The paper deals with the effects of Big Five Personality Traits and Fear of Negative Evaluation on Foreign Language Anxiety. The research problem relates to the way in which foreign language anxiety (FLA) is conditioned by certain personality traits when applying the Big Five Model, based on statistically controlled variables such as self-assessment of language mastery, fluency, frequency of reading texts in English, and length of language learning. This problem has been rather neglected in research so far.

Teaching listening comprehension is one of the most vital and difficult tasks for any foreign language teacher because there are no rules as in grammar teaching. This study explored to what extent students enhance listening comprehension through movies with and without subtitles and what their attitudes are towards this teaching tool. A total of 38 students taught in English language private school in Novi Sad in 2013 were tested in their listening abilities through pretest and posttest. The five-point Likert scale was employed in rating. Best students' attitudes and the worst students' attitudes toward this technique have been selected for interview after they completed the questionnaire. Finally interviews were used to elicit student's positive and negative opinions towards the technique. All these were conducted over one academic year, and the study showed that the students needed more time to learn and more advice. Clearly, using movies proved to be an effective way for students to improve their listening ability. A majority of them enhanced listening skills and gained more than vocabulary, understood more foreign culture, felt relaxed and had fun while learning in class.

No abstract

This research aims to compare blended learning approach to the traditional teaching English for Mechanical Engineering for students at Faculty of Technical Sciences, University of Novi Sad. Data was collected from two groups of students over two semesters and analyzed to determine whether the students who were exposed to the blended environment displayed increased participation in a non-compulsory learning task and higher marks in both in-session and final examinations. The research methodology comprised the t-test and the Levene's test for equality of variances. Results indicated significant improvements in every area of language teaching, supplying valuable evidence that the adoption of a blended approach in learning English for Specific Purposes in higher education can appreciably enhance students' results and experience by providing a more studentcentered learning environment.

No abstract