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Foreign language teacher competences as perceived by English language and literature students

100%

Drakulić M.

Journal of Education Culture and Society

2013

vol. 4

issue 1

158-165

This paper considers competences of the foreign language teacher in the Republic of Cro-atia. Despite the clear classifi cation of foreign language teacher competences on a primary level, which was developed within the TEMPUS project, no reliable instrument has yet been constructed to account for those competences. The purpose of my research was to investigate the metric characteristics of an instrument which could be useful for determining foreign language teacher competences in the Republic of Croatia. A questionnaire was applied to 126 study participants (bachelor and master English language and literature students). The fi nal version of the questionnaire consisted of eighteen items and four factors, which were extrac-ted using exploratory factor analysis. The results have shown that the developed instrument is not fully applicable to the Croatian foreign language learning context. Still, some of its aspects may be used in future instrument construction.

The ‘unforgettable’ experience of foreign language anxiety

100%

Drakulić M.

Journal of Education Culture and Society

2015

vol. 6

issue 1

120-128

Foreign language anxiety (FLA) has long been recognized as a factor that hinders the process of foreign language learning at all levels. Among numerous FLA sources identified in the literature, language classroom seems to be of particular interest and significance, especially in the formal language learning context, where the course and the teacher are often the only representatives of language. The main purpose of the study is to determine the presence and potential sources of foreign language anxiety among first year university students and to explore how high anxiety levels shape and affect students’ foreign language learning experience. In the study both the questionnaire and the interviews were used as the data collection methods. Thematic analysis of the interviews and descriptive statistics suggest that most anxiety-provoking situations stem from the language classroom itself.

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2 Journal of Education Culture and Society

2 Drakulić M.

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1 2013

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Foreign language teacher competences as perceived by English language and literature students

The ‘unforgettable’ experience of foreign language anxiety