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Positive views and challenges of using project work in ESP lessons

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dc.title Positive views and challenges of using project work in ESP lessons en
dc.contributor.author Kováčiková, Elena
dc.contributor.author Kráľová, Zdena
dc.relation.ispartof Journal of Teaching English for Specific and Academic Purposes
dc.identifier.issn 2334-9182 Scopus Sources, Sherpa/RoMEO, JCR
dc.identifier.issn 2334-9212 Scopus Sources, Sherpa/RoMEO, JCR
dc.date.issued 2021
utb.relation.volume 9
utb.relation.issue 1
dc.citation.spage 31
dc.citation.epage 41
dc.type review
dc.language.iso en
dc.publisher University of Niš
dc.identifier.doi 10.22190/JTESAP2101031K
dc.relation.uri http://espeap.junis.ni.ac.rs/index.php/espeap/article/view/1087
dc.subject ESP lessons en
dc.subject project work en
dc.subject higher education en
dc.subject focus groups en
dc.description.abstract ESP lessons in higher education develop foreign language competences of university students and prepare them for their professional lives. This paper brings views of university students on using projects in the classroom within their ESP lessons. As a part of the research through methods of focus groups, their analyses, the results and interpretations uncover positive and negative sides of using projects in ESP classroom from students' points of views. The results show that project work on the one hand strengthens and builds responsibility for learning and thus leads towards autonomous learning as one of the educational objectives of 21st century schooling. On the other hand, the research shows that the students see themselves as still not ready to take over responsibility for their own learning, they do not feel competent to give presentations, feel anxious to speak a foreign language in public and do not see themselves competent enough to develop their own projects in foreign languages within the topics of their future professions even though their language level reaches B1 level according to CEFR. Interpretation of these findings show insufficient or ineffective use of projects in earlier educational level, not enough attention given to development of productive skills and confidence in a foreign language use. en
utb.faculty Faculty of Humanities
dc.identifier.uri http://hdl.handle.net/10563/1010326
utb.identifier.obdid 43882440
utb.identifier.scopus 2-s2.0-85108669791
utb.identifier.wok 000625331800003
utb.source J-wok
dc.date.accessioned 2021-05-14T12:05:21Z
dc.date.available 2021-05-14T12:05:21Z
dc.description.sponsorship Cultural and Educational Grant Agency of the Ministry of Education, Science, Research and Sport of the Slovak Republic [KEGA 002UKF-4/2020]
dc.description.sponsorship Kultúrna a Edukacná Grantová Agentúra MŠVVaŠ SR, KEGA: 002UKF-4/2020
dc.rights Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.access openAccess
utb.contributor.internalauthor Kráľová, Zdena
utb.fulltext.sponsorship The paper includes research results gained as a part of the project KEGA 002UKF-4/2020 Positive Psychology in Teaching English supported by the Cultural and Educational Grant Agency of the Ministry of Education, Science, Research and Sport of the Slovak Republic.
utb.wos.affiliation [Kovacikova, Elena] Constantine Philosopher Univ Nitra, Nitra, Slovakia; [Kralova, Zdena] Tomas Bata Univ, Zlin, Slovakia
utb.scopus.affiliation Constantine the Philosopher University in Nitra, Tomas Bata University, Zlin, Slovakia
utb.fulltext.projects KEGA 002UKF-4/2020
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