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Tertiary language lecturers’ preferences and views on the use of internet resources for EFL listening

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Kılıçkaya F., Kic-Drgas J., Krawiec M.

Teaching English with Technology

2022

vol. 22

issue 2

27-50

This exploratory study reports on the results of a survey on the tertiary language lecturers’ preferences regarding the access of EFL listening materials by Internet resources. A total of 80 EFL lecturers participated in the study. The data were gathered using an online survey that included short-answer questions. Moreover, semi-structured individual interviews were conducted with 10 participants. The study demonstrated that the participants used the Internet mainly for preparing extra materials for their learners so that they could also practice listening outside the classroom. The materials selected were mainly educational videos on a variety of topics, which were spoken by EFL speakers representing different native languages. The participants used these materials outside the class to support their autonomous L2 learning.

Double responsibility of foreign language teachers: Primary student-teachers’ perceptions of linguistic and cultural content

81%

Sanchez-Sanchez G., Krawiec M., Ibañez-Lopez F. J.

Glottodidactica

2020

vol. 47

issue 1

137-159

Scholars all over the world have been arguing for foreign language instruction which combines linguistic and cultural content. Eliminating the cultural side results in a deficient process. This study explored prospective teachers’ perceptions of both constituents, since they will ultimately be responsible for their implementation in the foreign language classroom. To this end, 137 students from three European universities were chosen and asked to fill out an online questionnaire with Likert scale items. Data was collected and interpreted using the free statistics software package R (R Core Team, 2019). The findings confirmed that the relevance of linguistic / cultural issues was unanimously acknowledged (98,5%), speaking was appointed as the most desired target skill (97,1%), interpersonal relations (88,3%) as the most important aspect of socio-cultural knowledge, and lessons with native speakers (94,2%) as the most relevant classroom resource

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1 Glottodidactica

1 Teaching English with Technology

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2 Krawiec M.

1 Ibañez-Lopez F. J.

1 Kic-Drgas J.

1 Kılıçkaya F.

1 Sanchez-Sanchez G.

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Tertiary language lecturers’ preferences and views on the use of internet resources for EFL listening

Double responsibility of foreign language teachers: Primary student-teachers’ perceptions of linguistic and cultural content