Razlike među studentima unutar inojezičnog motivacijskog sustava pojma o sebi

Due to globalization the English language has become the world\u27s lingua franca and this has affected language policies. According to Graddol (2006), as an increasing number of countries have been implementing English as a mandatory subject in primary schools, English has come to be viewed as a basic educational skill. One of the areas of language research which has been influenced by these changes is second language (L2) motivation. Dörnyei (2005) has argued that research with regard to L2 motivation needs to adopt a two-tier approach, one for the study of English and another for the study of other languages. Dörnyei (2005, 2009) has suggested a new L2 motivation framework that takes into consideration the role of English as a world language, namely, the L2 Motivational Self System (L2MSS). The L2MSS includes the concepts of possible selves and future self-guides, and is comprised of the ideal L2 self and ought-to L2 self, as well as aspects of instrumentality. The present study examined English language learning motivation among Croatian university students using this new framework (L2MSS) by taking into consideration various learner differences. The results indicated that length of studying English did not significantly affect the motivational disposition of students; however, higher levels of L2 motivation, a stronger ideal L2 self, and pragmatic motives related to career success were found among students with higher grade levels. Differences were also found among fields of study with biotechnical students showing the lowest levels of L2 motivation. While controlling for grade levels, gender differences were found on various motivation variables, including higher levels of intended effort and pragmatic motives related to avoidance of negative outcomes among females, while males showed higher levels on the ideal L2 self scale.Zbog globalizacije engleski jezik je postao lingua franca svijeta što je utjecalo na jezičnu politiku. Prema Graddolu (2006), sve više zemalja postavljaju engleski kao obavezan predmet u osnovnim školama, tako da se engleski sve više smatra kao osnovna obrazovna vještina. Ove promjene su utjecale na različita područja proučavanja jezika, a posebno na proučavanje inojezične motivacije. Dörnyei (2005) smatra da istraživanje inojezične motivacije mora prihvatiti dvoslojni pristup, jedan za engleski jezik i drugi za ostale jezike. Dörnyei (2005, 2009) sugerira novi inojezični motivacijski okvir koji uzima u obzir ulogu engleskog jezika kao svjetskog jezika, tzv. \u27inojezični motivacijski sustav pojmova o sebi\u27 (engl. L2 Motivational Self System – L2MSS). Inojezični motivacijski sustav uključuje pojmove \u27mogućih ja\u27 (engl. possible selves) i \u27budućih samovodiča\u27 (engl. future selfguides), te se sastoji od \u27idealnog inojezičnog ja\u27 (engl. ideal L2 self), i \u27traženog inojezičnog ja\u27 (engl. ought-to L2 self) kao i od aspekata \u27instrumentalnosti\u27 (engl. instrumentality). Ovo istraživanje ispitivalo je motivaciju učenja engleskog jezika kod hrvatskih studentata te faktore koji bi mogli utjecati na razinu motivacije koristeći prethodno navedeni okvir (L2MSS). Rezultati su pokazali da duljina učenja engleskog jezika nije značajno utjecala na motivacijsku strukturu studenata. Međutim, veća razina inojezične motivacije, idealnog inojezičnog ja i pragmatičnih motiva povezanih s karijernim uspjehom pronađeni su kod studenata višeg obrazovnog stupnja. Razlike su također pronađene među različitim područjima studija na način da su studenti biotehničkog usmjerenja imali najmanju razinu inojezične motivacije. Pokazano je da postoje spolne razlike na nekoliko motivacijskih varijabli, točnije, pronađena je veća razina uloženog napora i pragmatičnih motiva povezanih s izbjegavanjem negativnih posljedica među ženama, dok su muškarci pokazali veću razinu na skali idealnog inojezičnog ja čak i nakon kontrole prethodnog školskog uspjeha

The L2 motivational self system, L2 interest, and L2 anxiety: A study of motivation and gender differences in the Croatian context

Studies have shown that second language (L2) motivation can have an impact on L2 learning processes. The aim of this study was to investigate gender differences in L2 motivation among Croatian university students from the perspective of the L2MSS. The results indicated that females were more motivated than males to learn English, had higher levels of interest in English, while differences in L2 anxiety were somewhat ambiguous. Females also demonstrated that their L2 motivation was linked to motives related to the avoidance of negative outcomes suggesting that females are perhaps more conscientious learners compared to males. These findings point to a complex motivational state among females, which may indicate important gender-based differences in language learning

Cam teach and prosper? EFL teachers’ attitudes, well-being, and coping strategies in an online setting

The global Covid-19 pandemic led to the turn toward online learning and the need to adapt to new ways of English foreign language (EFL) teaching. This mixed-methods research aimed to examine teacher attitudes, well-being, and coping strategies related to online EFL teaching. The results indicated that Croatian EFL teachers had a positive attitude toward online teaching and acknowledged the importance of being digitally competent. EFL teachers were unsure about their ability to deal with online teaching and indicated their need to improve their IT skills. They revealed more negative than positive responses regarding their well-being and showed that they tried to actively cope during the pandemic. Results also showed better coping strategies among female teachers

INKLUZIVNO OBRAZOVANJE U NASTAVI ENGLESKOG JEZIKA

This paper attempts to depict issues pertaining to inclusion in English foreign language (EFL) classes. In particular, the goal of the study was to examine the attitudes of English language teachers, pupils with special education needs (SEN), and other pupils towards inclusive English language learning in Croatian primary schools. The research was based on questionnaires taken from previously conducted research on inclusive education in Croatia and Europe. The results of this study showed generally positive attitudes towards inclusion in the English language classroom on behalf of teachers, pupils with SEN, and other pupils. However, there were some contradictory results that suggest that further research is needed. Moreover, the results point to the need for special training and education among teachers who work with special needs learners.Ovaj rad prikazuje inkluzivno obrazovanje u nastavi engleskog jezika. Cilj ovoga rada jest prikazati stavove nastavnika engleskog jezika u hrvatskim osnovnim školama prema učenicima s posebnim potrebama, stavove učenika s intelektualnim teškoćama prema nastavi engleskog jezika te stavove ostalih učenika u razredu prema učenicima s posebnim obrazovnim potrebama. Istraživanje se temelji na upitniku koji je uzet iz prijašnjih studija provedenih u Hrvatskoj i Europi. Iz rezultata istraživanja može se zaključiti da među nastavnicima ne prevladavaju negativni stavovi prema učenicima s intelektualnim teškoćama. Ipak, evidentno je da je nastavnicima engleskog jezika neophodno usavršavanje u području specijalnog obrazovanja, jer je većina nastavnika izrazila potrebu za dodatnim kompetencijama i obrazovanjem u tom području za rad s učenicima s posebnim potrebama

ODNOS STUDENATA PREMA ENGLESKOM JEZIKU STRUKE

The introduction of the Bologna process to Croatian Universities has resulted in many changes in course programmes. At the University of Zadar many areas of study from the fields of Humanities and Social Sciences have included obligatory courses in foreign languages. However, many students appear to lack enthusiasm and interest in their language classes. The aim of this paper was to understand student attitudes toward learning English for Specific Purposes (ESP) among first year university students who are non-language majors. The instrument used was a questionnaire whose results were subject to factor analysis. The results showed three subscales: firstly, attitude toward the teacher and evaluation method, secondly, attitude toward English, and thirdly, affective attitude toward learning English. It can be concluded that students generally had high results on all three subscales, that is, a positive attitude toward the teacher, evaluation method, and English as well as a positive affective attitude toward learning English.Uvođenjem Bolonjskog procesa na hrvatska sveučilište došlo je do mnogih promjena u nastavnim programima. Na Sveučilištu u Zadru na mnogim odjelima humanističkog i društvenog smjera strani jezik je obavezan predmet. Ipak, izgleda da mnogi studenti ne pokazuju dovoljno entuzijazma niti interesa za strani jezik. Svrha ovog rada je bio razumjeti odnos studenata prve godine, čija studijska grupa nije strani jezik, prema učenju engleskog jezika struke. Koristila se anketa kao instrument istraživanja, a dobiveni rezultati su se podvrgli faktorskoj analizi. Rezultati su pokazali tri podgrupe: prvo, odnos prema nastavniku i metodi evaluacije, drugo, odnos prema engleskom, i treće, afektivni odnos prema učenju engleskog jezika. Može se zaključiti da su studenti općenito imali visoke rezultate u sve tri podgrupe, tj. pozitivan odnos prema nastavniku, metodi evaluacije, i engleskom jeziku, kao i pozitivni afektivni odnos prema učenju engleskog jezika

Teacher questions in EFL classrooms

Nastavnici postavljanjem pitanja doprinose procesu učenja stranog jezika i razvoju mišljenja višeg reda kod učenika. Pitanja su značajna za pokretanje interakcije u učionicama stranih jezika. Cilj ovog istraživanja bio je dobiti uvid u vrste pitanja koje nastavnici koriste u poučavanju engleskog kao stranog jezika (engl. EFL). Metoda prikupljanja podataka uključivala je promatranje nastave koje se često koristi u istraživanjima u učionicama stranih jezika. Rezultati su pokazali da se u osnovnim i srednjim školama češće postavljaju pitanja nižeg reda od pitanja višeg reda, dok su složenija pitanja i setovi pitanja i odgovora pokazali veću učestalost pitanja višeg reda. Nadalje, složenost odgovora učenika ovisila je o vrsti pitanja koju je nastavnik postavio. Analiza je također pokazala da, usprkos tome što je bilo više pitanja koja su poticala na razmišljanje i samoizražavanje u srednjoj školi nego u osnovnoj školi, veliki broj prikupljenih pitanja nižeg reda ipak pokazuje potrebu za većom upotrebom pitanja višeg reda.Teacher questions can help students in the learning process, as well as aid in the development of higher-order thinking skills. In language classrooms, teacher questions are a major way of initiating interaction. The general aim of this research was to investigate the types of questions used by language teachers in English as a foreign language (EFL) classrooms. The data collection method included classroom observations which is commonly used in second language classroom research. The results showed that in both elementary and high schools, there was greater frequency in the use of lower-order questions compared to higher-order questions, while more complex questions and answers sets yielded higher frequency of higher-order questions. Furthermore, the complexity of students’ responses depended on the type of questions posed by the teacher. The analysis also showed that although there were more questions that stimulated thinking and encouraged self-expression in high schools than in elementary schools; nevertheless, the large number of lower-order questions suggests the need for greater use of high-order thinking questions

L2 Motivation

Globalization has led to the spread of English, which has become the world’s international language. As a result of its importance in social, economic, and political spheres, many countries have introduced English language learning in their school curricula. However, despite its importance many learners still seem to struggle with English second language (L2) motivation, which is an important element of L2 learning success. The aim of this study was to analyse the relationship between several phases of learners’ motivation, including learners’ attributions of past English L2 learning success, current motivational characteristics, and motivation to learn English in the future. Using the L2 Motivational Self System (L2MSS) as a framework, it was found that past learning experiences did not have a significant effect on current learner motivational dispositions. However, elements of the L2MSS had an effect on learners’ intentions to exert effort into future English language learning. In other words, Croatian university students’ L2 motivation was based on their visions for the future rather than on past learning experiences. Moreover, it appears that the ideal L2 self plays a much stronger role in learners’ motivation compared to the ought-to L2 self, and this motivation is tied to utilitarian motives for learning English. In addition, the results showed that other motivational components, such as interest, as well as L2 anxiety, are important elements of learners’ motivation, suggesting cognitive as well as affective aspects in this motivational profile. The complexity of motivation as shown in this study suggests the need for further investigations in various contexts

ATTITUDES TOWARD ESP AMONG UNIVERSITY STUDENTS

The introduction of the Bologna process to Croatian Universities has resulted in many changes in course programmes. At the University of Zadar many areas of study from the fields of Humanities and Social Sciences have included obligatory courses in foreign languages. However, many students appear to lack enthusiasm and interest in their language classes. The aim of this paper was to understand student attitudes toward learning English for Specific Purposes (ESP) among first year university students who are non-language majors. The instrument used was a questionnaire whose results were subject to factor analysis. The results showed three subscales: firstly, attitude toward the teacher and evaluation method, secondly, attitude toward English, and thirdly, affective attitude toward learning English. It can be concluded that students generally had high results on all three subscales, that is, a positive attitude toward the teacher, evaluation method, and English as well as a positive affective attitude toward learning English

The ABC of linear regression analysis: What every author and editor should know

Regression analysis is a widely used statistical technique to build a model from a set of data on two or more variables. Linear regression is based on linear correlation, and assumes that change in one variable is accompanied by a proportional change in another variable. Simple linear regression, or bivariate regression, is used for predicting the value of one variable from another variable (predictor) ; however, multiple linear regression, which enables us to analyse more than one predictor or variable, is more commonly used. This paper explains both simple and multiple linear regressions illustrated with an example of analysis and also discusses some common errors in presenting the results of regression, including inappropriate titles, causal language, inappropriate conclusions, and misinterpretation

The ABC of linear regression analysis: What every author and editor should know

Regression analysis is a widely used statistical technique to build a model from a set of data on two or more variables. Linear regression is based on linear correlation, and assumes that change in one variable is accompanied by a proportional change in another variable. Simple linear regression, or bivariate regression, is used for predicting the value of one variable from another variable (predictor) ; however, multiple linear regression, which enables us to analyse more than one predictor or variable, is more commonly used. This paper explains both simple and multiple linear regressions illustrated with an example of analysis and also discusses some common errors in presenting the results of regression, including inappropriate titles, causal language, inappropriate conclusions, and misinterpretation