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In-Person vs Distance - Perceptions of Foreign Language Teaching in Slovenian Primary Schools

100%
Brumen M., Kovač Sanda Š., Bratina T.
The New Educational Review
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2022
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vol. 67
132-143
EN
Global research studies on distance education in foreign language learning focus primarily on secondary schools or higher education. The paper examines primary school foreign language teachers’ (n=119) perceptions of distance teaching during the COVID-19 pandemic compared to face-to-face education. The purpose of the study was to investigate the quality, achieved learning outcomes, advantages and obstacles faced by FL teachers in remote teaching. Based on the e-questionnaire, our study indicated that distance FL teaching was more challenging and stressful than classroom teaching because primary school students were not responsive to technology and needed parental guidance. Primary school students rely on cognitive and socio-emotional support from the FL teacher.
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Foreign Language Teachers’ Feedback Practices: a Comparative Study

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Brumen M., Alonso-Belmonte I., Fernández Agüero M., Zupančič T.
The New Educational Review
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2018
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vol. 53
216-226
EN
The purpose of this study is to describe the current foreign language (FL) assessment and feedback practices as reported by 213 experienced primary teachers in Slovenia and Spain. An ad hoc questionnaire was designed, validated and administered to 113 Slovenian and 100 Spanish teachers. The data were collected and analysed with the use of descriptive and inferential statistics. Among the most relevant findings, it is noteworthy that Spanish teachers focus on providing feedback on receptive skills while their Slovenian colleagues pay more attention to productive skills. Also, results from both groups reveal a lack of FL pronunciation feedback and scarce attention to interactive aspects of communication.
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Attitudes of Parents Toward Learning Foreign Languages – a Slovene Case Study

100%
Lešnik S., Brumen M., Grmek M. I.
The New Educational Review
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2013
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vol. 34
52-62
EN
The article deals with different attitudes parents have toward learning foreign languages in primary school. The main goal of the research was to determine the attitudes of parents towards learning foreign languages and whether there is a difference in their opinions depending on their level of education. The research was conducted on a group of parents of ninth-grade pupils attending Slovene primary schools (N = 200). Based on the results of our study, we found that the attitudes of parents towards learning foreign languages are fairly positive. A detailed analysis of the results, however, shows that there are differences in the attitudes of parents depending on the level of their education. Higher educated parents are more inclined to support learning foreign languages than parents with a lower level of education.
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