Integrating technology in ELT as a means to enhance language teaching presupposes that teachers have acquired necessary technology skills. In pre-service teacher education often the acquisition of technology skills takes place independent of other content making it rather difficult for students to perceive how technology can be applied in other areas, or how they can experience the benefits of its integration. Consequently, for in-service teachers, the integration of technology in their work depends on their knowledge of technology, knowledge of how to integrate it in language teaching, their confidence, motivation, enthusiasm, and opportunity to do so given the pressure of reaching learning outcomes within a limited time. The paper presents an action research focusing on the integration of technology in pre-service language teacher education. The driving force of action research is the need to improve teaching in three areas: (1) enrichment of course syllabus with technology; (2) student acquisition of technology skills; (3) the possibility of collaborative interdisciplinary team teaching at university level. In addition to reaching the intended aims in each segment of the intervention, the outcome of this action research is the widening of the project to include others affected by the practice, i.e. students themselves, their peers, and consequently their future students and their colleagues.
The paper presents the results of an investigation into the use of the European Portfolio for Student Teachers of Languages (EPOSTL) as part of the ELT methodology courses which are part of the Integrated Undergraduate and Graduate University Programme of Study of Primary Education and the English Language at the Faculty of Teacher Education in Zagreb. The EPOSTL is a self-assessment and reflection tool designed by the Council of Europe for students undergoing initial teacher education and thus includes teaching competences relevant for language teachers in the whole European area of education. Its use should contribute to raising awareness of both generic and specific teaching competences and of the necessity to link initial teacher education and continuous professional development. The EPOSTL has been applied in the Programme within the framework of ELT methodology courses since the 2009/10 academic year.The authors also present the findings of the analysis of students’ feedback on the use of the EPOSTL. The feedback revealed aspects of the EPOSTL which proved to be problematic for student. Having conducted such a study gives teachers involved the opportunity to modify and improve particular aspects of the use of the EPOSTL in order to reach the aims set.Key words: ELT methodology courses, reflection, self-assessment, teaching competences, the EPOSTL. --- SažetakRad prikazuje rezultate istraživanja upotrebe Europskog portfolija za obrazovanje nastavnika jezika (EPONAJ) kao dijela metodičkih kolegija poučavanja engleskog jezika u okviru Integriranog preddiplomskog i diplomskog sveučilišnog studija primarnog obrazovanja i engleskog jezika na Učiteljskom fakultetu u Zagrebu. EPONAJ je alat za samoprocjenu i promišljanje koji je Vijeće Europe osmislilo za studente buduće učitelje jezika pa stoga sadrži učiteljske kompetencije koje su važne za učitelje jezika u cjelokupnoj sferi obrazovanja u Europi. Njegova upotreba trebala bi pridonijeti ne samo razvijanju svijesti studenata o generičkim i specifičnim učiteljskim kompetencijama već i osvještavanju potrebe povezivanja početnog obrazovanja učitelja s trajnim stručnim usavršavanjem. EPONAJ se u studiju koristi u okviru metodičkih kolegija poučavanja engleskog jezika od 2009./2010. godine.Autorice nadalje prikazuju rezultate analize studentskih upitnika o upotrebi EPONAJ-a, koja je ukazala na neke njegove aspekte koji su se pokazali problematičnima za studente. Provođenje istraživanja pruža voditeljima kolegija priliku da promijene i poboljšaju određene aspekte upotrebe EPONAJ-a kako bi se u potpunosti ostvarili postavljeni ciljevi.Ključne riječi: metodički kolegiji poučavanja engleskog jezika; promišljanje; samoprocjena; Europski portfolio za obrazovanje nastavnika jezika; učiteljske kompetencije.
Feedback is a constituent part of three assessment approaches: assessment for/as/of learning. Feedback about students' learning and performance differs in the three approaches with respect to manner and purpose. Feedback associated with assessment of learning is representative of the traditional way of teaching, its role reduced to mere reporting of a score or grade. However, in the context of assessment for learning and assessment as learning, feedback plays a more significant role. It implies having a clear understanding of how, when and why feedback is given in addition to involving students in giving feedback. This preliminary research on a sample of primary school English language teachers in croatia focuses on tendencies in giving feedback and some general characteristics of feedback given to students within the assessment for learning approach. teachers' estimates of their competence in providing feedback and their needs in this particular area of assessment are revealed. The results will pinpoint areas which require further research for the purpose of more closely adhering to the principles of assessment for learning and assessment as learning in English language teaching.Keywords: assessment approaches; assessment for learning; feedback; formative assessment Smernice in značilnosti dajanja povratnih informacij pri pouku angleščine v osnovni šoli POvZEtEK Povratne informacije so sestavni del treh ocenjevalnih pristopov: ocenjevanje za učenje/kot učenje/ učenja. Podajanje povratnih informacij o učenju in uspešnosti se v teh pristopih razlikuje glede načina in namena. Povratne informacije v okviru ocenjevanja učenja so značilne za tradicionalni način učenja; njihova vloga je zmanjšana zgolj na točkovanje in ocene. Nasprotno pa je vloga povratnih informacij v ocenjevanju za učenje in ocenjevanju kot učenju mnogo bolj pomembna. Povezana je z jasnim razumevanjem, kako, kdaj in zakaj so povratne informacije podane, hkrati pa so v podajanje povratnih informacij vključeni tudi študenti. v predhodni raziskavi, v kateri je sodelovalo nekaj osnovnošolskih učiteljev angleščine na Hrvaškem, smo ugotavljali smernice in splošne značilnosti pri podajanju povratnih informacij v okviru pristopa ocenjevanja za učenje. Učitelji so ocenjevali svoje kompetence pri podajanju povratnih informacij in predstavili svoje potrebe pri tej vrsti ocenjevanja. Rezultati so pokazali področja, kjer je potrebno nadaljnje raziskovanje za zagotovitev boljšega upoštevanja načel ocenjevanja za učenje in ocenjevanja kot učenja pri pouku angleškega jezika.
Speaking is a language skill that dominates the notion of communicative language competence. Language teachers, especially early starters’ pre-service teachers, should undergo very intensive programmes of pronunciation practice as they will in many cases present the only models for their learners to imitate (Vilke 1993). To develop such fluency in speaking and propositional accuracy, students and prospective teachers should not only use but also be aware of a range of speaking strategies. This study examines pre-service EFL teachers’ perceived use of speaking strategies, as defined in the Oral Communication Strategy Inventory (Nakatani 2006). Since previous studies have identified various factors associated with learners' strategy use, we focused on determining whether the participants’ perceived strategy use is related to their EFL and speaking proficiency and their preference for engaging in speaking activities in their EFL classes. The results confirmed rather high strategy use, but the relation between the tested variables was only partially confirmed.
The authors present the results of continuous research of the influence of teaching methodology courses on the development of self-awareness and teaching competences of students of Primary Teacher Education with the English Language at the Faculty of Teacher Education, Zagreb, Croatia. The previous stages of the research focused primarily on the analysis of the aims and learning outcomes of the Teaching Practice Course: its impact on developing student self-awareness and the target competences of the Course, which would enable students to apply the acquired theory and successfully plan, prepare and teach English in primary schools. As the findings indicated that the student-teachers perceived the impact of the Course had been significant, the authors continued the research to establish the extent to which the Course had influenced the development of some generic and specific teaching competences, students' opinions regarding the significance of these competences and the theory acquired during their study. The comparative analysis of the questionnaires, which the fifth-year students in the two consecutive academic years, 2010/2011 and 2011/2012, had completed during the initial and final sessions of the Course, established that the Integrated Undergraduate and Graduate University Study for Primary Teacher Education with English raised students’ awareness of the significance of both sets of competences and of the theory acquired during the study. In addition, the Course itself had influenced in a positive way the students' opinions regarding these competences and the theory acquired. Moreover, during the Course students further developed all generic and specific competences, excepting the ability to use the European Language Portfolio.Key words: generic teaching competences; pre-service teacher education; specific teaching competences; Teaching Practice Course; teaching competences---SažetakAutorice će prikazati rezultate treće faze kontinuiranog istraživanja percepcije utjecaja metodičkih kolegija na razvoj samosvijesti i kompetencija studenata primarnog obrazovanja i engleskog jezika na Učiteljskom fakultetu u Zagrebu. Prethodne faze ovog istraživanja, započetog s prvom generacijom studenata koji studiraju prema bolonjskom procesu, bile su usredotočene uglavnom na analizu ostvarenih ciljeva i postignuća kolegija Metodičke vježbe nastave engleskog jezika, drugim riječima na utjecaj kolegija na razvoj samosvijesti studenata i, posljedično, na razvoj ciljnih kompetencija kolegija, koje će studentima omogućiti primjenu teorijskih znanja i uspješno planiranje, pripremu i izvedbu nastave engleskog jezika u osnovnoj školi. Kako su analize rezultata pokazale da je prema percepciji studenata-učitelja utjecaj kolegija bio značajan, autorice su potaknute tim rezultatima nastavile istraživanje s ciljem utvrđivanja stupnja do kojeg je kolegij utjecao na razvoj nekih od generičkih i specifičnih kompetencija važnih za učitelje engleskog jezika i na oblikovanje mišljenja studenata o važnosti tih kompetencija i pojedinih područja znanja stjecanih tijekom cjelokupnog studija. Usporedba rezultata analize upitnika koje su studenti pete godine dviju uzastopnih akademskih godina, 2010./2011. i 2011./2012., ispunili na početku i kraju kolegija Metodičke vježbe nastave engleskog jezika, pokazala je da je integrirani preddiplomski i diplomski sveučilišni Učiteljski studij s engleskim jezikom prema njihovoj procjeni utjecao na razvijanje svijesti studenata o važnosti generičkih i specifičnih kompetencija i područja znanja stjecanih tijekom studija. Nadalje, pokazalo se da je i sam kolegij pozitivno utjecao na mišljenja studenata o važnosti navedenih kompetencija i područja znanja. Isto tako, tijekom kolegija studenti su, prema vlastitom mišljenju, dodatno razvili sve generičke i specifične kompetencije (osim sposobnosti služenja Europskim jezičnim portfolijem). Ključne riječi: generičke kompetencije; obrazovanje učitelja engleskog jezika; specifične kompetencije; metodičke vježbe; učiteljske kompetencije
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