1. Implementation of sustained silent reading at a Slovene grammar school : attitudes, outcomes, tools and materialsKarel Šipec, 2025, master's thesis Abstract: This master’s thesis examines the implementation of Sustained Silent Reading (SSR) in a Slovenian grammar school, focusing on student perceptions, effectiveness, tools, and material preferences in English (EFL) and German (GFL) classes. Over three weeks, 41 students participated in SSR, with their responses showing strong enjoyment (70% EFL, 60% GFL) but differing views on efficacy, where GFL students reported greater improvements. While SSR had a limited impact on home reading habits and attitude towards reading, smartphones significantly aided comprehension in GFL but distracted EFL learners. Students preferred physical books, particularly paperbacks, and genres like romance and crime. The findings emphasize that SSR was well-received in the new setting but requires much adaptation based on proficiency levels.
Keywords: SSR, EFL, GFL, grammar school, reading, materials, efficacy
Published in DKUM: 18.09.2025; Views: 0; Downloads: 11
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2. A case of early intentional bilingualism : a close examination of context and practicesSerra Kayadibli-Oğuz, Zeynep Çamlibel-Acar, 2024 Abstract: Intentional bilingualism is becoming increasingly popular in EFL countries, where many second-language speakers of English raise their children as a bilingual, with English alongside the local language. This article explores a case of intentional bilingualism spanning the first four years of a child, Ipek, who lives in Türkiye and has been exposed to Turkish and English since birth. As part of a longitudinal qualitative study, field and reflective notes were analysed to outline the key elements of Ipek's context, including the participants, tools, methods and techniques. The insights and experiences gained in the study may contribute to developing effective strategies for developing intentional bilingualism.
Keywords: intentional bilingualism, child bilingualism, family language policy, EFL, Turkish as L1
Published in DKUM: 29.07.2025; Views: 0; Downloads: 2
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3. Do Kahoot! games enhance vocabulary learning?Caroline V. Katemba, Joshua H. L. Tobing, Talitha A. Putri, 2022, original scientific article Abstract: Many educators are considering using online games for learning vocabulary. Among the existing online games is Kahoot. This study aimed to determine if male and female students learn vocabulary the same way using Kahoot! Games. The study examined whether there was any significant difference among the female and male groups in their vocabulary enhancement. This quantitative research study used a pre-test and a posttest administered to sixty-eight seventh-grade students. Findings revealed a significant difference in vocabulary enhancement between female and male students, thus supporting the use of Kahoot! games as an effective method for teaching vocabulary.
Keywords: technology & vocabulary, male vs. female, smartphone, EFL context
Published in DKUM: 25.07.2025; Views: 0; Downloads: 5
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4. Extensive reading and changes to reading motivation in EFL among Slovene primary school pupilsAnja Pirih, 2019, original scientific article Abstract: The article provides insight into the dynamics of the EFL reading motivation of a group of Slovene primary school pupils voluntarily participating in a 9-month pilot extensive reading programme in EFL and the factors causing motivational changes. Analysis of the semi-structured interviews and book reports confirms that reading motivation in EFL is a complex and dynamic process fuelled by numerous influences, most noticeably reading materials, the influence of family members, positive attitudes towards English, and external demands, which needs to be considered when designing reading programmes and researching reading motivation.
Keywords: EFL, changes to reading motivation, extensive reading, primary school pupils, influences on EFL reading motivation
Published in DKUM: 18.06.2025; Views: 0; Downloads: 7
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5. A collection of magical tales in upper primary school EFL classroom : master's thesisŠpela Kukec, 2022, master's thesis Abstract: Nobody knows for certain where and when people started telling stories; however, people of all ages enjoy them. It has been proven that stories can be useful in any classroom as they are a powerful teaching tool. Language teachers are known for using them frequently, since they do not just motivate the students but also develop their reading skills. Stories can be used as stand-alone study material that provides everything for teaching a topic, or they can be additional material that enriches the lesson. Teachers are more likely to work with pre-prepared materials that are readily available than to make their own. As a future English teacher, I would like to incorporate my love for books into my lessons; therefore, I have researched the appropriateness of J.K. Rowling’s The Tales of Beedle the Bard for teaching EFL in upper primary schools in Slovenia. First, I presented theoretical background about stories, Slovenian primary schools, The Tales of Beedle the Bard, and choosing an appropriate story for classroom use. In the practical section, I analysed the appropriateness of The Tales of Beedle the Bard for teaching EFL and prepared some lesson plans for teaching EFL with The Tales of Beedle the Bard.
Keywords: EFL, primary school, tales, The Tales of Beedle the Bard, magic
Published in DKUM: 07.10.2022; Views: 595; Downloads: 47
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6. Poučevanje književnosti v srednji šoli: primerjava učnih načrtov za pouk angleščine v programih mednarodne mature in splošne gimnazijeEva Cassandra Diane Fartek, 2019, master's thesis Abstract: Književnost nam daje primere jezika v svoji najboljši obliki. Zato se lahko uporablja kot orodje, ki izpostavlja dijake z višjo znanja pri pouku tujega jezika. Kljub temu se danes pri pouku angleščine v Sloveniji književnost zelo malo poučuje. Književnost je pogosto namenjena za slovnične in besediščne vaje, kot so klasične aktivnosti izpolnjevanja delovnih listov. Še posebej v gimnaziji, kjer dijaki začenjajo gimnazijski učni program z dobrim razumevanjem angleškega jezika, bi lahko pogosteje in bolj poglobljeno preučevali književnost. S tem bi dijaki lahko pridobili več znanja jezika in boljše razumevanje angleške kulture. Da bi odkrili kakršnekoli težave v zvezi s tem, kako se poučuje književnost pri pouku angleščine v gimnazijah in poiskali primerne rešitve, sem to poučevanje primerjala s svetovno znanim predmetom angleščine Jezik A: jezik in književnost, ki se poučuje v programu mednarodne mature. Po tem, ko so učenci in učitelji v obeh programih izpolnili vprašalnik in anketo, sem ugotovila, da bi lahko pri pouku angleščine v gimnazijah vključili več književnosti in bolj raznoliko književnost. Dijaki bi se lahko tudi bolj osredotočili na sam jezik v besedilih, za razliko od zdajšnjega učenja analize zgodbe in književnih likov. Učitelji bi lahko bili bolj usposobljeni za poučevanje književnosti v svojem univerzitetnem pedagoškem izobraževanju za poučevanje angleškega jezika. Dobro bi bilo, da se učiteljem nudi več sredstev in virov za poučevanje književnih del.
Keywords: književnost, EFL, poučevanje angleščine, gimnazija, mednarodna matura, učenje jezika
Published in DKUM: 05.06.2019; Views: 1365; Downloads: 157
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8. IntroductionKirsten Hempkin, Melita Kukovec, Katja Težak, 2017, preface, editorial, 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: 1595; Downloads: 83
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9. Exploring stereotypes : Scottish and Slovene jokes in the classroomKirsten 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: 1247; Downloads: 237
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10. Creative thinking and decision-making processes in EFL creative writingKatja Težak, 2015, original scientific article Abstract: Creativity has been discussed, observed and researched for hundreds of years in the fields of psychology and philosophy - from the ancient notion of the inspired genius, all the way to modern psychologists trying to define creativity and prove its effects. Creativity has recently become a buzzword in EFL teaching practices. We try to stimulate creative thinking in the classroom, but possibly forget to observe the processes within it. The article discusses definitions of creativity and presents a qualitative study on the decision-making processes within EFL creative writing and its connections to students' language learning. The qualitative study was conducted with two 3rd-year bachelor English students who were asked to plan and write a short story in English while doing a think-aloud protocol. The data were transcribed and coded in order to observe emerging categories in the students' reasoning for plot and language use decisions.
Keywords: EFL, creative writing, creative thinking, decision making, language learning
Published in DKUM: 16.05.2017; Views: 1106; Downloads: 514
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