20.500.12556/RUL-175947 Čuječnost in poučevanje književnosti pri pouku angleščine Mindfulness and Literature in English Language Teaching V magistrskem delu sem raziskovala, kako vključiti čuječnost v poučevanje literature pri pouku angleščine. Glavni namen je bil oblikovati učno uro, ki pri kateri bi učenci obravnavali angleško literaturo ob izvajanju vaj iz čuječnosti, ter preučiti morebitne učinke takšnega pristopa. Učinkovitost sem opazovala s pomočjo štirih kazalnikov, in sicer usvojeno znanje učencev, njihova motivacija za delo, osredotočenost na delo ter zadovoljstvo udeleženih, tj. učencev, učiteljic ter moje, kot izvajalke učne ure. Raziskava je bila zasnovana v okviru akcijskega raziskovanja, pri čemer sem izvedla enofaktorski kvazi-eksperiment v štirih oddelkih 7. razreda na eni izmed slovenskih osnovnih šol. Podatke sem pridobila preko samoevalvacije učne ure, opazovanj učiteljic, ki oddelka poučujeta, ter učencev, ki so bili pri učnih urah prisotni. Rezultati so pokazali, da vključevanje čuječnosti v pouk angleške literature nima statistično pomembnih učinkov na znanje, motivacijo in osredotočenost učencev. Pridobljeni rezultati nakazujejo na zanimanje učencev ter učiteljic za vključevanje čuječnosti v pouk. Analiza rezultatov pa je pokazala, da bi ta morala biti daljša in bolj sistematična, saj bi se le tako pozitivni učinki izvajanja čuječnostnih vaj lahko pokazali. V magistrski nalogi predlagam tudi nekaj izboljšav, kako pripraviti boljšo učno uro, kjer se vključi čuječnost v poučevanje angleške literature, ter nekaj idej, kako izboljšati zasnovo bodočih raziskav. In my master's thesis, I researched how to incorporate mindfulness into teaching English literature. The main purpose was to create a lesson in which students would study English literature while practicing mindfulness exercises, and to then examine the potential effects of this approach. I observed four indicators: the acquired knowledge of the students, their motivation to work, their concentration, and the overall satisfaction of the participants, i.e., students, teachers, and myself as the lesson provider. The research was designed as action research, and I conducted a one-factor quasi-experiment in four 7th-grade classes at a Slovenian elementary school. I obtained the data through self-evaluation of the lesson, observations by the teachers who teach the classes, and the students who attended the lessons. The results showed that incorporating mindfulness practice into English literature classes had no statistically significant effect on students' knowledge, motivation, or concentration. The results indicate the interest of students and teachers in incorporating mindfulness into the teaching process. Analysis showed that mindfulness should be incorporated into the classroom through a longer period of time and more systematically. Only then the positive effect of mindfulness practice could be observed. In my master's thesis, I also propose some improvements on how to prepare a better lesson that incorporates mindfulness into teaching English literature, as well as some ideas on how to improve the design of future research. čuječnost poučevanje angleške literature angleščina kot tuji jezik motivacija osredotočenost mindfulness teaching English literature English as a foreign language motivation concentration true false false Slovenski jezik Angleški jezik Magistrsko delo/naloga 2025-11-14 07:15:09 2025-11-14 07:15:33 2025-12-16 03:54:00 0000-00-00 00:00:00 2025 0 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 1970-01-01 604322 60005.pdf 60005.pdf 1 9ED62E2E5325B1FDA28AABDECC22A797 0d22abacc366e3358dd8f48dae83e5dede8fe8b7bb9dbd73da84e87ff227f4d6 fdf8232e-c120-11f0-9328-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=221922 Filozofska fakulteta 0 0 0