Hackathon in Differentiated English for Specific Purposes Instruction of Information Technology Students





hackathon, scaffolding, IT students, foreign language communication competence in speaking and writing, differentiated English for Specific Purposes instruction


The current study aims to check the effectiveness of differentiated ESP instruction using the hackathon. This study used the mixed research method. The participants of the study were 24 Information Technology (IT) students of the Physics and Technology Institute of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” who voluntarily took part in the study in 2022-2023. They were divided into two experimental groups and differentiated according to the social roles and the level of English language proficiency. Sensory, interactive and graphic scaffolding as the temporary assistance was integrated in the educational process. As shown by the results of the experimental learning, the second group, where the IT students performed auxiliary roles and the duration of scaffolding use was defined by both students and teachers, demonstrated significantly better results than the first group, where the IT students performed auxiliary roles and the duration of scaffolding use was defined by IT students only. Scaffolding should be regulated by both the teacher and the students. It was concluded that the use of hackathon with a focus on learners’ differentiation helps to diversify ESP learning at technical university and facilitates the development of professional communicative skills (speaking and writing) as well as other soft and hard skills.


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Author Biography

Oksana Synekop, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”

Department of English for Specific Purposes


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How to Cite

Synekop, O. (2023). Hackathon in Differentiated English for Specific Purposes Instruction of Information Technology Students. Multidisciplinary Journal for Education, Social and Technological Sciences, 10(2), 77–93. https://doi.org/10.4995/muse.2023.19966