Psychodidactic approach in the development of language competences in university students within blended learning

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18450%2F18%3A50014587" target="_blank" >RIV/62690094:18450/18:50014587 - isvavai.cz</a>

Výsledek na webu

<a href="http://dx.doi.org/10.1080/02680513.2018.1454834" target="_blank" >http://dx.doi.org/10.1080/02680513.2018.1454834</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/02680513.2018.1454834" target="_blank" >10.1080/02680513.2018.1454834</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Psychodidactic approach in the development of language competences in university students within blended learning

Popis výsledku v původním jazyce

The paper discusses the deployment of cognitive and affective components for teaching languages in a blended learning university setting. A modified expectancy model of motivation was designed and applied. The usability testing of a language education website was used as a framework with affective and cognitive features. The selection of the education website was based on findings gained from the language needs analysis. The level of students&apos; language competence representing the cognitive component was diagnosed based on their results in the placement tests in the DIALANG language website. Many students showed progress in language knowledge by the end of the semester. Results were higher than students had expected and enough to encourage further research. The affective part is discussed in the modified expectancy model of motivation that was designed and applied. The psychodidactic approach used in the research met students&apos; motivational and emotional needs without sacrificing their improved competence in language development.

Název v anglickém jazyce

Psychodidactic approach in the development of language competences in university students within blended learning

Popis výsledku anglicky

The paper discusses the deployment of cognitive and affective components for teaching languages in a blended learning university setting. A modified expectancy model of motivation was designed and applied. The usability testing of a language education website was used as a framework with affective and cognitive features. The selection of the education website was based on findings gained from the language needs analysis. The level of students&apos; language competence representing the cognitive component was diagnosed based on their results in the placement tests in the DIALANG language website. Many students showed progress in language knowledge by the end of the semester. Results were higher than students had expected and enough to encourage further research. The affective part is discussed in the modified expectancy model of motivation that was designed and applied. The psychodidactic approach used in the research met students&apos; motivational and emotional needs without sacrificing their improved competence in language development.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2018

Kód důvěrnosti údajů

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

Název periodika

Open learning

ISSN

0268-0513

e-ISSN

—

Svazek periodika

33

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

13

Strana od-do

142-154

Kód UT WoS článku

000434654400007

EID výsledku v databázi Scopus

2-s2.0-85044444449