TEACHER'S FACILITATING OF THE STUDENTS' LEARNING AUTONOMY DURING THE WAR VIA VIDEO AIDS: A CASE STUDY OF THE ENGLISH METHODOLOGY TEACHING

Abstract

Abstract. This article aims to cover the teacher's role as a guide and facilitator for students’ learning autonomy development by using video aids. The resources and tools for creating and sharing such aids are described. The methodology includes the research method of a case study to investigate the benefits of video aids usage for teaching English Methodology teaching course during martial law. Investigating this issue, the author used a survey as the main research method which was suggested to students for quantitative and qualitative analysis. The analysis of the respondents’ answers and experience with the video aids use during the war made it possible to answer the research question if this technology is useful and worth implementing in the educational process. The results of the research showed that video aids are helpful and have a number of benefits but they cannot replace live online or traditional offline lessons. The main problem that was defined by students is a lack of communication between students and the teacher. But video aids are very important if such communication is impossible because of war or any other extraordinary reasons.