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English teaching update available: a study on online EFL educators : magistrsko delo
Andreja Benković, 2021, master's thesis

Abstract: The master’s thesis explores the north-Croatian teachers’ readiness for teaching online. With technology slowly, but steadily, taking over everyday actions, it was only a matter of time when it would take over education. With March 2020 and the COVID-19 pandemic, technology was the safest way of conducting lessons and was instantaneously implemented into education. This master’s thesis aims to determine how English teachers in the three northernmost Croatian counties managed the new challenge. Specifically, it tests factors that influenced their e-readiness through 7 hypotheses. The research is based on questionnaire results – the questionnaire was sent to 86 primary schools, 30 secondary schools and 11 private language schools in Međimurje county, Varaždin county and Koprivnica-Križevci county via email with a request to forward it to their English teachers. Analysing responses with quantitative research methods, the study showed that factors such as age, gender and professional development influence teachers’ e-readiness, while there were no differences among the three counties. Furthermore, the results revealed that the teachers generally feel ready for conducting online lessons, although Gay’s questionnaire on Carribean teachers’ online teaching readiness proved otherwise. Interestingly, some of the teachers did have online teaching experience prior to the pandemic, which along with organized professional development offered to them, helped them feel ready to teach online. Ultimately, teachers are better prepared to teach online than they were prior to the pandemic; however, there is still a lot of room for improvement.
Keywords: Keywords: Croatian English teachers, online education, technical readiness, lifestyle readiness, pedagogical readiness, questionnaire by Glenda H. E. Gay
Published in DKUM: 03.12.2021; Views: 155; Downloads: 17
.pdf Full text (1,88 MB)

Korelacija med kulturnim kapitalom in učenjem tujega jezika angleščine
Jerneja Breznik, 2021, master's thesis

Abstract: V zaključnem magistrskem delu je obravnavana korelacija med kulturnim kapitalom in učenjem tujega jezika angleščine. Naloga vsebuje dva sestavna dela. Prvi se ukvarja s teoretičnim ozadjem vezanim na koncept kulturnega kapitala. Poleg tega je poudarek na učenju angleškega jezika ter drugih faktorjih, ki poleg kulturnega kapitala vplivajo na uspešno osvajanje tujega jezika Angleščine. Drugi sestavni del obsega predstavitev ter interpretacijo rezultatov praktičnega dela. Slednji sloni na analizi rezultatov ankete, ki je bila izvedena v okviru pouka angleščine pri učencih 7., 8., in 9. razreda osnovne šole. Primarni cilj zaključnega dela je ugotoviti, ali med kulturnim kapitalom in učenjem angleškega jezika obstaja pozitivna korelacija. Na podlagi številnih obstoječih raziskav iz področja kulturnega kapitala v povezavi z izobraževanjem predvidevamo, da pozitivna korelacija obstaja. Kljub številnim raziskavam o vplivu kulturnega kapitala na uspeh v izobraževanju še doslej ni bilo študije, ki bi se podrobneje ukvarjala med povezavo kulturnega kapitala v povezavi z učenjem tujega jezika. Cilj je ugotoviti, kako močna je ta povezava ter ali se razlikuje od splošne povezave med kulturnim kapitalom in šolskim uspehom.
Keywords: Bourdieu, kulturni kapital, angleščina, tuji jeziki, izobraževanje
Published in DKUM: 22.10.2021; Views: 308; Downloads: 16

Teaching Culture Through English in Slovenian Primary and Secondary Schools: An Analysis of the Intercultural Element in Textbooks
Eva Hršak, 2019, master's thesis

Abstract: Our thesis begins by discussing the concept of culture. Next, it considers the importance of incorporating culture into foreign language teaching and developing intercultural communicative competence. We have discovered that culture is an inevitable part of our everyday lives. It shapes our identities and helps in explaining our actions. Therefore, being unaware of the characteristics of other cultures may result in misunderstandings. As teachers, we must be aware of the importance of culture and should be able to familiarize our learners with its elements. By incorporating elements of culture into lessons, our learners will not only become competent English speakers, but will also know how to appropriately and effectively adjust to a variety of situations, and how to maintain and establish personal relationships. In the empirical section of the thesis, we have studied primary and secondary school English teachers’ views on teaching culture. The results showed that the teachers are aware of the importance of culture teaching since all the participants include various cultural elements into their English lessons. In addition, we have analysed the eight most frequently used English textbooks the teachers use in Slovenia in terms of the cultural elements they contain. We have decided to analyse textbooks as the main resource for teaching culture since textbooks are an indispensable and also a mandatory resource for every English teacher. The analysis showed that the textbooks contain a variety of cultural elements and are taught with the help of multiple strategies.
Keywords: culture, teaching culture, English as a foreign language, intercultural competence, textbooks
Published in DKUM: 07.09.2020; Views: 548; Downloads: 98
.pdf Full text (2,55 MB)

Oral Assessment of English in the Third Cycle of Slovene Elementary Schools
Martin Pobežin, 2018, master's thesis

Abstract: The thesis Oral Assessment of English in the Third Cycle of Slovene Elementary Schools consists of two sections – theoretical and empirical. The aim of the former was to analyse the various factors that contribute to successful oral assessment. Oral assessment differs from others in its execution, since it is conveyed by word of mouth. This creates authentic communication between the two groups of participants – learners and the teacher. However, both have to fulfil their roles. Firstly, the learners’ task is to prepare well for the assessment and act respectfully towards the assessor. Secondly, the teacher must produce adequate criteria and tasks which meet the principles of reliability and validity. In the empirical section, we present how the oral assessment of English is executed in the third cycle of Slovene elementary schools by examining two groups of participants – teachers of English and third-cycle learners. It was established that learners prefer oral assessment, whereas teachers either remained undecided or claimed that they preferred written assessment. The general dislike of the oral form among teachers can be explained by their observations about lack of time. Consequently, many learners reported the common use of writing of the answers as a form of oral assessment, whereas the majority of teachers denied such claims. Interviews and presentations remain the two most commonly used forms of oral assessment; in addition, they are also the most popular among both groups of participants. All in all, a significant body of the learners claimed they would not change anything about the current process of oral assessment, which suggests that many curricular elements are adequately selected and executed.
Keywords: oral assessment, learners, teacher, English, elementary school
Published in DKUM: 08.01.2019; Views: 661; Downloads: 0

In vse tiho je bilo: uporaba literarnih del pri poučevanju angleščine v višjih razredih osnovne šole
Irena Tertinek, 2017, master's thesis

Abstract: Literarna dela pomembno vplivajo na hitrost napredovanja pri učenju tujega jezika, zato jih želimo pri pouku spodbujati, tako intenzivno, kot tudi ekstenzivno branje. Magistrsko delo je zasnovano kot zaključena celota s teoretičnim uvodom in praktičnimi primeri uporabe v nadaljevanju. Prikazuje teoretične osnove pomena uporabe literarnih del pri poučevanju angleščine, pomen uporabe literarnih del pri poučevanju angleščine v luči že izvedenih raziskav v Sloveniji, napotke za uporabo literarnih del ter primere učnih priprav in potrebnih didaktičnih pripomočkov za uporabo pri poučevanju angleščine v višjih razredih osnovne šole.
Keywords: literarna dela, poučevanje angleščine, angleščina kot tuji jezik, osnovna šola, ekstenzivno branje, intenzivno branje, učne priprave.
Published in DKUM: 19.10.2017; Views: 1055; Downloads: 182
.pdf Full text (3,14 MB)

Kirsten Hempkin, Melita Kukovec, Katja Težak, 2017, preface, afterword

Abstract: Introduction to the special issue of ELOPE: Addressing Learners’ and Teachers’ Needs: Keeping up with a Changing EFL World.
Keywords: English, foreign languages, teaching methodology, introduction, learners, teachers, EFL
Published in DKUM: 09.08.2017; Views: 865; Downloads: 68
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Analysis of didactic games in selected coursebooks
Mateja Krajnc, 2017, master's thesis

Abstract: For early foreign language learning, it is typical that it is carried out in a dynamic, varied and child-friendly way. This means that there is a wide variety of media used in these lessons, which enrich the learning process and make learning more efficient and, most importantly, more interesting for the students. One of the many media is also didactic games, which is being used more and more in practice. Due to the actuality of the topic of didactic games, the purpose of this Master’s thesis is to analyze didactic games in selected coursebooks for English in the fourth grade of primary school. In the theoretical part the terms “(child’s) play”, “game” and “didactic game” are defined, based on the technical literature. The importance of child’s play for the development of children and the significance of games in the educational process are presented. Numerous types of didactic games are listed and presented, along with their use in the classroom. Furthermore, the term “coursebook” is defined and the importance of its role in the educational process illustrated. At the end of the theoretical section, the requirements for coursebook design are presented and the characteristics of a quality coursebook listed. In the empirical section of the thesis, the analysis that was carried out based on the selected coursebooks is presented. The research shows that there is a small share of didactic games in the selected coursebooks and that language games and communicative games prevail. The majority of games are intended for practicing vocabulary, speaking and listening. The research also reveals that didactic games encourage all forms of work (individual work as well as pair work and group work).
Keywords: child’s play and games, didactic games, early ELT classroom, coursebooks, coursebook design, analysis of didactic games
Published in DKUM: 15.06.2017; Views: 1178; Downloads: 152
.pdf Full text (2,04 MB)

Exploring student attitudes to the refugee crisis : songs on migration
Kirsten Hempkin, 2016, original scientific article

Abstract: The issue of migrants and refugees has occupied Europe for the last few months. Much of the discourse surrounding this issue has been overwhelmingly negative, lapsing at times into stereotype, prejudice and even hate speech. As language teachers at a humanities faculty, we have a responsibility to address this issue in the classroom, especially as classroom experience tells us that our students are prone to stereotypical thinking. The article presents a series of song-based activities intended for use in language development classes for future teachers and translators at the Faculty of Arts, University of Maribor.
Keywords: migrants and refugees, negative discourse, stereotypical thinking, songs, intercultural awareness
Published in DKUM: 16.05.2017; Views: 696; Downloads: 114
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Exploring stereotypes : Scottish and Slovene jokes in the classroom
Kirsten Hempkin, 2008, original scientific article

Abstract: It is widely accepted that the use of humour and jokes in particular brings a number of benefits to the EFL teacher. Not only can jokes help to establish a relaxed learning atmosphere, they can also serve as a context in which to study particular aspects of grammar, vocabulary and culture. However, jokes based on national and regional stereotypes tend to be ignored by EFL teachers, as their potential to cause offense has seen them deemed unsuitable for classroom use. The purpose of this paper is to present a different perspective: it is precisely the rather risky nature of these jokes which makes them ideal for classroom use, particularly in lessons with the specific aim of raising students' cultural awareness through the exploration of stereotypes.
Keywords: EFL classroom, Scottish jokes, Slovene jokes, stereotypes, cultural awareness
Published in DKUM: 16.05.2017; Views: 687; Downloads: 121
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Jaka Cafuta, 2016, master's thesis

Abstract: This MA paper explores different ways of using music, songs and song lyrics in an ESL classroom, different experience of teachers and other researchers with this area, and the effects music and songs have on students and class work. The theoretical section includes scientific findings, experience and reports of researchers and teachers, relating to a wide spectrum of using music and songs for teaching English in many different ways. It also explores the area of motivation, its position in the learning process and the correlation between motivation and the use of music and songs in the classroom. The empirical section presents a more practical follow-up to the theoretical section, and is roughly divided into four “sub-sections”: the first sub-section was designed to research the opinions and experience of English language teachers from Maribor, Celje and Velenje (and their immediate surroundings) about using music and songs in an ESL classroom. There were 89 elementary school teachers included in the survey, which was also the instrument for data collection in this sub-section. The data shows that most of the teachers use music and songs quite often in their classrooms and have a predominantly positive experience with it. Most teachers strongly agree that music and songs enrich the lesson and activate the students. However, there are some who believe that music and songs take up too much time in the already over-stuffed schedule. Teachers use different sources to find their music and songs and also present these songs in different ways. Nevertheless, it is very uncommon for them to sing and play the songs to the students themselves- they usually use a cd or the internet. Most teachers use children’s songs and also believe that using songs is most effective with younger learners in the 1st triad. The majority of teachers also believe that music has the most powerful effect on student motivation and participation, however, they don’t see music and songs as good alternatives for standard language exercises and drills. Overall, most believe that an occasional, but regular use of music could change classroom practice in a very positive way (which is why many of them are already (more or less) including it into their English lessons). The second sub-section refers to a case-study implemented for researching the effect of using music and songs for teaching English on student learning achievement. The data was collected with the help of specially designed tests of knowledge (pre-tests and post-tests) and the case-study itself, in which 3 English lessons with music and songs were carried out in two groups of students from grade 9 (control group (9 students) and experimental group (8 students)) from one of the elementary school in Maribor. The results show that the two groups had different initial knowledge before the experiment even began- the experimental group scored higher on the pre-test of the 2nd conditional structure. Even though there were no other statistically significant differences between the two groups, the effect size measurement has shown that music has a medium to strong effect on student learning achievement. However, there was a statistically-significant difference in scores on the 1st conditional tests in the experimental group relating to progress within the group. I believe that same progress would have been seen in with the 2nd conditional structure too, but the students had already “aced” the pre-test, so it was almost impossible to achieve a statistically significant difference with the post-test. The third sub-section deals with researching the effects that using music and songs in the classroom has on student engagement, student motivation and classroom atmosphere. The data here was gathered with the help of a specially designed observational checklist with a chronological scale for observing classes/lessons. The results here were unanimous and show that all three categories under study were rated much high
Keywords: ESL, songs, music, learning/teaching a language, motivation
Published in DKUM: 20.02.2017; Views: 1626; Downloads: 186
.pdf Full text (909,09 KB)

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