Development and Innovation of Curriculum in Foreign Language

Lelakova, Eva

doi:10.14738/assrj.21.644

Cited by 5 publications

(4 citation statements)

References 1 publication

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“…In general, parents with higher education also have higher incomes and better material facilities in families and parents from lower classes do not have a volume of economic capital as parents with higher social status * This paper has been written with the support of European Social Fund, project Innovation and Internationalization of Education-instruments to increase the quality of the University of Žilina in the European educational area (ITMS code 26110230079 (Leláková & Bačová, 2014). However, relationship between material environment of family and school performance of a child who grows up in this family is not direct, but is mediated by way of family life, parental attitudes to children and study (compliance with school duties), to the school.…”

Section: Theoretical Basismentioning

confidence: 99%

Relation of Family Conditions and School Success

Cabanová¹

2014

JPR

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Section: Theoretical Basismentioning

confidence: 99%

Relation of Family Conditions and School Success

Cabanová¹

2014

JPR

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“…Significant studies have also been completed on students' feedback and its effectiveness for further enhancing writing skills (Carless and Boud, 2018;Dmitrenko and Budas, 2021;Esterhazy and Damsa, 2017;Khan, 2016;Hedgcock and Ferris, 2009;Lee, 2007;Narciss, 2008;O'Keeffe et al, 2020). Moreover, scholars emphasise that writing skills are to be considered when selecting an appropriate functional style in an act of communication (Leláková, 2015).…”

Section: Introductionmentioning

confidence: 99%

Students’ Voice on Feedback and Instructions in Academic Writing

Hundarenko

2021

Adv Educ

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Although studies on the approaches and methods of teaching Academic Writing in university classroom are extensive, comparative studies on students’ evaluation of the classroom strategies and techniques applied are still scant. A current paper is based on our comparative research conducted both at Slovak and Hungarian universities at the faculty of Humanities. The objective of this particular study was to explore senior university students’ “voice” on feedback and instructions in EFL academic writing classroom. It suggests that the pinpoint is on the students’ viewpoint rather than their supervisors’. Therefore, our task was to scrutinize the students’ perspectives and based on them develop further research. Observably, the analysed data furnish more positive students’ responses (within both Group A-Slovak and Group B-Hungarian) on feedback, as well as on being graded and being recognised as a writer. However, grading might be an issue in EFL classroom: based on the research, it awakes heterogeneous opinions of the respondents. The final section of the questionnaire was aimed at finding out how instructions for writing during studies can be improved. It is notable that both groups (A and B) (from 66,67% to 100%) consider feedback, professional tutoring, online support and extra courses in writing as an effective tool for improving writing skills within academic curriculum. A logical follow-up of the study might be investigating most appropriate and “customer-friendly” ways of feedback and instruction. This might further instigate creating resources to support the unfolding of academic writing feedback across EFL program Europe-wide.

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“…Furthermore, it is a generally comprehended truth that learners who are trained in a professional communication environment will exemplify better interpersonal communication skills, where writing constitutes an inseparable component of a learner's domain knowledge and literacy (Khan, 2016;Leláková & Bačová, 2015). Instructors are expected to train students on how to generate and organize ideas, how to use suitable grammar and vocabulary, how to draft, avoid plagiarism, use correct register (Hundarenko, 2019), how to begin and end, and how to proofread and edit a piece of writing.…”

Section: Introductionmentioning

confidence: 99%

Students’ Perspectives on Academic Writing in European Higher Education (Based on 2019 Erasmus Teaching Experience in Slovak and Hungarian University)

Hundarenko

2020

RREM

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Although studies on the approaches and methods of teaching Academic Writing in university classroom are extensive, comparative studies on students’ evaluation of the classroom strategies and techniques applied are still scant. Therefore, this research implies a quantitative study based on comparative analysis of Slovak and Hungarian EFL learners’ responses on a special questionnaire in English Academic Writing. The objective of the study was to explore senior university students’ attitude to the academic writing tasks, specificity of a writing program at the university, its advantages and disadvantages; to evaluate their own writing abilities and provide recommendations concerning feedback and writing instructions in class along with the ways of their improvement. It accords to the area of study on effective writing assignments, techniques and methods involved in everyday practice in Central European universities, which can make academic writing both a productive and joyful tool in English language acquisition process.

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Development and Innovation of Curriculum in Foreign Language

Cited by 5 publications

References 1 publication

Relation of Family Conditions and School Success

Relation of Family Conditions and School Success

Students’ Voice on Feedback and Instructions in Academic Writing

Students’ Perspectives on Academic Writing in European Higher Education (Based on 2019 Erasmus Teaching Experience in Slovak and Hungarian University)

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