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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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Practice Enterprise as a Way of Acquiring Foreign Languages
Pecková, Simona ; Listíková, Renáta (advisor) ; Váňová, Miroslava (referee) ; Greger, David (referee)
TITLE: Practice Enterprise as a Way of Acquiring Foreign Languages AUTHOR: Simona Pecková DEPARTMENT: Department of the French Language and Literature SUPERVISOR: Dr.PhDr. Renáta Listíková, MCF ABSTRACT: The thesis deals with the potential that the subject called practice enterprise represents for acquisition of foreign languages. The aim of the work is to carry out a survey of the present situation, to find about the pupils' level of business language and also to discover what their attitude to the practice enterprise and their motivation to study foreign languages are. By focussing the language instruction on working life, we want to enhance their competitiveness on the labour market. Quantitative research methods are combined here with qualitative ones. Concerning the tools of research, we used didactic test, questionnaire, interview and focus group. We have found out that the practice enterprise has a positive influence on students' level of foreign languages. However, no connection between practice enterprise and pupils' attitude to foreign languages and their motivation to study them has been proved. In order to take a bigger advantage of the potential of practice enterprise as a means to acquire foreign languages, we recommend a bigger and a more systematic integration of language instruction into...
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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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