Comparison of Croatian Foreign Language Teachers’ General Propensity towards the Use of ICT and Its Impact on the Foreign Language Teaching Process

Mikulan, Krunoslav; Legac, Vladimir; Oreški, Predrag

doi:10.30958/aje.4-1-3

Cited by 7 publications

(4 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Previous research (cf. Mikulan et al, 2018) shows that the digital competences of foreign language teachers as a whole are not sufficient and that teachers do not keep up with the increasingly rapid development of new technologies. The development of computers, multimedia, and software has gone a long way, which university curricula have not considered.…”

Section: N) the Students' Opinions About The Possibility Of Learning ...mentioning

confidence: 99%

Perspectives on Teacher Education and Development

Lipovec,

Tekavc

2023

View full text Add to dashboard Cite

The scientific monograph entitled "Perspectives on teacher education and development" is the work of authors from different professional and scientific backgrounds, coming from a broader international area. The publication consists of 38 original scientific contributions addressing different aspects of teacher education and training and highlighting some of the major challenges in this field. Particular aspects such as contemporary didactic and pedagogical approaches, digital transformation of education, inclusiveness, educational policies, curricula, leadership, and personal and professional development of teachers are highlighted. The monograph highlights some of the important issues that can also be reflected in changes at the systemic level.

show abstract

Section: N) the Students' Opinions About The Possibility Of Learning ...mentioning

confidence: 99%

Perspectives on Teacher Education and Development

Lipovec,

Tekavc

2023

View full text Add to dashboard Cite

show abstract

Section: N) the Students' Opinions About The Possibility Of Learning ...mentioning

confidence: 99%

Innovative Forms of Learning and Teaching: Students' perspective

Vrečič¹,

Zupanc²,

Hmelak³

2023

Perspectives on Teacher Education and Development

View full text Add to dashboard Cite

This article presents innovative forms of learning and teaching that hold great importance in the process of promoting student creativity, which is crucial in the process of an individual’s professional development in the modern society. In doing so, particular emphasis was placed on project learning, distance learning and online learning. The empirical part is based on a quantitative research method. The survey questionnaire was completed by 69 students in the field of preschool education. The purpose of the research was to determine to what extent and how students use innovative forms of learning in their studies, and the extent to which professors use innovative forms of teaching. Emphasis was also placed on the satisfaction of students who experienced such working methods. The results show that students rarely use innovative forms of learning but find them important. They also consider the role of the professor in the use of innovative forms of teaching to be important, as well as the professor’s creativity in distance work. Based on the findings, additional training and distance learning opportunities with an emphasis on innovation and creativity in teaching can be critically considered, as well as incentives for the use of innovative forms in independent learning

show abstract

“…According to Mikulan, Legac, & Oreški (2017), teachers in Croatia still do not use available technology and tools to their full potential. In contrast, students who have grown up in a digital world are more than ready to use these technologies and tools that also have great potential in educational settings (Brooks & Pomerantz, 2017;Dahlstrom, Walker, & Dziuban, 2013).…”

Section: Listmentioning

confidence: 99%

“…When it comes to teaching foreign languages in Croatia, according to Mikulan, Legac, & Oreški (2017), teachers still do not use the available technology and tools to their full potential, but their use has increased when compared to some past research (Mikulan, Legac, & Siročić, 2011). It is important that teachers realize that by introducing technologies into English language teaching, students can be supported in their learning without always having to be physically present at the lessons, which should enable them to display a greater degree of control over particular aspects of their learning (Benson, Grabe, & Stoller, 2001).…”

Section: Motivation For the Study And Its Contextmentioning

confidence: 99%

The role of blended learning in vocabulary acquisition and student autonomy development in an ESP context

Grabar¹

View full text Add to dashboard Cite

Nowadays, when globalization is having a strong influence across all spheres of life, people are aware of the significance of (foreign) languages. Since languages are influenced by the surrounding environment and are therefore constantly developing, fast changes in technology have influenced second language acquisition and interaction between students, students and teachers and students and computers at higher education institutions. In line with the need for a better understanding of influences that technology has on language learning at this particular level, research was conducted to investigate the role of blended learning in vocabulary acquisition and learner autonomy development in the context of English for specific purposes. The study included 179 participants, first-year students of University North, allocated to two groups (a face-to-face group and a blended learning group) in accordance with the level of their English language knowledge. Three hypotheses were formulated and in order to test them, both groups were asked to complete several tasks during the semester. In order to test the first hypothesis, Blended learning of ESP vocabulary has the same effect on vocabulary acquisition as face-to-face learning, at the beginning of the semester, the students were asked to do a vocabulary test related to their study programme. At the end of the semester, vocabulary levels of both groups were tested once more and compared. Results of the study indicated that it is possible to acquire vocabulary in a blended learning environment to the same extent as in a traditional face-to-face environment. In order to test the second hypothesis, Blended learning raises students’ awareness of the possibility of more autonomous and independent English language acquisition in relation to the traditional classroom learning, and the third hypothesis, The effect of blended learning on the acquisition of ESP vocabulary and the level of students’ self-assessed competence is related to the students’ skill of using a blended approach to learning, that is their technological skills and the use of the technology for learning purposes, the students were asked to fill in a questionnaire containing questions about their self-assessed technology competence, attitude towards learning in blended and online environments and using technology for academic purposes, and to self-assess their English language knowledge using “can-do” statements. The results showed that the students involved in online learning were aware of the possibilities that blended learning offered, and the possibility of developing learner autonomy through technology and distance learning, but were not aware of any improvements in their language skills. The results, in spite of certain limitations, confirmed those obtained by previous research and contributed to the field of second language acquisition, and they can therefore be applied in theory and practice to tertiary contexts outside Croatia.

show abstract

Comparison of Croatian Foreign Language Teachers’ General Propensity towards the Use of ICT and Its Impact on the Foreign Language Teaching Process

Cited by 7 publications

References 16 publications

Perspectives on Teacher Education and Development

Perspectives on Teacher Education and Development

Innovative Forms of Learning and Teaching: Students' perspective

The role of blended learning in vocabulary acquisition and student autonomy development in an ESP context

Contact Info

Product

Resources

About