FAKTORI KOJI UTIČU NA OPREDELJENJE STUDENATA ZA KOMBINOVANU ILI ONLAJN NASTAVU POSLOVNOG ENGLESKOG JEZIKA, NJIHOVE STRATEGIJE I POSTIGNUĆE NA ISPITNOM TESTU
Главни садржај чланка
Сажетак
U zimskom semestru školske 2021/2022. godine studenti koji su pohađali poslovni engleski jezik imali su priliku da se odluče da li će da prate kombinovanu ili onlajn nastavu. Cilj ovog rada bio je da se utvrde razlozi iz kojih se studenti odlučuju za jedan ili drugi oblik učenja, te kako opredeljenje za kombinovanu ili onlajn nastavu utiče na uspeh na pismenom delu ispita kojim se meri leksička, gramatička i pragmatička kompetencija. Rezultati istraživanja ukazuju na to da ispitanici pokazuju veću sklonost ka kombinovanom učenju. Ne uočavaju se statistički značajne razlike u upotrebi indirektnih strategija, kao ni u postignuću kada su u pitanju ukupni rezultati na ispitnom testu. Ovim je potvrđena jednaka efikasnost oba modela nastave kada se radi o receptivnom znanju gramatike i pragmatike, ali je uočeno bolje postignuće na testu vokabulara ispitanika prve godine koji su se opredelili za elektronsko učenje.
Downloads
Download data is not yet available.
Детаљи чланка
Како цитирати
Bikicki, N. B., & Verežan, T. Đ. (2022). FAKTORI KOJI UTIČU NA OPREDELJENJE STUDENATA ZA KOMBINOVANU ILI ONLAJN NASTAVU POSLOVNOG ENGLESKOG JEZIKA, NJIHOVE STRATEGIJE I POSTIGNUĆE NA ISPITNOM TESTU. Методички видици, 13(13), 99–117. https://doi.org/10.19090/mv.2022.13.99-117
Bрој часописа
Секција
НАСТАВА СТРАНИХ ЈЕЗИКА, КЊИЖЕВНОСТИ И КУЛТУРА
Референце
Allen, I. E., Seaman, J., Garrett, R. (2007). Blending In. The Extent and Promise of Blended Education in the US. Needham: Sloan Consortium.
Al-Qatawneh, S., Eltahir, M. E., Alsalhi, N. (2020). Education and Information Technologies 25: 2101–2127.
Baker, D., Unni, R. (2018). USA and Asia Hospitality and Tourism Students’ Perceptions and Satisfaction with Online Learning versus Traditional Face-to-Face Instruction. e-Journal of Business Education & Scholarship of Teaching 12 (2): 40–54.
Barman, B., Karthikeyan, J. (2019). Facilitating ELT through Moodle and Google Classroom. Pristupljeno 22. 11. 2021. URL:.
Cimermanova, I. (2018). The Effect of Learning Styles on Academic Achievement in Different Forms of Teaching. International Journal of Instruction 11 (3): 219–232.
Coman, C., Tiru, L. G., Mesesan-Schmitz, L., Stanciu, C., Bularca, M. (2020). Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Sustainability 12: 1–24. Pristupljeno 2. 2. 2022. URL:.
Ehrman, M., Oxford, R. (1990). Adult language learning styles and strategies in an intensive training setting. The modern language journal 74 (3): 311–327.
Ergul, H. (2004). Relationship Between Student Characteristics and Academic Achievement in Distance Education and Application on Students of Anadolu University. Turkish Online Journal of Distance Education-TOJDE 5 (2): 81–90.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: OUP.
Galy, E., Downey, C., Johnson, J. (2011). The Effect of Using E-Learning Tools in Online and Campus-based Classrooms on Student Performance. Journal of Information Technology Education: 209–229.
Ghaderizefreh, S., Hoover, M. L. (2018). Student Satisfaction with Online Learning in a Blended Course. International Journal of Digital Society (IJDS) 9 (3): 1393–1398.
Godwin-Jones, R. (2011). Emerging technologies autonomous language learning. Language Learning & Technology 15 (3): 4–11.
Grgurović, M. (2011). Blended Learning in an ESL Class: A Case Study. CALICO Journal 29 (1): 100–117.
Haigh, M. (2007). Divided by a common degree program? Profiling online and face-to-face information science students. Education for Information 25: 93–110.
Kurucova, Z., Medová, J., Tirpakova, A. (2018). The effect of different online learning modes on the English language learning of media studies students. Cogent Education 5. Pristupljeno 25. 1. 2022. URL:.
Chamot, A. U., O’Malley, J. M. (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly 21 (2): 227–249.
Osguthorpe, R. T., Graham, Ch. R. (2003). Blended Learning Environments – Definitions and Directions. The Quarterly Review of Distance Education 4 (3): 227–233.
Popović, N., Radusin-Bardić, N. (2015). Primena platforme Moodle kao dodatnog nastavnog sredstva u učenju francuskog jezika po izboru. Pristupljeno 28. 9. 2021. URL:.
Silaški, N. (2012). Mudl kao platforma za učenje engleskog jezika struke, u Virtuelna interakcija i kolaboracija u nastavi engleskog jezika i književnosti, ur. B. Radić Bojanić (Novi Sad: Filozofski fakultet): 69–84.
Thorn, K. (2003). Blended Learning: How to Integrate Online and Traditional Learning. London: Kogan Page.
Weldon, A., Ma, W., Ho, I., Li, E. (2021). Online learning during a global pandemic: Perceived benefits and issues in higher education. Knowledge Management & E-Learning 13 (2): 161–181.
Al-Qatawneh, S., Eltahir, M. E., Alsalhi, N. (2020). Education and Information Technologies 25: 2101–2127.
Baker, D., Unni, R. (2018). USA and Asia Hospitality and Tourism Students’ Perceptions and Satisfaction with Online Learning versus Traditional Face-to-Face Instruction. e-Journal of Business Education & Scholarship of Teaching 12 (2): 40–54.
Barman, B., Karthikeyan, J. (2019). Facilitating ELT through Moodle and Google Classroom. Pristupljeno 22. 11. 2021. URL:
Cimermanova, I. (2018). The Effect of Learning Styles on Academic Achievement in Different Forms of Teaching. International Journal of Instruction 11 (3): 219–232.
Coman, C., Tiru, L. G., Mesesan-Schmitz, L., Stanciu, C., Bularca, M. (2020). Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Sustainability 12: 1–24. Pristupljeno 2. 2. 2022. URL:
Ehrman, M., Oxford, R. (1990). Adult language learning styles and strategies in an intensive training setting. The modern language journal 74 (3): 311–327.
Ergul, H. (2004). Relationship Between Student Characteristics and Academic Achievement in Distance Education and Application on Students of Anadolu University. Turkish Online Journal of Distance Education-TOJDE 5 (2): 81–90.
Ellis, R. (1994). The Study of Second Language Acquisition. Oxford: OUP.
Galy, E., Downey, C., Johnson, J. (2011). The Effect of Using E-Learning Tools in Online and Campus-based Classrooms on Student Performance. Journal of Information Technology Education: 209–229.
Ghaderizefreh, S., Hoover, M. L. (2018). Student Satisfaction with Online Learning in a Blended Course. International Journal of Digital Society (IJDS) 9 (3): 1393–1398.
Godwin-Jones, R. (2011). Emerging technologies autonomous language learning. Language Learning & Technology 15 (3): 4–11.
Grgurović, M. (2011). Blended Learning in an ESL Class: A Case Study. CALICO Journal 29 (1): 100–117.
Haigh, M. (2007). Divided by a common degree program? Profiling online and face-to-face information science students. Education for Information 25: 93–110.
Kurucova, Z., Medová, J., Tirpakova, A. (2018). The effect of different online learning modes on the English language learning of media studies students. Cogent Education 5. Pristupljeno 25. 1. 2022. URL:
Chamot, A. U., O’Malley, J. M. (1987). The cognitive academic language learning approach: A bridge to the mainstream. TESOL Quarterly 21 (2): 227–249.
Osguthorpe, R. T., Graham, Ch. R. (2003). Blended Learning Environments – Definitions and Directions. The Quarterly Review of Distance Education 4 (3): 227–233.
Popović, N., Radusin-Bardić, N. (2015). Primena platforme Moodle kao dodatnog nastavnog sredstva u učenju francuskog jezika po izboru. Pristupljeno 28. 9. 2021. URL:
Silaški, N. (2012). Mudl kao platforma za učenje engleskog jezika struke, u Virtuelna interakcija i kolaboracija u nastavi engleskog jezika i književnosti, ur. B. Radić Bojanić (Novi Sad: Filozofski fakultet): 69–84.
Thorn, K. (2003). Blended Learning: How to Integrate Online and Traditional Learning. London: Kogan Page.
Weldon, A., Ma, W., Ho, I., Li, E. (2021). Online learning during a global pandemic: Perceived benefits and issues in higher education. Knowledge Management & E-Learning 13 (2): 161–181.