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Learner Autonomy in English classes at a Czech Secondary Technical School
Minakova, Irina ; Jettmarová, Zuzana (advisor) ; Hanušová, Světlana (referee) ; Bilanová, Markéta (referee)
This dissertation explores the efficacy of the learner autonomy (LA) principles implemented in secondary technical school EFL classes through project-based units incorporated into the conventional four-year language curriculum (2011-2015). This integrated approach remains uncommon in a Czech secondary technical school, even though it suggests a teaching model that enhances ELA and increases communicative competence and motivation among learners. A mixed-method design based on longitudinal four-cycle action research and quasi-experiment approaches was selected (1) to examine the changes in self-regulation and academic achievement development over time; (2) to investigate the efficacy of autonomous projects systematically applied within the assigned treatment group (TG), and (3) to compare the results of the treatment and control groups as to their self-regulation and academic achievement development. For the quantitative strand, a structured Self-Regulation Questionnaire (SRQ-A) and a series of academic tests were administered which were consequently analysed through null hypothesis statistical testing (NHST). The instruments employed within the quasi-experiment were focused on the following two major questions: (1) whether there was correlation between self- regulation and academic achievement...
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Lingua-cultural space of Ukrainian alternative music (music of independent Ukraine)
Sherstiuk, Mariia ; Sverdan, Tetiana (advisor) ; Chlaňová, Tereza (referee)
This thesis is focused mainly on the portrayal of the alternative music in Ukraine, depicting it not only as a fundamental component of the world cultures, just as equal to other influences, as well as identifying its importance as a playing a truly vital part in forming a social conscience of the Ukrainian people. The following set of goal introduces the forecasted solutions of the aforementioned tasks: to introduce general tendencies leading up to the foundation as well as the development of the Ukrainian alternative music as an integral part of the culture of Ukraine; to analyze the lyrics and texts of the rock musicians and their influence on the national language development in Ukraine; to further identify bilingual tendencies, as well as "surzhik" as examples of language developmental movements in the studied texts. The theory section of this thesis aims to describe worldwide cultural tendencies which preceeded the establishment of the Ukrainian alternative music and has shaped its foundations. In addition, it also comprises the analysis of the alternative genre and its functions in relation to the current Ukrainian culture and its roots. The practical part then undertakes to review and underline language unique features and unusual structures along with other ethnical and cultural forms of...
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Learner Autonomy in English classes at a Czech Secondary Technical School
Minakova, Irina ; Jettmarová, Zuzana (advisor) ; Hanušová, Světlana (referee) ; Bilanová, Markéta (referee)
This dissertation explores the efficacy of the learner autonomy (LA) principles implemented in secondary technical school EFL classes through project-based units incorporated into the conventional four-year language curriculum (2011-2015). This integrated approach remains uncommon in a Czech secondary technical school, even though it suggests a teaching model that enhances ELA and increases communicative competence and motivation among learners. A mixed-method design based on longitudinal four-cycle action research and quasi-experiment approaches was selected (1) to examine the changes in self-regulation and academic achievement development over time; (2) to investigate the efficacy of autonomous projects systematically applied within the assigned treatment group (TG), and (3) to compare the results of the treatment and control groups as to their self-regulation and academic achievement development. For the quantitative strand, a structured Self-Regulation Questionnaire (SRQ-A) and a series of academic tests were administered which were consequently analysed through null hypothesis statistical testing (NHST). The instruments employed within the quasi-experiment were focused on the following two major questions: (1) whether there was correlation between self- regulation and academic achievement...
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