On the salience of becoming a creative foreign language teacher

Polok, Krzysztof; Malá, Eva; Müglová, Daniela

doi:10.18355/xl.2020.13.04.11

Cited by 2 publications

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“…Es decir, las presiones externas para aprender la lengua de acogida tienen, para este colectivo de estudiantes, una influencia relevante en el desarrollo de la motivación para el aprendizaje. (Polok et al, 2020) En detalle, estas presiones están ejercidas tanto por la comunidad de acogida que requiere que los refugiados comuniquen en la lengua local, como por el gobierno y las asociaciones de acogida que exigen la frecuencia y aprobación de cursos de la lengua nacional. Por otro lado, es imprescindible en nuestro caso tener en cuenta las motivaciones que estimulan el aprendizaje de los adultos, tal y como el sueldo, la mejora de las condiciones de vida y el trabajo (Knowles, 2005).…”

Section: La Motivación Para El Aprendizaje Lingüísticounclassified

Will the “normality” times come back? L2 learning motivation between immigrants and refugees before Covid-19

Cobo¹,

Garcia-Martin²,

Bianco³

2021

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In these turbulent times of changes and transformations where educational processes are being virtualized due to the pandemic, we must not forget the difficulties that this implies for certain vulnerable learners and some learning contexts. That is the case of the L2 learning by immigrants and refugees. Such learners already have a starting difficulty, both for not mastering the language of learning and for the digital divide, which is increased by the migration variable. This work analyses, within a context of “normality”, the motivation of immigrants and refugees, in the light of their links and expectations. The differences in the relation with the Italian language are shown. The results show that the dependency on the host society, the uncertainty of the future and the absence of family ties are influential factors for refugees learning motivation. On the contrary, immigrants are not subjected to these factors, and therefore their Italian L2 learning motivations are different. By this research we conclude that adult refugees and immigrant students have different attitudes through the residency country language learning.

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Section: La Motivación Para El Aprendizaje Lingüísticounclassified

Will the “normality” times come back? L2 learning motivation between immigrants and refugees before Covid-19

Cobo¹,

Garcia-Martin²,

Bianco³

2021

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“…Teacher trainers should take the results of this research and other similar studies on selfassessment to their teacher training classes; familiarize teacher students with the principles of self-assessment on oral performance. Moreover, the ability of self-assessment belongs to key competences of any teacher professional profile (Stranovská et al, 2018;Gadušová, Hašková, 2016;Hašková, Lukáčová, 2017;Hašková et al, 2019;Polok et al, 2020;Pavlikova, Mahrik, 2020;Pavlikova, Ambrozy, 2019;Pavlikova, Žalec, 2019;Pushkarev, Pushkareva, 2019;Martin et al, 2019;Kobylarek, 2020, Stranovská, Gadušová, 2020, Gadušová et al, 2020a, Gadušová et al, 2020b, Hodáková, Welnitzová, 2013Pupikova et al, 2020;Birova, Kralova, 2018;Weda et al, 2020). As stated by Švec (2002), selfevaluation and self-reflection are important factors influencing the formation and development of student educational skills.…”

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confidence: 99%

Self-Assessment and EFL Literature Students' Oral Reproduction of Short Stories

2021

European Journal of Contemporary Education

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The purpose of the current study is to investigate self-assessment as a helpful strategy for facilitating teaching and learning in language classrooms and to investigate the effects of this technique on EFL learners' oral performance. To achieve the purpose of the study and answer the research questions, a quasi-experimental study was conducted. The participants of the study were a group of five EFL learners who were called self-assessment. The self-assessment technique was incorporated to this group. There were a pretest and posttest sessions and four sessions of treatment between the pretest and posttest. The instruments used in this study were storyboards and checklists. The data was collected via a recording device and then it was transcribed for further analysis. Paired sample T-test was used to analyze the quantitative data and for the qualitative analysis, the data on the checklist and students' self-assessment reports were used. The data on the checklist also helped to find the extent to which learners have improved in fluency in their own ideas through self-assessment. The findings of the present study showed self-assessment was helpful in improving Error free clause (p = 0.031) meaning self-assessment group made significant improvement in this feature. Considering the three other features, the comparison of pre-and posttest scores also showed a significant difference which approved effectiveness of the related treatment. The qualitative analysis of the students' selfassessment report also revealed that students found it as a helpful technique to monitor themselves and reflect on their own work.

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On the salience of becoming a creative foreign language teacher

Cited by 2 publications

References 1 publication

Will the “normality” times come back? L2 learning motivation between immigrants and refugees before Covid-19

Will the “normality” times come back? L2 learning motivation between immigrants and refugees before Covid-19

Self-Assessment and EFL Literature Students' Oral Reproduction of Short Stories

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