Providing scaffolding and feedback when reading authentic texts in the online lessons

Oleksandr H. Kolgatin; Nataliia V. Tuchyna

doi:10.55056/cte.1457

Authors

Oleksandr H. Kolgatin Simon Kuznets Kharkiv National University of Economics https://orcid.org/0000-0001-8423-2359
Nataliia V. Tuchyna H.S. Skovoroda Kharkiv National Pedagogical University https://orcid.org/0000-0001-7860-0688

DOI:

https://doi.org/10.55056/cte.1457

Keywords:

senior school, cloud technologies, L2 English learners, reading competences, education, online classes, the environment

Abstract

A strategy of preparing and reading authentic texts in fully online classes in senior school is suggested. This strategy, based on cloud technology, provides scaffolding and feedback as students read authentic texts during online lessons. Preparing and activity stages are suggested, and possible cloud tools are analysed for each stage. The key idea of our approach is to organise feedback during silent reading with the use of specialised software that allows learners to underline some words by simply clicking them. Some examples of using this feedback are suggested for basic comprehension and then for intensive reading and content discussion. The proposed approach was implemented in the village secondary school, and the results are discussed

Downloads

Download data is not yet available.

Abstract views: 61 / PDF views: 34

References

Alexander, A. and Hosea, L., 2025. UK’s largest proposed datacentre ‘understating planned water use’. The Guardian. Available from: https://www.theguardian.com/environment/2025/dec/19/uk-largest-proposed-data-centre-planned-water-use-northumberland.

Arianie, M., 2017. Authentic Material and Interactive Activities in EFL Classroom. English Franca, 1(2), pp.115–134. Available from: https://doi.org/10.29240/ef.v1i2.289. DOI: https://doi.org/10.29240/ef.v1i2.289

Bilousova, L.I. and Kolgatin, O., 2012. Criterial choice of the system for computer-based testing of learning achievements. The Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Pedagogy, (5), pp.53–57. Available from: http://dspace.tnpu.edu.ua/handle/123456789/21098/.

Cambridge University Press & Assessment, 2026. Cambridge Dictionary. Available from: https://dictionary.cambridge.org.

Cambridge University Press & Assessment, 2026. Word lists – Cambridge Dictionary. Available from: https://dictionary.cambridge.org/plus/wordlist.

Changkwian, W. and Suppasetseree, S., 2023. The Effects of an MMORPG on Thai EFL University Students’ Reading for Main Ideas. International Journal of Learning, Teaching and Educational Research, 22(6), pp.415–434. Available from: https://doi.org/10.26803/ijlter.22.6.22. DOI: https://doi.org/10.26803/ijlter.22.6.22

Chugai, O. and Pawar, A., 2021. Studying English under COVID-19 quarantine: Ukrainian and Indian students’ perspectives. Advanced Education, 8(17), pp.4–10. Available from: https://doi.org/10.20535/2410-8286.213928. DOI: https://doi.org/10.20535/2410-8286.213928

Dashti, F. and Abdulsalam, H.M., 2025. The influence of social media applications on learning English as a second language. Heliyon, 11(2), p.e41874. Available from: https://doi.org/10.1016/j.heliyon.2025.e41874. DOI: https://doi.org/10.1016/j.heliyon.2025.e41874

Gabbatt, A., 2025. Bill Gates says climate crisis won’t cause ‘humanity’s demise’ in call to shift focus to ‘improving lives’. The Guardian. Available from: https://www.theguardian.com/us-news/2025/oct/28/bill-gates-climate-crisis-pivot.

Halim, T. and Shah, S.R.A., 2021. EFL Learners’ Perspectives Towards Online Reading Module of IELTS: A Study at Tertiary Level. Journal of Language Teaching and Research, 12(6), pp.942–947. Available from: https://doi.org/10.17507/JLTR.1206.10. DOI: https://doi.org/10.17507/jltr.1206.10

Harvey, F., 2026. National security plans must adapt to avoid ‘new world disorder’, says UN climate chief. The Guardian. Available from: https://www.theguardian.com/environment/2026/feb/12/security-strategies-ignoring-climate-crisis-are-dangerously-narrow-un-climate-chief-says.

Hellystia, D., 2025. Online directed activities related to texts (DARTs) for EFL reading comprehension in the university context. MEXTESOL Journal, 49(1). Available from: https://doi.org/10.61871/mj.v49n1-1. DOI: https://doi.org/10.61871/mj.v49n1-1

Kamaruddin, S.F. and Kaur, N., 2023. Reading anxiety in online classroom among Malaysian university learners: Lessons from pandemic to post pandemic era. International Journal of English Language and Literature Studies, 12(1), pp.45–59. Available from: https://doi.org/10.55493/5019.v12i1.4706. DOI: https://doi.org/10.55493/5019.v12i1.4706

Karpyuk, O., 2018. English (the 10th year of studies): A textbook for the tenth form of secondary schools. Standard level. Ternopil: Aston. Available from: https://files.pidruchnyk.com.ua/uploads/book/10-klas-anglijska-mova-karpjuk-2018.pdf.

Karpyuk, O., 2019. English (the 11th year of studies): A textbook for the eleventh form of secondary schools. Standard level. Ternopil: Aston. Available from: https://files.pidruchnyk.com.ua/uploads/book/11-klas-anglijska-mova-karpjuk-2019.pdf.

Kolgatin, O.H., 2025. Vocabulary Trainer. Available from: https://kolgatin2.pythonanywhere.com/.

Kolhatin, O., 2008. Automated pedagogical diagnostics in modern university. Information Technologies and Learning Tools, 8(4). Available from: https://doi.org/10.33407/itlt.v8i4.101. DOI: https://doi.org/10.33407/itlt.v8i4.101

Luís, A.R., 2024. Examining Adaptation Practices in English Language Textbooks: A Closer Look at Authenticity. Journal of English Studies, 22, pp.199–218. Available from: https://doi.org/10.18172/jes.5932. DOI: https://doi.org/10.18172/jes.5932

Milmo, D., 2025. Boom or bubble? Inside the $3tn AI datacentre spending spree. The Guardian. Available from: https://www.theguardian.com/technology/2025/nov/02/global-datacentre-boom-investment-debt.

Ministry of Education and Science of Ukraine, 2017. Foreign Language Curricula for General Secondary Education Institutions and Specialized Schools with Intensive Language Study. Grades 10–11. Approved by the Decree of the Ministry of Education and Science No. 1407, dated 23 October 2017. Available from: https://mon.gov.ua/static-objects/mon/sites/1/zagalna%20serednya/programy-10-11-klas/2018-2019/inozemni-movi-10-11-19.09.2017.pdf.

Ministry of Health of Ukraine, 2020. Sanitary regulations for general secondary education institutions. Approved by the Decree of the Ministry of Education and Science No. 2205, dated 25 September 2020. Available from: https://zakon.rada.gov.ua/laws/show/z1111-20#Text.

Muftah, M., 2022. Impact of social media on learning English language during the COVID-19 pandemic. PSU Research Review, 8(1), pp.211–226. Available from: https://doi.org/10.1108/PRR-10-2021-0060. DOI: https://doi.org/10.1108/PRR-10-2021-0060

Niranjan, A., 2026. Claims that AI can help fix climate dismissed as greenwashing. The Guardian. Available from: https://www.theguardian.com/technology/2026/feb/17/tech-companies-traditional-ai-generative-climate-breakdown-report.

Oxford University Press, 2026. Oxford Learner’s Dictionaries. Available from: https://www.oxfordlearnersdictionaries.com/.

Pinandito, A., Wulandari, C.P., Prasetya, D.D., Hirashima, T., Hayashi, Y. and Az-Zahra, H.M., 2021. Students’ acceptance towards kit-build concept map authoring tool in supporting learning of english reading comprehension. Proceedings of the 5th International Conference on Sustainable Information Engineering and Technology. New York, NY, USA: Association for Computing Machinery, SIET ’20, p.158–164. Available from: https://doi.org/10.1145/3427423.3427464. DOI: https://doi.org/10.1145/3427423.3427464

Raja, P., Setiyadi, A.B. and Riyantika, F., 2021. The Correlation Between Perceptions on the Use of Online Digital Interactive Media and Reading Comprehension Ability. International Journal of English Language and Literature Studies, 10(4), pp.292–319. Available from: https://doi.org/10.18488/journal.23.2021.104.292.319. DOI: https://doi.org/10.18488/journal.23.2021.104.292.319

Reflianto, Setyosari, P., Kuswandi, D. and Widiati, U., 2021. Reading Comprehension Skills: The Effect of Online Flipped Classroom Learning and Student Engagement During the COVID-19 Pandemic. European Journal of Educational Research, 10(4), pp.1613–1624. Available from: https://doi.org/10.12973/EU-JER.10.4.1613. DOI: https://doi.org/10.12973/eu-jer.10.4.1613

Solati, A., Amani, A. and Armat, M.R., 2024. Impact of learning environment on reading anxiety: a study of medical students in online and traditional settings. BMC Medical Education, 24(1), p.1502. Available from: https://doi.org/10.1186/s12909-024-06516-6. DOI: https://doi.org/10.1186/s12909-024-06516-6

The Guardian, 2022. Open Licence Terms. Available from: https://www.theguardian.com/info/2022/nov/01/open-licence-terms.

The Guardian, 2025. The Guardian style guide. Available from: https://www.theguardian.com/info/series/the-guardian-style-guide.

Wang, Y., 2023. Enhancing English reading skills and self-regulated learning through online collaborative flipped classroom: a comparative study. Frontiers in Psychology, 14, p.1255389. Available from: https://doi.org/10.3389/fpsyg.2023.1255389. DOI: https://doi.org/10.3389/fpsyg.2023.1255389

Wooclap, 2025. Wooflash. Available from: https://www.wooflash.com/en/student/.

Xia, Z., Chen, C.H., Kuo, J.Y. and Zhang, M., 2025. How Do Stress Situations Affect Higher-Level Text Processing in L1 and L2 Readers? An Eye-Tracking Study. Journal of Eye Movement Research, 18(2), p.7. Available from: https://doi.org/10.3390/jemr18020007. DOI: https://doi.org/10.3390/jemr18020007

Zhang, Y., Hashim, H., Sulaiman, N.A. and Karim, A.A., 2025. Enhancing EFL Students’ Reading Competence through a Community of Inquiry-Based Mobile-Assisted Extensive Reading Approach. International Journal of Learning, Teaching and Educational Research, 24(8), pp.517–540. Available from: https://doi.org/10.26803/ijlter.24.8.22. DOI: https://doi.org/10.26803/ijlter.24.8.22

Zhao, Q. and Nazir, S., 2022. English Multimode Production and Usage by Artificial Intelligence and Online Reading for Sustaining Effectiveness. Mobile Information Systems, 2022(1), p.6780502. Available from: https://doi.org/10.1155/2022/6780502. DOI: https://doi.org/10.1155/2022/6780502