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Mansoor Ahmed Channa, Abdul Malik Abassi, Zaimuariffudin Shukri Nordin, Jam Khan Muhammad and Rubina Shaheen Arain

Abstract

The main aim of this research was to investigate metacognitive strategies through reading comprehension practice by first year students of engineering departments. The students of four engineering departments were selected as the participants in this research work. The qualitative instrument based on focus group interview was used for collecting data from first year students of four engineering departments to know the perceptions and their needs to develop reading comprehension through metacognitive strategies. The researchers developed interview questions for this study. These questions were validated by two experts of faculty of cognitive science and human development at university Malaysia Sarawak. The researchers obtained permission from the chairmen of four departments at a university in Pakistan. Almost 8 groups consisting of 5 informants in each participated in this research. The data was documented by using audio-tape; NVivo software, version 8 was used to organize data for obtaining main themes of the study. This research generated the most important themes for the interpretation of the results. The study contributed the most promising results which revealed that more than half of these groups used metacognitive strategies in classroom reading practice while less than half of groups did not use strategies and remained poor in reading comprehension. This research suggested administrators, teachers, and curriculum designers to design and implement reading comprehension courses and syllabus for first year engineering students.

Open access

Adriana Pčolinská and Rastislav Metruk

Abstract

The present time places considerable demands on the process of foreign language education both in the field of communication and information transfer. Teachers, occupying a pivotal role in this process, are not able to proceed with simple, lay approaches and methods. It has become more and more important to apply sophisticated approaches and methods in teaching which are based on primary and secondary researches. This paper discusses the Dynamic Model of Speech Production as a specific approach to EFL teaching. Furthermore, the application of activating methods in the process of teaching English as a foreign language is examined from the standpoint of gender, country, length of teaching practice, and type of university. The data was collected using a questionnaire about the use and the frequency of occurrence of activating methods, which was completed by 82 university teachers from the Slovak Republic and the Czech Republic.

Open access

István Szőköl

Abstract

Continuous improvement of the teaching process requires teachers to constantly think, analyse and evaluate their own work and try to improve its quality. The paper deals with the introduction of quality management in the teaching process, since one way of improving the quality of education is to build a quality management system at primary schools, focusing exclusively on schools with Hungarian language of instruction. The paper includes the climate survey of the school class aiming at verifying the current state of the social climate of the class in the subject of Slovak language and Slovak literature. When teaching this subject at the primary level of education, attention has to be paid to the fact that pupils in the first year of primary school with Hungarian language of instruction come with different linguistic and speech competences.

Open access

Cagri Tugrul Mart

Abstract

In the early 20th century literature was woven into language curriculum to endorse learners to acquire language structures and perform drills successfully. The actual use of the target language upstaged grammar instruction as the primary focus of language learning in the fields of language pedagogy. In the late 1960s and 1970s literature fell into disuse on the grounds that it was not in conformity with standard grammar rules and the widespread perception was that literature was complex and inaccessible for learners. In the late 1970s and 1980s a decisive swing against literature was experienced and literature came into prominence to enable learners to make huge leaps in language learning. Learners can reap many benefits from the inclusion of literature in foreign language teaching. In attempting to support their arguments of incorporating literature into language teaching a considerable number of researchers offer a number of reasons why literature is an ideal medium for extending language use. By means of inclusion of literature in language teaching, learners are at an advantage to acquire profound knowledge of language. The present paper investigates the language-literature division and focuses on the three phases with regard to the inclusion of literature in language teaching. The supportive role of literature in the development of language awareness is another issue the paper deals with.

Open access

Anna Zelenková

Abstract

The paper explores possibilities of a more intensive use of comparative literature within literary education in which the adoration of national literature prevails together with the abstraction of the concept of world literature. This means putting more emphasis on area and comparative approaches. Emphasising comparative literature may bring in a search and respect for otherness, since it is not connected to any national language and literature, to any concrete tradition and culture, but refers to their variability, with the aim of explaining the contact with the other, which can be close as well as different. More effort should be put especially on the attempt to point to the interconnectedness and mutual influencing. The so-called educational, didactically applied comparatistics is a field of comparative literary studies aimed at overcoming binary, ethnolinguistic opposition of “the national” and “the worldly” in education, and, as far as literary education is concerned, it could become a new methodological stimulus. As a methodological basis of this educational comparative studies is being used the hermeneutic understanding of otherness, though not the interculturally remote one, but a close otherness which exists, for example, in the intertextuality of a particular work emerging within the framework of the “neighbourhood” of common Central European area. What is meant here is, first of all, the so-called innovated imagology, concentrated on the interpretation of images by means of which verbal text renders foreign countries and nations. The overall meaning of imagological impulses can also be seen on the weakening of the opposition of the traditional categories of “national” and “world”, as well as in the overcoming of the ideas of some cultures being more developed at the expense of other ones. Applying the area and comparative approach, educational comparative studies may facilitate the dialogue of literature as art also with other spheres, and have integrating as well as didactic function, or develop the feeling of mutuality and the ability to “compare”, not only in linguistic and ethnic circumstances, but in the value-contextual ones as well.

Open access

Hitoshi Nishizawa, Takayoshi Yoshioka and Yuri Ichikawa

Abstract

In the last decade, extensive reading (ER) had been incorporated into English as a foreign language (EFL) education in various Japanese institutions. It restored the once broken balance of accuracy and fluency in traditional English education, and assisted reluctant EFL learners to start reading. However, ER required rather longer term for elementary learners to enjoy its benefits and the learners needed an extra encouragement to continue ER for the longer term. Book-talk was such an activity to encourage learners to read voluntary and to improve their language skills additionally. In a book-talk, several learners sat around a table, introduced the books they had read during the week, and accepted questions and comments from the others in turn. It also fitted well in lessons because 3-minute talks and 2-minute Q&A of six members took only 30 minutes. We will report how the activity motivated elder students, who had three or more years’ experience of ER, to continue their reading outside the class, and how it encouraged autonomous ER of adult EFL learners, who were reading English books borrowing from the college library. A combination of few talks and many readings worked well in EFL settings.

Open access

Denisa Gunišová and Nina Kozárová

Abstract

The paper deals with working with text as a determinant of the development of creative and critical thinking of students. In individual parts of the work, the authors focus on the theoretical basis of creative and critical thinking, and their application in educational practice. Out of several ways of working with the text developing critical thinking, the authors have chosen two ways and subjected them to a theoretical analysis. The aim of the contribution was to point out the importance of both linear and nonlinear structuring of the curriculum in educational practice as well as to analyze the advantages and disadvantages of the given ways of working with text considering the development of students’ creative and critical thinking.

Open access

Miloš Blahút

Abstract

The picture storybooks have gone through a major transformation since their modern versions appeared in the 1950si. Modern and postmodern picture story books “have a great potential with their flexibility, based on a great variety of picture-text interplay, a wide range of themes, richness of aims and functions” (Bobulová, et al., 2003, p. 88-89). In the online distance learning course, education will be carried out on the basis of interaction between the learner and material (stored and exchanged in Moodle Platform, for instance), and between other participants in the educational process, that is, the instructor and other learners. The advantage of teaching children’s literature, especially picture story books, via E-learning platforms, is twofold: firstly, readers take their time to go through the reading materials and work on their own; secondly, it gives them space and time to prepare for the task assigned by the instructor appropriately and effectively by paying close attention to all the details, which, due to shortage of time allocated in face-to-face education (classroom environment) would be impossible. This paper presents not only advantages of such learning, but also sample tasks learners may encounter while participating in the online distance learning.

Open access

Marianna Müller de Morais, Lucia Rapsová and Radka Zimanová

Abstract

According to international documents, older people have a right to carry out and fully develop their abilities, skills and competences, as well as to have a dignified place and position in the society. Seniors with a certain kind of health disability have the same right as well. Due to this reason, it is indispensable and necessary to create suitable conditions for disabled seniors and to provide them a place for their personal development and self-fulfilment oriented on their fully valuable life in spite of their health disadvantage. The foreign-language education can be considered to be one of the possibilities of the self-fulfilment of seniors (not only) with health disability. Learning of a foreign language is an immanent part of education, however, it is necessary to keep certain specific features in the foreign-language education of this target group. This subject study is aimed on the analysis of psychological bases and chosen specific features of foreign-language education of seniors (not only) with health disability. It mentions chosen psycho-didactic aspects of the education of seniors (not only) with health disability. The study is an output of the authors from solving the research project of Scientific Grant Agency of the Ministry of Education, Science, Research and Sport of the Slovak Republic and the Slovak Academy of Sciences n.1/0176/15 called Paradigms in education of adults and seniors with disability in the residential care.

Open access

Silvia Pokrivcakova

Abstract

Living in the digital age means that modern information and communications technologies (ICT) have penetrated into every aspect of human lives, including education. Despite the fact that ICT are widely used in educational setting, many educators (and parents) have nevertheless remained concerned about how to adapt them into children’s education meaningfully and effectively. The use of ICT in education in general, and in preschool institutions in particular, has become an important research issue. The study focuses on evaluating multimedia CD-ROMs published in two countries with the intention to be used in pre-school institutions for the introduction of English as a foreign language to the youngest learners (children 3 – 6 years). The results point to the fact that majority of the CD ROMs offered activities which were marked as “robotic”, “glib”, “static”, andempty” (built upon simple and usually mechanically repeated instructions), never reached beyond mechanical memorisation of English vocabulary in any entertaining way. The author calls for designing cognitively challenging materials which could support development of higher cognitive or affective functions of very young learners.