Ketvirtokų anglų kalbos žodyno mokymosi pasiekimų ir motyvacijos didinimas: Quizlet įrankio reikšmė

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Collection:
Mokslo publikacijos / Scientific publications
Document Type:
Straipsnis / Article
Language:
Lietuvių kalba / Lithuanian
Title:
Ketvirtokų anglų kalbos žodyno mokymosi pasiekimų ir motyvacijos didinimas: Quizlet įrankio reikšmė
Alternative Title:
Increasing fourth form students’ achievement results and motivation for learning the English vocabulary: the impact of Quizlet
Authors:
Streckienė, Evelina
In the Journal:
Pedagogika [Pedagogy]. 2021, 144, 4, p. 180-201
Subject Category:
LT
Anglų kalba / English language; Leksika. Kalbos žodynas / Lexicon; Ugdymas. Pedagogika / Education. Pedagogy.
Summary / Abstract:

LTStraipsnyje analizuojama Quizlet įrankio reikšmė mokinių mokymosi motyvacijai bei pasiekimams mokantis anglų kalbos žodyno. Atliktas tyrimas parodė, kad naudojant Quizlet padidėjo ketvirtokų mokymosi motyvacija: padidėjo mokinių įsitraukimas ir laiko, skiriamo anglų kalbos mokymuisi, dažnis bei trukmė, mokiniai išreiškė pozityvesnį požiūrį ir emocijas Quizlet atžvilgiu, palyginti su tradiciniu mokymosi būdu. Pasiekimų rezultatams Quizlet įdiegimas esminės reikšmės neturėjo. [Iš leidinio]

ENThe ability to communicate in a variety of languages is a valuable competence in the dynamic and diverse world. However, primary school students are not sufficiently motivated to learn English vocabulary. The research was carried out in order to assess the impact of the use of Quizlet on achievement results and motivation of the fourth form students to learn the English vocabulary. The review of scientific resources deals with the possible impact of Quizlet on students’ achievement results and motivation. The impact on achievement results is disputable among researchers. However, it was determined that Quizlet has a positive influence on the learning motivation and engagement of students in terms of time spent and autonomy as well as their attitude towards learning the English vocabulary and emotions experienced. The empirical study compares the initial situation with the situation after the introduction and use of Quizlet. Students’ achievement results were measured by means of diagnostic tests, and data on students’ motivation were collected by means of survey (interview) (for measuring engagement) and semantic differential based survey (for measuring attitude towards learning and emotions). After using Quizlet for five weeks, students’ learning motivation increased: an increase in students’ engagement and a positive change of students’ attitude and emotions were observed, although the innovation had no significant influence on achievement results. [From the publication]

DOI:
10.15823/p.2021.144.10
ISSN:
1392-0340; 2029-0551
Subject:
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Permalink:
https://www.lituanistika.lt/content/96754
Updated:
2022-08-31 14:54:42
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