e-Pedagogium 2023, 23(2):5-23 | DOI: 10.5507/epd.2023.006

A Lack of Qualitative Leap in EFL

Steve Morrisa, Václav Řeřichab
a Department of English and American Studies,, Institute of Foreign Languages, Faculty of Philosophy and Science, Silesian University in Opava, Masarykova třída 343/37, 746 01 Opava, Czech Republic
b Institute of Foreign Languages, Faculty of Education, Palacký University in Olomouc, Žižkovo náměstí 5, 771 40 Olomouc, Czech Republic

In tertiary education a lack of a qualitative leap in the learning of some Czech students of English has been a phenomenon noted by the authors of the article. This trend has been confirmed by a survey the results of which are presented below. Most students seem to reach a plateau of their spoken and written English (approximately of B2 proficiency level) at the start of their university studies. This article considers the limitations of the prevailing methods of instructions and suggests a change in the approach engaging the processes of confidence, creativity and experimentation. The impact of such changes can be observed to some extent in the students´ responses to the survey cited here. The article discusses the didactics of teaching English. However, the aim of the questionnaires applied is not to quantify and evaluate teaching methods. The authors attempted to find out whether these methods offered room to increase confidence and the associated processes of creativity, experimentation and willingness to take responsibility for one's own learning.

Keywords: tertiary education, methods of instruction, a qualitative leap, confidence.

Received: March 15, 2023; Revised: March 15, 2023; Accepted: May 29, 2023; Published: September 20, 2023  Show citation

ACS AIP APA ASA Harvard Chicago Chicago Notes IEEE ISO690 MLA NLM Turabian Vancouver
Morris, S., & Řeřicha, V. (2023). A Lack of Qualitative Leap in EFL. e-Pedagogium, 23(2), 5-23. doi: 10.5507/epd.2023.006
Share...
Download citation
  • BibTeX (.bib)
  • Bookends (.ris)
  • EasyBib (.ris)
  • EndNote (.enw)
  • EndNote 8 (.xml)
  • ISI WoS (.isi)
  • Medlars (.medlars)
  • Mendeley (.ris)
  • MODS (.xml)
  • Papers (.ris)
  • RefWorks (.txt)
  • RefManager (.ris)
  • RIS (.ris)
  • MS Word (.xml)
  • Zotero (.ris)
    • Open full article

    References

    1. Abd Rashid, R. S. A. & Engku, H. E. I. (2018). English language textbooks and portrayal of culture: A content analysis. MATEC Web of Conferences. Vol. 150. EDP Sciences. DOI: https://doi.org/10.1051/matecconf/201815005076. Go to original source...
    2. Anderson, K., Valešová, L. & Duda, O. (2020). Taken out of context: understanding English language teaching and learning and the significant role of context. In Hrdinová, E. M. Kdopak by se překladu bál? Překlad jako didaktický nástroj pro výuku cizích jazyků II. Univerzita Palackého v Olomouci.
    3. Aryanto, C. B. (2020). Do you remember the words? Dual-coding method on long-term memory. Jurnal Psikologi, 19(4), 314-322. DOI:10.14710/jp.19.4.314-322 Go to original source...
    4. Frost, R. (n. d.) A task-based approach. [on-line] Retrieved from: https://www.teachingenglish.org.uk/article/a-task-based-approach.Hamann, K., Pollock, P. H. & Wilson, B. M. (2012). Assessing student perceptions of the benefits of discussions in small-group, large-class, and online learning contexts. College Teaching 60(2), 65-75. Go to original source...
    5. Harmer, J. (2015). The Practice of English Language Teaching. Pearson Education Limited.
    6. Hummel, K. M. (2013). Target-language community involvement: Second-language linguistic selfconfidence and other perceived benefits. Canadian Modern Language Review 69(1), 65-90. Go to original source...
    7. Kaye, P. (n. d.) Translation activities in the language classroom. [on-line] Retrieved from: https://www.teachingenglish.org.uk/article/translation-activities-language-classroomFrost, R. (n. d.) A task-based approach. [on-line] Retrieved from: https://www.teachingenglish.org.uk/article/a-task-based-approachKubalová, K. (2010). Vliv způsobu opravování chyb v mluveném projevu na sebedůvěru žáka. Mgr. diss., Charles University.
    8. Krulatz, A. & Iversen, J. (2020). Building inclusive language classroom spaces through multilingual writing practices for newly-arrived students in Norway. Scandinavian Journal of Educational Research 64(3), 372-388. Go to original source...
    9. Leonardi, V. (2010). The role of pedagogical translation in second language acquisition: From theory to practice. Peter Lang.
    10. Marks, J. (2007). Methodology - the grammar translation method. [on-line] Retrieved from:https://www.onestopenglish.com/ask-the-experts/methodology-the-grammar-translation-method/146406.article
    11. McCabe, A. & O'Connor, U. (2014). Student-centred learning: the role and responsibility of the lecturer. Teaching in Higher Education 19(4), 350-359. Go to original source...
    12. Mumford, S. & Dikilitaş, K. (2020). Pre-service language teachers reflection development through online interaction in a hybrid learning course. Computers & Education (144), 103706. DOI: https://doi.org/10.1016/j.compedu.2019.103706. Go to original source...
    13. Novotná, K. (2018). Korektivní zpětná vazba v písemném projevu ve výuce anglického jazyka. PhD. diss., Charles University.
    14. Práger, L. & Řeřicha, V. (2019). Classroom as a playground. e-Pedagogium 19(4), 7-18. DOI: 10.5507/epd.2019.034. Go to original source...
    15. Quinton, S. & Smallbone, T. (2010). Feeding forward: using feedback to promote student reflection and learning-a teaching model. Innovations in Education and Teaching International 47(1), 125-135. Go to original source...
    16. Řeřicha, V. & Práger, L. (2018). Lamenting the transitional moment of literacy environment. Silesian Studies in English 18, 18-26.
    17. Řeřicha, V. & Práger, L. (2020). Didactic Connotations of Text-book Pictorial Adjuncts. e-Pedagogium 20(4), 7-13. DOI: 10.5507/epd.2021.012. Go to original source...
    18. Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological bulletin, 63(6), 384399. Go to original source...
    19. Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of Small-Group Development Revisited. Group & Organization Studies, 2(4), 419-427. https://doi.org/10.1177/105960117700200404. Go to original source...
    20. Tuckman, B. W. & Jensen, M. A. C. (2010). Stages of small-group development revisited. Group Facilitation: A Research & Applications Journal 10: 43-48.
    21. Üstünlüoğlu, E. (2009). Autonomy in language learning: Do students take responsibility for their learning? Journal of Theory & Practice in Education 5(2), 148-169. [on-line] Retrieved from: https://dergipark.org.tr/tr/download/article-file/63225
    22. Vonkova, H., Papajoanu, O. & Kralova, K. (2022). Student online communication skills: Enhancing the comparability of self-reports among different groups of students. Educ Inf Technol 27, 2181-2205. DOI: https://doi.org/10.1007/s10639-021-10685-y. Go to original source...
    23. Xu, J. (2011). Second language learners and their self-confidence in using English: A social constructive perspective. Asian EFL Journal 13(3), 246-271.

    This is an open access article distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0), which permits non-comercial use, distribution, and reproduction in any medium, provided the original publication is properly cited. No use, distribution or reproduction is permitted which does not comply with these terms.


    Return to the content