Interactivity as a key element in distance English learning under martial law: A case study

Abstract

Purpose. This study investigates how interactive technologies affect motivation, vocabulary acquisition, and the development of communicative skills in distance English language learning under the conditions of martial law in Ukraine. The relevance of this work stems from the rapid evolution of digital tools, an evolution that is reshaping traditional teaching models and creating a need for fresh approaches to activating students’ language performance in virtual settings, particularly when traditional classroom instruction is disrupted by war.

Methodology. A four‑month study was carried out with 120 students at Admiral Makarov National University of Shipbuilding (NUS), whose English proficiency ranged from A2 to C1. A mixed‑methods design was adopted. Quantitative data came from pre‑ and post‑course surveys (using the LLMS and SALC scales) and from automatic activity logs in the learning management system. Qualitative data were gathered through semi‑structured interviews with 30 students. Motivation scores, self‑assessed language competence, interaction frequency, and vocabulary test results were compared between active and passive users of interactive tools.

Results. A statistically significant increase was observed in motivation from 3.2 to 4.1 on a five‑point scale (p < 0.01) and in self‑assessed language competence, which rose from 2.8 to 3.9 (p < 0.05). Students who took an active part in synchronous sessions and asynchronous forums improved their vocabulary test scores by an average of 15% compared to their less active peers. The use of gamified tools such as Kahoot and Quizlet Live was associated with a 17% gain in vocabulary retention. At the same time, several challenges emerged, including technical difficulties reported by 27% of respondents, insufficient digital literacy (22%), and time zone coordination problems (18%). All of these problems were exacerbated by the ongoing war.

Conclusions. Interactivity is more than a technical add‑on. It is an important pedagogical factor that encourages active learning and self‑development, even in crisis conditions. Platforms that blend synchronous and asynchronous forms of interaction can significantly raise student engagement, improve vocabulary retention, and support the growth of oral communication skills. It is advisable to incorporate interactive methods into distance English courses while taking into account the technical, cultural, and individual characteristics of students. Further research should explore adaptive systems based on artificial intelligence and examine the long‑term dynamics of learning outcomes.