engleski

"Teaching English Language Online: An Example od Students’ Competence Self-Assessment"

During the COVID-19 pandemic, a tertiary-level educational transition from the face-to-face onsite lectures and exercises to the online ones has indubitably modified a method pursuant to which the instructors teach and pursuant to which the students learn. Thus, in March 2021, 15 students of the Graduate Study Program in Early and Preschool Education attending the online English as a Foreign Language course at the newly established Slavonski Brod University participated in a pilot study aimed to investigate their learning outcomes. Subsequent to their attendance of the aforementioned two-semester English course, the participants have self- assessed their targetlanguage application abilities and linguistic competences concerning English morphology, semantics, and syntax while solving the speaking and writing assignments. The research findings have suggestively demonstrated the students’ target- language application insecurity, except when compiling a formal English text on their course-of-studies topic. The questionnaire applied, designed specifically for this research purpose, addressed different variables (learning outcome satisfaction, foreign language communication anxiety [FLCA], teaching and learning method preference and age), what has positively or negatively affected the obtained results. Consequently, a similar questionnaire may be applied to conduct a more complex research, having a larger scope.

English language, students' competence, self-assessment, COVID-19 pandemic, foreign language communication anxiety (FLCA)

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