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The correlation between student achievements in English as a foreign language and the use of ICT in teaching English as a foreign language in Slovenia and in the Netherlands in 11- and 12-year old students : magistrsko delo
ID Krajnik, Sabina (Avtor), ID Pižorn, Karmen (Mentor) Več o mentorju... Povezava se odpre v novem oknu

URLURL - Predstavitvena datoteka, za dostop obiščite http://pefprints.pef.uni-lj.si/id/eprint/5157 Povezava se odpre v novem oknu

Izvleček
V magistrskem delu smo raziskovali, ali uporaba informacijsko-komunikacijske tehnologije vpliva na dosežke znanja iz angleščine kot tujega jezika. Poleg tega, smo primerjali rezultate med Slovenijo in Nizozemsko. V teoretičnem delu razpravljamo o informacijsko-komunikacijski tehnologiji (IKT) in se osredotočamo predvsem na njen položaj v izobraževanju, predvsem z vidika učiteljev, učencev in opreme. Poseben poudarek je na spletni varnosti (online safety). V pregledu literature razpravljamo o številnih študijah o izvajanju IKT v šolah ter o tem, kako in v kakšnem obsegu so IKT uporabljali v šolah v Sloveniji in na Nizozemskem. Nazadnje se raziskuje še položaj IKT pri poučevanju in učenju tujih jezikov. V empiričnem delu se preučujejo in vrednotijo rezultati raziskave. Dve raziskovalni vprašanji sta raziskali povezanost med uporabo IKT in dosežki znanja na testu iz tujega jezika angleščine v Sloveniji in na Nizozemskem ter analizirala povezanost med osebnimi karakteristikami učiteljev in pogostostjo uporabe IKT. Vzorec obsega 9 osnovnih šol, 5 v Sloveniji in 4 na Nizozemskem. V tem vzorcu je bilo 235 slovenskih šestošolcev in 163 nizozemskih učencev razreda 7 in 8. V raziskavi je sodelovalo tudi 25 slovenskih in 21 nizozemskih učiteljev. Uporabljenih je bilo več metod pridobivanja podatkov. Podatki so bili prodobljeni z uporabo dveh različnih raziskovalnih metod. Najprej je bil uporabljen intervju za zbiranje podatkov o tem, kaj menijo učenci o uporabi IKT pri angleščini, nato je bil uporabljen preizkus znanja (NPZ iz angleščine) pri učencih in nazadnje je bila uporabljena še anketa pri učiteljih, s katero smo pridobili osebne značilnosti učiteljev in njihove osebne podatke. Rezultati so pokazali, da na Nizozemskem uporabljajo več IKT pri izobraževanju kot v Sloveniji. V Sloveniji sama uporaba IKT opreme vpliva na dosežke znanja iz angleščine. Ugotovljeno je bilo, da IKT učence motivira za učenje angleščine in da imajo najraje učne ure, pri katerih je uporabljena interaktivna bela tabla ter računalnik. Rezultati so pokazali, da so vse nizozemske šole opremljene z interaktivno belo tablo, medtem ko sta podobno opremo imeli v Sloveniji le 2, ena slovenska šola je imela učilnico opremljeno s projektorjem in računalnikom in dve šoli sta bili brez kakršnekoli IKT opreme. V raziskavi ugotovljeno, da delovne izkušnje ne vplivajo na pogostost uporabe IKT v šoli. Ugotovljeno je bilo, da imajo starejši nizozemski učitelji bolj pozitiven odnos do uporabe IKT v izobraževanju kot njihovi mlajši kolegi; v Sloveniji je pa ravno obratno. Slovenski učitelji se počutijo bolj kompetentne pri uporabi IKT opreme in so tudi v večji meri udeležijo dodatnega izobraževanja v povezavi z IKT kot nizozemski učitelji. Učitelji obeh držav imajo vsakodnevni dostop do računalnika na delovnem mestu in doma.

Jezik:Angleški jezik
Ključne besede:angleščina kot tuj jezik
Vrsta gradiva:Magistrsko delo/naloga
Tipologija:2.09 - Magistrsko delo
Organizacija:PEF - Pedagoška fakulteta
Založnik:[S. Krajnik]
Leto izida:2018
Št. strani:XI f., 128 str.
PID:20.500.12556/RUL-102080 Povezava se odpre v novem oknu
UDK:373.3:811.163.6(043.2)
COBISS.SI-ID:12054601 Povezava se odpre v novem oknu
Datum objave v RUL:31.08.2018
Število ogledov:704
Število prenosov:149
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Sekundarni jezik

Jezik:Slovenski jezik
Naslov:The correlation between student achievements in English as a foreign language and the use of ICT in teaching English as a foreign language in Slovenia and in the Netherlands in 11- and 12-year old students
Izvleček:
In my master's thesis we researched the relationships between students’ achievements in English as a foreign language (EFL) and the use of ICT in teaching EFL. In addition, we compared the proficiency results between Slovenia and the Netherlands. In the theoretical part, information-communication technology (ICT) is discussed and we primarily focus on its position in education, especially considering teachers, students and equipment. Special emphasis is placed on online safety. In the literature review, we discuss a number of studies how ICT has been implemented in schools, and how and to what extent ICT has been applied in schools in Slovenia and the Netherlands. Finally, the position of ICT in teaching and learning foreign languages is explored. In the empirical part, the results of the research study are examined and evaluated. The two research questions investigated the relationships between the use of ICT and the achievements on the proficiency test in EFL in Slovenia and the Netherlands, and the relationships between the personal characteristics of teachers and the frequency of using ICT are analyzed. The sample comprised 9 primary schools, 5 in Slovenia and 4 in the Netherlands. In this sample, there were 235 Slovenian 6 graders and 163 Grade 7 or 8 Dutch pupils. The study also included 25 Slovenian teachers and 21 Dutch teachers. The data was acquired by applying two different research methods. First, an interview was used to collect student data regarding their preferences about ICT in English lessons, secondly, a test of English proficiency examined the students’ English knowledge and language skills and a teacher survey focused on teachers’ personal data and their attitudes and experience with ICT. The results showed that in the Netherlands more ICT is used in education than in Slovenia. In Slovenia, the use of ICT equipment itself affects the English proficiency test results. It was found that ICT motivates students to learn English and that they prefer lessons with an interactive whiteboard and a computer. The results showed that all Dutch schools were equipped with an interactive whiteboard, while only 2 schools had similar equipment in Slovenia, one Slovene school had a classroom equipped with a projector and a computer, and two schools were without any ICT equipment. We learned in the research, that work experience (years of teaching) does not affect the frequency of using ICT equipment at school. We figured out that older Dutch teachers have a more positive attitude to the use of ICT in education than their younger counterparts; in Slovenia the situation is reversed. Slovenian teachers feel more competent in the use of ICT equipment compared to the Dutch, and are also more likely to participate in additional education in relation to ICT. The teachers of both countries have daily access to the computer at work and at home.

Ključne besede:angleščina kot tuj jezik, dosežki znanja, učitelji, foreign languages, English language, Slovenia, Netherlands, tuji jeziki, angleščina, Slovenija, Nizozemska

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