Emerging technologies and assessment preferences in learning English through CLIL/EMI

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13430%2F18%3A43893785" target="_blank" >RIV/44555601:13430/18:43893785 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1007/978-3-030-03580-8_15" target="_blank" >http://dx.doi.org/10.1007/978-3-030-03580-8_15</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1007/978-3-030-03580-8_15" target="_blank" >10.1007/978-3-030-03580-8_15</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Emerging technologies and assessment preferences in learning English through CLIL/EMI

Popis výsledku v původním jazyce

Results of research on students&apos; assessment preferences reflecting their learning styles are presented in the article. The research was conducted at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. Totally, 203 students enrolled in Applied Informatics, In-formation Management, Financial Management and Tourism Management study programmes participated in the research. The main objective was to discover whether there exist correlations between the preferred assessment format and student&apos;s learning style. The latest version of LMS Blackboard was exploited to enhance the process of learning English which was con-ducted via Content and Language Integrated Learning and English as Medi-um of Instruction approaches. Totally 18 assessment formats were consid-ered by the students; special attention was paid to those enhanced by tech-nologies. Two research tools were exploited to reach the objective: Learning Combination Inventory and Assessment Format Questionnaire. Collected da-ta were processed by multiple regression and ANOVA analyses. Statistically significant correlations between the preferred format of assessment and indi-vidual learning style were discovered in two assessment formats: essay writ-ing on the pre-defined topic and group discussion on the problem using the critical analysis, evaluation, application of students&apos; previous knowledge and experience. Results close to significance were found in several other assess-ment formats. Finally, the results were discussed in relation to findings pub-lished within the world context.

Název v anglickém jazyce

Emerging technologies and assessment preferences in learning English through CLIL/EMI

Popis výsledku anglicky

Results of research on students&apos; assessment preferences reflecting their learning styles are presented in the article. The research was conducted at the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. Totally, 203 students enrolled in Applied Informatics, In-formation Management, Financial Management and Tourism Management study programmes participated in the research. The main objective was to discover whether there exist correlations between the preferred assessment format and student&apos;s learning style. The latest version of LMS Blackboard was exploited to enhance the process of learning English which was con-ducted via Content and Language Integrated Learning and English as Medi-um of Instruction approaches. Totally 18 assessment formats were consid-ered by the students; special attention was paid to those enhanced by tech-nologies. Two research tools were exploited to reach the objective: Learning Combination Inventory and Assessment Format Questionnaire. Collected da-ta were processed by multiple regression and ANOVA analyses. Statistically significant correlations between the preferred format of assessment and indi-vidual learning style were discovered in two assessment formats: essay writ-ing on the pre-defined topic and group discussion on the problem using the critical analysis, evaluation, application of students&apos; previous knowledge and experience. Results close to significance were found in several other assess-ment formats. Finally, the results were discussed in relation to findings pub-lished within the world context.

Druh

D - Stať ve sborníku

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2018

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of the 17th International Conference on Web-based Learning

ISBN

978-3-030-03579-2

ISSN

—

e-ISSN

neuvedeno

Počet stran výsledku

11

Strana od-do

138-148

Název nakladatele

Springer

Místo vydání

Cham

Místo konání akce

Chiang Mai, Thailand

Datum konání akce

22. 8. 2018

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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