Lecture Notes in Networks and Systems - New Technologies, Development and Application VI, 2023
Online learning and teaching have become mandatory during the past several years due to the COVID... more Online learning and teaching have become mandatory during the past several years due to the COVID-19 pandemic, and it has brought many changes to the educational process. The use of online learning platforms and applications possibly affected students' motivation and engagement in different areas of studying. Following the findings of previous pre-pandemic research on students' motivation and language learning strategies, a new pilot research was conducted among first- and second-year undergraduate students at the University of Slavonski Brod in Croatia who are non-English majors with an aim to identify the effects of e-learning on their motivation and intended effort to learn English as a foreign language (EFL), as well as their emotional engagement and their choice of language learning strategies. The author used the L2 Motivational Self System (L2MSS), the Strategy Inventory for Language Learning (SILL) and the Emotional Engagement scales to identify the statistically significant relationships to students' previous experiences in learning EFL. The research serves as a pilot study for the larger-scope investigation of those relationships among other students who are non-English majors, with variables of age and English for generic and specific purposes as possibly relevant factors.
Online learning settings, as a direct consequence of the COVID-19 pandemic, have undoubtedly affe... more Online learning settings, as a direct consequence of the COVID-19 pandemic, have undoubtedly affected parameters for achieving learning outcomes. English as a foreign language and English as a second language have been much debated in relation to motivation, learning strategies, and anxiety in face-to-face and, lately, in distant and e-learning settings. The author explored the matter further by applying the emotional engagement factor to the equation. The research was conducted among first-, second-, and fifth-year students of a non-English major at the University of Slavonski Brod in Croatia. The outlined results will clarify the correlation of the Strategy Inventory for Language Learning (SILL) Scale, the Second Language Motivational Self System (L2MSS) Scale, and the Emotional Engagement (EE) Scale results obtained from participants who had previous experience of online classes during secondary or tertiary education levels.
During March of 2021. fifteen graduate students of Early and Preschool Education participated in ... more During March of 2021. fifteen graduate students of Early and Preschool Education participated in research aiming to investigate their self-assessment of the competences they had gained during an online English as a foreign language (EFL) practicum at University of Slavonski Brod in Croatia. The results were compared to the results of tests during the evaluation of the outcomes they had achieved at the end of the semester. The comparison revealed that although participants expressed satisfaction with the progress they had made in all four language skills and they accurately evaluated their competence in translation tasks, they were overconfident in their knowledge of English language syntax. The paper presents the overall results of the gathered data but also the standpoints on which to base hypotheses for further larger scope research which would relate to language learning strategies and affective filters in an online learning setting among university students during the Covid-19 epidemic times.
How students with dyslexia are positioned by their language teachers and what roles teachers assu... more How students with dyslexia are positioned by their language teachers and what roles teachers assume when working with this group of students have rarely been investigated. In this study, using positioning theory as a theoretical framework and collecting data by means of an in-depth semi-structured interview and lesson observations, which were subsequently coded, we enquired about the positioning of 10 in-service Croatian primary and secondary school teachers. We wanted to know how teacher participants positioned students with dyslexia and how they positioned themselves towards this group of students. The analysis revealed that participants expressed positive attitudes, whereas their positioning was diverse. Participants positioned themselves as caring teachers and teachers of all learners. By recognising various learner needs, they created an inclusive learning environment by adapting teaching approaches and providing accommodations. However, this caring resulted in emotion labour, ...
During the first term of the school year 2018/2019, a student of the second grade of primary scho... more During the first term of the school year 2018/2019, a student of the second grade of primary school with specific difficulties in the development of motor skills and unspecific difficulties in speech and language, who enrolled in the first grade with one - year delay, was taught English as a foreign language with a multisensory, direct and structured method. The student accomplished only 33% of accuracy in the initial test, which assessed listening with understanding, reading with understanding and writing skills. After the application of the mentioned method, the student accomplished 87% accuracy on the subsequent test. The findings of this research suggest the efficacy of the multisensory, structured and direct method of teaching SEN students and the need of its implementation in the education of students in lower grades of primary school. Many legal acts enact teachers to teach SEN students in the way which is in concordance with the students´ abilities and which enables them to accomplish educational goals.
The article depicts different examples of typical mistakes students of early English as a foreign... more The article depicts different examples of typical mistakes students of early English as a foreign language learning make during their first years of schooling in Croatia and which are an attempt to prove the possible existence of the Universal grammar. Through those examples of mistakes in simple utterances in Simple Present Tense and Present Continuous Tense, the author tried to gather evidence of Setting and Resetting of Parameters Hypothesis.
How students with dyslexia are positioned by their language teachers and what roles teachers assu... more How students with dyslexia are positioned by their language teachers and what roles teachers assume when working with this group of students have rarely been investigated. In this study, using positioning theory as a theoretical framework and collecting data by means of an indepth semi-structured interview and lesson observations, which were subsequently coded, we enquired about the positioning of 10 in-service Croatian primary and secondary school teachers. We wanted to know how teacher participants positioned students with dyslexia and how they positioned themselves towards this group of students. The analysis revealed that participants expressed positive attitudes, whereas their positioning was diverse. Participants positioned themselves as caring teachers and teachers of all learners. By recognising various learner needs, they created an inclusive learning environment by adapting teaching approaches and providing accommodations. However, this caring resulted in emotion labour, with both emotional costs and rewards. These results imply that teaching students with dyslexia may be challenging, and we hope that discussing teacher positioning in this context can help educators better understand teacher agency when working with students with SpLDs.
According to Sir Jim Rose's report (2009), dyslexia is a learning difficulty that primarily affec... more According to Sir Jim Rose's report (2009), dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. The main characteristics of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Early signs of dyslexia can be recognized in preschool age and they include word mispronunciation, limited vocabulary, poor rhyming skills and difficulty in following instructions. The formal diagnosis of dyslexia can be made after the first grade therefore it is crucial that class teachers are able to recognize the early signs of dyslexia. This is important for early diagnosis and intervention which are key factors for successful integration of students with dyslexia. The quality of class teachers' education in Croatia has been the aim of several research
Individualni čimbenici utječu na izbor strategija učenja jezika. Među najčešće istraženim čimbeni... more Individualni čimbenici utječu na izbor strategija učenja jezika. Među najčešće istraženim čimbenicima su dob, spol, motivacija, stil učenja, kulturno naslijeđe, etnicitet i jezično umijeće. Brojna su istraživanja koja za cilj imaju definiranje odnosa individualnih čimbenika i strategija učenja jezika, ali nalazi često ukazuju na oprečne rezultate. Analizom dosadašnjih istraživanja odnosa tih varijabli uočava se kako razlike u uzorku i primijenjenoj metodologiji rezultiraju oprečnim nalazima. Neki opći zaključci koji se ipak mogu donijeti služe kao glotodidaktičke smjernice u poučavanju stranog jezika. Pri utvrđivanju najprikladnijih strategija učenja jezika treba uzeti u obzir cijeli skup individualnih osobina učenika kao i vanjske čimbenike koji na njih u tom trenu djeluju. Ključne riječi: individualni čimbenici, strategije učenja jezika, glotodidaktičke smjernice.
Dyslexia, being one of the most common learning difficulties, requires a special approach to teac... more Dyslexia, being one of the most common learning difficulties, requires a special approach to teaching dyslexic students. Methods of teaching such students should be based upon multisensory techniques, while utilizing special teaching aids at the same time. Additional teacher training is crucial, mainly aiming to meet students’ needs, but also to create optimal working environment. A pilot study was carried out on a sample of 90 primary school foreign language teachers, employed in Croatian schools. The aim of the research was to create an instrument that would gather data related to the frequency of teacher’s use of teaching methods, aids and classroom management suitable to dyslexic students. In the final part of the talk, the authors will present and discuss the findings on the participants’ competences in teaching dyslexic learners, taking into account the participants working experience, type and level of education and experience in teaching a foreign language to dyslexic students.
U članku se govori o istraživanjima vezanima uz primjenu uicktionary Reading Pena (skraćeno: QUIR... more U članku se govori o istraživanjima vezanima uz primjenu uicktionary Reading Pena (skraćeno: QUIREP-a) kod učenika s jezičnim teškoćama. Nalazi istraživanja upućuju na višestruku učinkovitost primjene uređaja u nastavi, ali i na njegova ograničenja. Način rada QUIREP-a temelji se na optičkom čitaču, sintesajzeru govora i na govornom prepoznavanju. U sklopu znanstvenog projekta "Računalni jezikoslovni modeli i jezične tehnologije za hrvatski jezik", hrvatski stručnjaci osmišljavaju uređaj koji bi omogućio brzo prevođenje hrvatskog jezika, a QUIREP bi mogao biti upravo to što traže. Zbog svoje prikladne veličine uređaj bi mogao postati nastavno pomagalo namijenjeno učenicima s teškoćama u učenju, a uvođenje istoga u nastavni proces zahtijevalo bi obuku nastavnog kadra za njegovu primjenu.
Proceedings of 17th Mate Demarin Days: Education - The Future Of Civilization, 2018
2015.-2017.godine provedeno je istraživanje na ukupno 363 hrvatska učitelja i nastavnika englesko... more 2015.-2017.godine provedeno je istraživanje na ukupno 363 hrvatska učitelja i nastavnika engleskoga i njemačkoga kao stranoga jezika kako bi se utvrdilo na koji način stječu kompetencije za poučavanje učenika s disleksijom i smatraju li stečeno znanje dovoljnim za poučavanje takvih učenika. U radu su prikazani rezultati analize prvog dijela podataka, a naknadna statistička analiza preostalih prikupljenih podataka pružit će uvid u cjelovitu sliku o kompetencijama učitelja i nastavnika za poučavanje učenika s disleksijom. Analiza je pokazala kako je manje od jedne četvrtine svega ispitanika tijekom studija slušalo kolegije na kojima je bilo govora o disleksiji, a više od pola ih je u sklopu individualnog profesionalnog usavršavanja sudjelovalo na seminarima i radionicama s temom disleksije. Skoro svi ispitanici izrazili su želju za dodatnim usavršavanjem u području poučavanja učenika s disleksijom i smatraju kako stečenom diplomom na visokom učilištu nisu stekli dovoljno kompetencija za poučavanje istih. Zanimljivo je da se internet pokazao kao vodeći izvor informacija o disleksiji, dok se stručna literatura našla na drugom mjestu. Nalazi istraživanja u skladu su s nalazima istraživanja provedenima posljednjih 15 godina na hrvatskim učiteljima i nastavnicima te ukazuju na nedovoljnu obučenost za poučavanje učenika s disleksijom i ostalim teškoćama u učenju kao i na potrebu za obogaćivanjem programa obveznog individualnog usavršavanja.
Lecture Notes in Networks and Systems - New Technologies, Development and Application VI, 2023
Online learning and teaching have become mandatory during the past several years due to the COVID... more Online learning and teaching have become mandatory during the past several years due to the COVID-19 pandemic, and it has brought many changes to the educational process. The use of online learning platforms and applications possibly affected students' motivation and engagement in different areas of studying. Following the findings of previous pre-pandemic research on students' motivation and language learning strategies, a new pilot research was conducted among first- and second-year undergraduate students at the University of Slavonski Brod in Croatia who are non-English majors with an aim to identify the effects of e-learning on their motivation and intended effort to learn English as a foreign language (EFL), as well as their emotional engagement and their choice of language learning strategies. The author used the L2 Motivational Self System (L2MSS), the Strategy Inventory for Language Learning (SILL) and the Emotional Engagement scales to identify the statistically significant relationships to students' previous experiences in learning EFL. The research serves as a pilot study for the larger-scope investigation of those relationships among other students who are non-English majors, with variables of age and English for generic and specific purposes as possibly relevant factors.
Online learning settings, as a direct consequence of the COVID-19 pandemic, have undoubtedly affe... more Online learning settings, as a direct consequence of the COVID-19 pandemic, have undoubtedly affected parameters for achieving learning outcomes. English as a foreign language and English as a second language have been much debated in relation to motivation, learning strategies, and anxiety in face-to-face and, lately, in distant and e-learning settings. The author explored the matter further by applying the emotional engagement factor to the equation. The research was conducted among first-, second-, and fifth-year students of a non-English major at the University of Slavonski Brod in Croatia. The outlined results will clarify the correlation of the Strategy Inventory for Language Learning (SILL) Scale, the Second Language Motivational Self System (L2MSS) Scale, and the Emotional Engagement (EE) Scale results obtained from participants who had previous experience of online classes during secondary or tertiary education levels.
During March of 2021. fifteen graduate students of Early and Preschool Education participated in ... more During March of 2021. fifteen graduate students of Early and Preschool Education participated in research aiming to investigate their self-assessment of the competences they had gained during an online English as a foreign language (EFL) practicum at University of Slavonski Brod in Croatia. The results were compared to the results of tests during the evaluation of the outcomes they had achieved at the end of the semester. The comparison revealed that although participants expressed satisfaction with the progress they had made in all four language skills and they accurately evaluated their competence in translation tasks, they were overconfident in their knowledge of English language syntax. The paper presents the overall results of the gathered data but also the standpoints on which to base hypotheses for further larger scope research which would relate to language learning strategies and affective filters in an online learning setting among university students during the Covid-19 epidemic times.
How students with dyslexia are positioned by their language teachers and what roles teachers assu... more How students with dyslexia are positioned by their language teachers and what roles teachers assume when working with this group of students have rarely been investigated. In this study, using positioning theory as a theoretical framework and collecting data by means of an in-depth semi-structured interview and lesson observations, which were subsequently coded, we enquired about the positioning of 10 in-service Croatian primary and secondary school teachers. We wanted to know how teacher participants positioned students with dyslexia and how they positioned themselves towards this group of students. The analysis revealed that participants expressed positive attitudes, whereas their positioning was diverse. Participants positioned themselves as caring teachers and teachers of all learners. By recognising various learner needs, they created an inclusive learning environment by adapting teaching approaches and providing accommodations. However, this caring resulted in emotion labour, ...
During the first term of the school year 2018/2019, a student of the second grade of primary scho... more During the first term of the school year 2018/2019, a student of the second grade of primary school with specific difficulties in the development of motor skills and unspecific difficulties in speech and language, who enrolled in the first grade with one - year delay, was taught English as a foreign language with a multisensory, direct and structured method. The student accomplished only 33% of accuracy in the initial test, which assessed listening with understanding, reading with understanding and writing skills. After the application of the mentioned method, the student accomplished 87% accuracy on the subsequent test. The findings of this research suggest the efficacy of the multisensory, structured and direct method of teaching SEN students and the need of its implementation in the education of students in lower grades of primary school. Many legal acts enact teachers to teach SEN students in the way which is in concordance with the students´ abilities and which enables them to accomplish educational goals.
The article depicts different examples of typical mistakes students of early English as a foreign... more The article depicts different examples of typical mistakes students of early English as a foreign language learning make during their first years of schooling in Croatia and which are an attempt to prove the possible existence of the Universal grammar. Through those examples of mistakes in simple utterances in Simple Present Tense and Present Continuous Tense, the author tried to gather evidence of Setting and Resetting of Parameters Hypothesis.
How students with dyslexia are positioned by their language teachers and what roles teachers assu... more How students with dyslexia are positioned by their language teachers and what roles teachers assume when working with this group of students have rarely been investigated. In this study, using positioning theory as a theoretical framework and collecting data by means of an indepth semi-structured interview and lesson observations, which were subsequently coded, we enquired about the positioning of 10 in-service Croatian primary and secondary school teachers. We wanted to know how teacher participants positioned students with dyslexia and how they positioned themselves towards this group of students. The analysis revealed that participants expressed positive attitudes, whereas their positioning was diverse. Participants positioned themselves as caring teachers and teachers of all learners. By recognising various learner needs, they created an inclusive learning environment by adapting teaching approaches and providing accommodations. However, this caring resulted in emotion labour, with both emotional costs and rewards. These results imply that teaching students with dyslexia may be challenging, and we hope that discussing teacher positioning in this context can help educators better understand teacher agency when working with students with SpLDs.
According to Sir Jim Rose's report (2009), dyslexia is a learning difficulty that primarily affec... more According to Sir Jim Rose's report (2009), dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling. The main characteristics of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Early signs of dyslexia can be recognized in preschool age and they include word mispronunciation, limited vocabulary, poor rhyming skills and difficulty in following instructions. The formal diagnosis of dyslexia can be made after the first grade therefore it is crucial that class teachers are able to recognize the early signs of dyslexia. This is important for early diagnosis and intervention which are key factors for successful integration of students with dyslexia. The quality of class teachers' education in Croatia has been the aim of several research
Individualni čimbenici utječu na izbor strategija učenja jezika. Među najčešće istraženim čimbeni... more Individualni čimbenici utječu na izbor strategija učenja jezika. Među najčešće istraženim čimbenicima su dob, spol, motivacija, stil učenja, kulturno naslijeđe, etnicitet i jezično umijeće. Brojna su istraživanja koja za cilj imaju definiranje odnosa individualnih čimbenika i strategija učenja jezika, ali nalazi često ukazuju na oprečne rezultate. Analizom dosadašnjih istraživanja odnosa tih varijabli uočava se kako razlike u uzorku i primijenjenoj metodologiji rezultiraju oprečnim nalazima. Neki opći zaključci koji se ipak mogu donijeti služe kao glotodidaktičke smjernice u poučavanju stranog jezika. Pri utvrđivanju najprikladnijih strategija učenja jezika treba uzeti u obzir cijeli skup individualnih osobina učenika kao i vanjske čimbenike koji na njih u tom trenu djeluju. Ključne riječi: individualni čimbenici, strategije učenja jezika, glotodidaktičke smjernice.
Dyslexia, being one of the most common learning difficulties, requires a special approach to teac... more Dyslexia, being one of the most common learning difficulties, requires a special approach to teaching dyslexic students. Methods of teaching such students should be based upon multisensory techniques, while utilizing special teaching aids at the same time. Additional teacher training is crucial, mainly aiming to meet students’ needs, but also to create optimal working environment. A pilot study was carried out on a sample of 90 primary school foreign language teachers, employed in Croatian schools. The aim of the research was to create an instrument that would gather data related to the frequency of teacher’s use of teaching methods, aids and classroom management suitable to dyslexic students. In the final part of the talk, the authors will present and discuss the findings on the participants’ competences in teaching dyslexic learners, taking into account the participants working experience, type and level of education and experience in teaching a foreign language to dyslexic students.
U članku se govori o istraživanjima vezanima uz primjenu uicktionary Reading Pena (skraćeno: QUIR... more U članku se govori o istraživanjima vezanima uz primjenu uicktionary Reading Pena (skraćeno: QUIREP-a) kod učenika s jezičnim teškoćama. Nalazi istraživanja upućuju na višestruku učinkovitost primjene uređaja u nastavi, ali i na njegova ograničenja. Način rada QUIREP-a temelji se na optičkom čitaču, sintesajzeru govora i na govornom prepoznavanju. U sklopu znanstvenog projekta "Računalni jezikoslovni modeli i jezične tehnologije za hrvatski jezik", hrvatski stručnjaci osmišljavaju uređaj koji bi omogućio brzo prevođenje hrvatskog jezika, a QUIREP bi mogao biti upravo to što traže. Zbog svoje prikladne veličine uređaj bi mogao postati nastavno pomagalo namijenjeno učenicima s teškoćama u učenju, a uvođenje istoga u nastavni proces zahtijevalo bi obuku nastavnog kadra za njegovu primjenu.
Proceedings of 17th Mate Demarin Days: Education - The Future Of Civilization, 2018
2015.-2017.godine provedeno je istraživanje na ukupno 363 hrvatska učitelja i nastavnika englesko... more 2015.-2017.godine provedeno je istraživanje na ukupno 363 hrvatska učitelja i nastavnika engleskoga i njemačkoga kao stranoga jezika kako bi se utvrdilo na koji način stječu kompetencije za poučavanje učenika s disleksijom i smatraju li stečeno znanje dovoljnim za poučavanje takvih učenika. U radu su prikazani rezultati analize prvog dijela podataka, a naknadna statistička analiza preostalih prikupljenih podataka pružit će uvid u cjelovitu sliku o kompetencijama učitelja i nastavnika za poučavanje učenika s disleksijom. Analiza je pokazala kako je manje od jedne četvrtine svega ispitanika tijekom studija slušalo kolegije na kojima je bilo govora o disleksiji, a više od pola ih je u sklopu individualnog profesionalnog usavršavanja sudjelovalo na seminarima i radionicama s temom disleksije. Skoro svi ispitanici izrazili su želju za dodatnim usavršavanjem u području poučavanja učenika s disleksijom i smatraju kako stečenom diplomom na visokom učilištu nisu stekli dovoljno kompetencija za poučavanje istih. Zanimljivo je da se internet pokazao kao vodeći izvor informacija o disleksiji, dok se stručna literatura našla na drugom mjestu. Nalazi istraživanja u skladu su s nalazima istraživanja provedenima posljednjih 15 godina na hrvatskim učiteljima i nastavnicima te ukazuju na nedovoljnu obučenost za poučavanje učenika s disleksijom i ostalim teškoćama u učenju kao i na potrebu za obogaćivanjem programa obveznog individualnog usavršavanja.
The study included 15 teachers of English as a foreign language (EFL teachers) in all phases of c... more The study included 15 teachers of English as a foreign language (EFL teachers) in all phases of compulsory education in Croatia. The aim of our research was to identify the knowledge and practice of EFL teachers in regard to teaching pupils with dyslexia, as well as their needs in this regard with the view of a future vocational training. The data were collected through class observation and a one-to-one semi-structured interview. The results have shown that EFL teachers in Croatia are familiar with specific learning difficulties, use some approaches which are recommended in teaching a foreign language to pupils with dyslexia, and are aware of some accommodations they can offer to their dyslexic pupils. Yet, their knowledge about how dyslexia affects foreign language acquisition and what teaching methods are recommended is incomplete and thus may affect their in-class practice. As a result, inconsistency occurs and individual learning needs of pupils with dyslexia are met only to a certain extent, which further may affect these pupils’ progress and attainment in the subject. The findings have also showed that EFL teachers wish more specific information regarding teaching a foreign language to dyslexic pupils, which is a call for a bespoke vocational training.
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and language, who enrolled in the first grade with one - year delay, was taught English as a foreign language with a multisensory, direct and structured method. The student accomplished only 33% of accuracy in the initial test, which assessed listening with understanding, reading with
understanding and writing skills. After the application of the mentioned method, the student accomplished 87% accuracy on the subsequent test. The findings of this research suggest the efficacy of the multisensory, structured and direct method of teaching SEN students and the need
of its implementation in the education of students in lower grades of primary school. Many legal acts enact teachers to teach SEN students in the way which is in concordance with the students´ abilities and which enables them to accomplish educational goals.
mistakes in simple utterances in Simple Present Tense and Present Continuous Tense, the author tried to gather evidence of Setting and Resetting of Parameters Hypothesis.
primjenu.
and language, who enrolled in the first grade with one - year delay, was taught English as a foreign language with a multisensory, direct and structured method. The student accomplished only 33% of accuracy in the initial test, which assessed listening with understanding, reading with
understanding and writing skills. After the application of the mentioned method, the student accomplished 87% accuracy on the subsequent test. The findings of this research suggest the efficacy of the multisensory, structured and direct method of teaching SEN students and the need
of its implementation in the education of students in lower grades of primary school. Many legal acts enact teachers to teach SEN students in the way which is in concordance with the students´ abilities and which enables them to accomplish educational goals.
mistakes in simple utterances in Simple Present Tense and Present Continuous Tense, the author tried to gather evidence of Setting and Resetting of Parameters Hypothesis.
primjenu.