Cognitive processes are the foundation of the cognitive domain of critical thinking. Even though developing these processes is an educational priority in many countries, including Serbia, the concept itself and the ways in which these cognitive actions can be assessed are left to teachers to discover. The aim of this paper is to investigate what cognitive processes are required of seventh-and eighth-graders in Serbia in order to complete the tasks included in English language tests. The authors collected 14 tests, designed by 14 English language teachers, for each grade. The authors analyzed the tasks and determined the levels of cognitive complexity required for completing them according to Bloom's Taxonomy for the cognitive domain while relying on the descriptions of these levels and the instructions for task classification. Generally speaking, very few tasks target higher-order thinking levels. Moreover, the teachers seem to include more cognitively demanding tasks in tests for seventh-graders. The findings raise several questions that would be worth considering in the immediate future: To what degree are English language teachers acquainted with cognitive processes and their implementation in teaching practice? Do they possess the requisite knowledge and skills for constructing tests that would successfully assess the students' ability to perform at different levels of cognitive complexity in the foreign language? teaching English as a foreign language, cognitive processes, critical thinking, tests, Bloom's Taxonomy.

This paper reports on the effectiveness of a new teaching method employing dictionaries as an aid for teaching the standardization of English-based sports terms in Serbian. The research was conducted among the students of a sports faculty in 2017 by means of a questionnaire distributed to the students both at the beginning of the second half of an ESP course and again at its end. Its aim was to measure the students' progress related to the acquisition of standardized sports terms in Serbian as an indicator of the effectiveness of the new teaching method. The findings generally indicate a certain degree of improvement of the students' knowledge of standardized sports terminology, though a less than satisfactory amount of progress regarding their linguistic competence. Even though the outcomes did not fully meet the goals set in advance, they do provide solid arguments for further efforts in developing and monitoring dictionary use in teaching the standardization of English-based sports terms in Serbian within the ESP curriculum and, even more importantly, for the systematic education of dictionary usage as part of the mother tongue curriculum.

Pedagogical beliefs comprise assumptions about different elements of education, and, hence, impact the entire pedagogical activity of the teacher. Relevant literature suggests it is vital to discover student teachers' beliefs, but it provides contradicting evidence regarding the effects that teacher preparation programs have on changing students' beliefs. This paper aims at discovering whether student teachers' beliefs alter in response to their attendance in different teacher-preparation courses, as well as the sources of that change. The paper is based on a mixed-model inquiry for whose purpose a Likert-scale questionnaire was composed and a semi-structured interview conducted. The sample included 11 EFL postgraduate student teachers from Serbia. The gathered findings indicate a few statistically significant changes on the group level, while the results on the individual level reveal a variety of significant changes. Field practice was shown to have the greatest impact on changing student teachers' pre-existing beliefs, closely followed by a theoretical-practical course they attended, whereas the least impactful was a purely theoretical course.

<p>Even though specialized dictionaries provide abundant information, research findings indicate that their role in the teaching process has been neglected. Within the context of the current global domination of English and an increased need for linguistic standardization, special emphasis is placed on the use of specialized dictionaries in teaching vocabulary. With this in mind, the purpose of this research is to analyze pedagogical potential of a specialized bilingual dictionary in function of ESP vocabulary learning and knowledge transfer. A questionnaire-based research into dictionary use in ESP acquisition is conducted with 705 students and 21 teachers of non-linguistic faculties of the University of Novi Sad. The findings indicate that dictionaries are seldom used in the classroom, even though both groups of respondents have positive attitudes towards them, especially online dictionaries and other user-friendly applications. However, the findings also indicate students’ insufficient knowledge not only of lexicographic conventions but also the criteria for dictionary quality assessment. Building on the hypothesis that well-conceived dictionaries can enhance not only ESP teaching but also knowledge transfer from English to non-English languages, this research suggests the importance of compiling quality terminological products and their inclusion into the teaching process with systematic training in dictionary use.</p>

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