Underpinning Gibbs' reflective framework, this qualitative scrutiny documented the encountered shortcomings and advantages written in the participants' journals. As a result, many of them were not familiar with this application. Skype, an online application released in 2003, was not widely used by the participants in this study as their synchronous virtual English Language Learning (ELL) platform. Since numbers of ELT webinars have been flourishing throughout the corona pandemic situation in 2020, the utilization of diverse online platforms to facilitate the events has also been growing. This present study reports 30 students' first learning experiences when using Skype in an English Language Teaching (ELT) webinar series. This study might offer new insight on the most appropriate and beneficial oral testing system for students and staff. To minimise the disadvantages of this format, recommendations for teachers and students were offered.
Overall, students were more than satisfied with the online format, and the results were similar, if not better, than in previous years.
The findings indicate that emergency transition to the new format did not affect students’ satisfaction or results of the presentation. A mixed-method approach using quantitative and qualitative data was employed. Data were collected using a researcher-made questionnaire consisted of 3 sections and 12 items. Fifty-five students aged 20-22 years old, level B2-C1 in English, in their fourth year of a Business Informatics Bachelor’s programme at HSE University, Moscow, were surveyed regarding their end-of-course assessment experience, which involved a Skype online presentation, rather than the usual face-to-face presentation. This study conducted in an EFL setting investigates students’ perception of the thesis proposal presentation in an online format due to safety concerns during the Covid-19 pandemic.
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