Studying English Under COVID-19 Quarantine - Ukrainian and Indian Students’ Perspectives

Oct 15, 2026

Analyzes Ukrainian and Indian students’ perspectives on studying English online during COVID-19 quarantine, based on research conducted at National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” and Bharat Vidyalaya in Maharashtra, India. Uses a mixed-methods design with two anonymous Google Forms surveys and additional qualitative input from Zoom feedback and group discussions. Reports distinct preferences by nationality regarding preparation, group work, perceived safety, concentration, and developing self-directed learning skills, alongside notable intercultural differences in social distancing attitudes.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages7

Reading Time18 min

AccessFree to download

Introduction

Materials and methods

Participants

DOI: 10.20535/2410-8286 .213928 STUDYING ENGLISH UNDER COVID-19 QUARANTINE: UKRAINIAN AND INDIAN STUDENTS’ PERSPECTIVES Oksana Chugai National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” [OChugai@meta.ua](OChugai@meta.ua) Arvind Pawar Bharat Vidyalaya, Buldana, India [arvindupawar@gmail.com](arvindupawar@gmail.com) The article deals with Ukrainian and Indian students’ perspectives of studying English online during the pandemic. This study was conducted at National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” and Bharat Vidyalaya, Buldana, Maharashtra, India. A mixed method research design was used in the study: quantitative and qualitative data were obtained from two surveys completed by students anonymously as Google Forms. The research indicated that more Indian than Ukrainian students confirmed that they prepared for the English class. While nearly a third of Ukrainian students’ suggestions on effectiveness of English lessons were about speaking and communication, Indian respondents also proposed preparation and revision. Indian students preferred learning something new to grades. Over half of Indian students and a third of Ukrainian students opted for working in groups. From the findings, we can see that most Indian and Ukrainian students had their working space, necessary devices and the Internet connection for studying online. Ukrainian students were more positive about feeling safer with their cameras turned off than Indian students. It was easier for most Indian and Ukrainian students to concentrate in a face-to-face class than in an online class. However, Indian students were mostly positive about studying English online. Most respondents indicated agreement about developing selfdirected learning skills while studying English online. Ukrainian students chose speaking, reading and writing as skills better developed online, while Indian students opted for listening skills. The findings of the research provide valuable information related to students’ attitudes towards studying English online considering which may improve teaching and learning distantly. The research results show that despite understanding the necessity of studying online, some students are reluctant to accept it fully. Moreover, there are some intercultural differences related to social distance in the cultures. Keywords: English; online; distance learning; face-to-face; attitude; grouping; quarantine. Introduction Facing the reality of surviving 2019-2020 academic year, which was influenced by COVID-19 quarantine and restrictive measures, concepts of teaching and learning had to be reconsidered. The rapid timeframe, large numbers of educators and students involved, their unknown attitudes towards online learning caused a lot of questions and concerns (Hargis, 2020, p. 1) . According to the IAU Global Survey Report, which aimed at fostering dialogue about the impact of COVID-19 on the future of higher education, two-thirds of universities were able to move teaching online, and one quarter reported that the most activities were suspended. The main challenges of the shift to distance teaching and learning might be technical issues, qualification of the educators, methodology and the requirements of specific fields of study (IAU, 2020, p. 11) . Designing effective distance courses in the future, teachers of English need to take into account the experience of the previous academic year, analyse the evidence of students’ learning and their feedback. Therefore, the exact consequences of the lockdown, social distancing and emergency digitalisation are to be analysed properly (IAU, 2020, p. 23) . Feedback from students is crucial for educators who strive for better results, building rapport between teachers and students, especially in the situation when they have to transform their offline English language class into online (Danley, 2016, p. 48) . During the lockdown, when

FAQs

What is the main purpose of the study?

To analyze the experience of Ukrainian and Indian students studying English online during the pandemic and to examine their attitudes toward effectiveness, motivation, grouping, technical and psychological aspects, and assessment-related issues.

What research design and data collection methods were used?

A mixed-methods design was used, collecting quantitative and qualitative data from two anonymous Google Forms surveys and supplementing qualitative insights from individual feedback and group discussions via Zoom sessions.

How did students’ preferences differ between Ukrainian and Indian respondents?

Indian students more often confirmed preparing for English classes and were more positive about studying English online, while Ukrainian students reported greater comfort feeling safer with cameras turned off. Ukrainian students more frequently chose speaking, reading, and writing as better developed online, whereas Indian students emphasized listening.

Oct 15, 2026

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