<abstract xmlns="http://www.w3.org/1999/xhtml">This paper is about the views and beliefs of students, participating in technology-enhanced CLIL (content and language integrated learning) teaching in the senior section of a Hungarian primary school, about the English language, language learning, English classes, and the activities of their teachers. The study is based on mixed methods and a verbal fluency test as well as structured interviews. This paper presents the findings of the structured interview in the case of N = 7 students. The processing of the structured interviews was done using qualitative content analysis, combining deductive and inductive logic. During deductive content analysis, a code list was set up, followed by an inductive exploration of text segments. The reliability of coding was ensured by intercoding. According to the results, students taking part in technology-enhanced CLIL teaching saw language learning as a speech-based process. As for teaching activities, it was found that there were differences between problem-centred and activity-based technology-enhanced teaching and traditional methods based on a classical methodology. 1</abstract>

This paper is about the views and beliefs of students, participating in technology-enhanced CLIL (content and language integrated learning) teaching in the senior section of a Hungarian primary school, about the English language, language learning, English classes, and the activities of their teachers. The study is based on mixed methods and a verbal fluency test as well as structured interviews. This paper presents the findings of the structured interview in the case of N = 7 students. The processing of the structured interviews was done using qualitative content analysis, combining deductive and inductive logic. During deductive content analysis, a code list was set up, followed by an inductive exploration of text segments. The reliability of coding was ensured by intercoding. According to the results, students taking part in technology-enhanced CLIL teaching saw language learning as a speech-based process. As for teaching activities, it was found that there were differences between problem-centred and activity-based technology-enhanced teaching and traditional methods based on a classical methodology. 1

Students’ Beliefs on Classroom Didactics of Second Language Teaching in the 21st Century

Acta Universitatis Sapientiae, Philologica

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Students’ Beliefs on Classroom Didactics of Second Language Teaching in the 21 Century

This paper is about the views and beliefs of students, participating in technology-enhanced CLIL (content and language integrated learning) teaching in the...

Students’ Beliefs on Classroom Didactics of Second Language Teaching in the 21^st Century

Data publikacji: 21 sty 2020

Zakres stron: 85 - 101

DOI: https://doi.org/10.2478/ausp-2019-0014

Słowa kluczowe
student beliefs, CLIL, structured interview, technology-enhanced language learning (TELL)

© 2019 Ágnes Sántha-Malomsoki et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Students’ Beliefs on Classroom Didactics of Second Language Teaching in the 21st Century

Data publikacji: 21 sty 2020

Zakres stron: 85 - 101

DOI: https://doi.org/10.2478/ausp-2019-0014

Słowa kluczowestudent beliefs, CLIL, structured interview, technology-enhanced language learning (TELL)

© 2019 Ágnes Sántha-Malomsoki et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Students’ Beliefs on Classroom Didactics of Second Language Teaching in the 21^st Century

Słowa kluczowe
student beliefs, CLIL, structured interview, technology-enhanced language learning (TELL)