualisation techniques, influencing students' emotions and feelings, the abovementioned online course “English Fastpass” facilitates efficient acquisition and better memorizing along with the ability to use the knowledge in the appropriate tasks, which in the long run will help successful intercultural communication. Judging by the comments made by the students they would find such methods of teaching extremely encouraging and stimulating.


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Author Biographies

Ilona Kostikova, H.S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine.

Doctor of Sciences in Education, Ph.D. in Education, Ph.D. in Philology, Full Professor, Head of the Department of Theory and Practice of the English Language, H.S. Skovoroda Kharkiv National Pedagogical University, Kharkiv, Ukraine.

Svitlana Miasoiedova, Head of the Online Course ‘English Fastpass’, Thessaloniki, Greece.

Ph.D. in Philology, Associate Professor, Head of the Online Course ‘English Fastpass’, Thessaloniki, Greece.


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How to Cite

Kostikova, I., & Miasoiedova, S. (2022). E-Learning Teaching: Supportive Online Course ‘English Fastpass’. Educational Challenges, 27(2), 91-104. https://doi.org/10.34142/2709-7986.2022.27.2.07