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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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Strategies of the Students' Learning at a Primary School
Sobíšková, Ludmila ; Hejlová, Helena (advisor) ; Kargerová, Jana (referee)
This diploma thesis deals with the topic of the students' learning strategies at a primary school. The strategies are demonstrated at an example of a foreign language. Based on this example, more general rules for using strategies in other areas are being searched. The strategies are understood as specific steps and methods used in the learning process. They are anchored in the curriculum documents, in particular under the learning competence. The theoretical part of the thesis is based on existing literature and it analyses learning styles and strategies of students at a primary school with the focus on a foreign language. The aim of the thesis is to find out to what extent students of the fifth grade use language strategies and what role a teacher's support plays. For the research, the questionnaire "Strategie učení se cizímu jazyku" was used. The thesis is also based on qualitative research consisting of observations and interviews with the teachers. The results show that the fifth-grade primary school students use the foreign language learning strategies to a limited degree. However, the teachers' support has an effect on the usage. KEYWORDS Learning strategies, learning styles, learning competence, support of the learning strategies, foreign language, metacognitive strategies
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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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