The effect of using information and communication technologies in teaching on specialized vocabulary acquisition in English in tertiary education and students’ motivation for English language learning Влияние применеия информационно-коммуникационньiх технологий в учебном процессе на усваивание английского профессионального словарного запаса на академическом уровне и мотивацию студентов к изучению английского языка

[D. Bešić-Vukašinović]

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Primenjena lingvistika, psihologija - Metodika nastave engleskog jezika, pedagoška psihologija / Applied Linguistics, Psychology - English Language Teaching Methodology, Pedagogical Psychology

Predmet ove doktorske disertacije je ispitivanje uticaja koji primena informaciono-komunikacionih tehnologija u nastavi ima na učenje engleskog jezika struke (vokabulara) na akademskom nivou u kontekstu hibridnog učenja, kao i ispitivanje uloge ovako organizovane nastave na motivaciju učenika za učenje engleskog jezika struke. Takođe, sprovedenim istraživanjem ispitana su iskustva i stavovi studenata koji pohađaju nastavu organizovanu uz pomoć IKT alata prema učenju stranog jezika u IKT okruženju, kao i iskustva i stavovi nastavnika jezika struke na akademskom nivou koji koriste IKT alate u nastavi o prednostima i manama ovakvog vida nastave i njenom doprinosu u razvijanju motivacije za učenje stranog jezika. U radu se pošlo od pretpostavke da primena IKT alata u nastavi engleskog jezika struke ima potencijal da doprinese uspehu studenata u savladavanju željenog gradiva, ali i da doprinosi razvoju motivacije studenata za učenje jezika. Istraživanje je izvedeno na prigodnom uzorku studenata prve godine studija Fakulteta za poslovne studije i pravo i Fakulteta za informacione tehnologije i inženjerstvo, Univerziteta UNION „Nikola Tesla“ (N=50), dok je prigodan uzorak predavača činilo 10 nastavnika koji predaju jezik struke uz podršku IKT alata na pomenutom univerzitetu. S jedne strane, u istraživanju je primenjena kvazieksperimentalna metoda sa paralelnim grupama – eksperimentalna, koja je pohađala nastavu uz korišćenje informaciono - komunikacionih tehnologija, i kontrolna koja je pohađala tradicionalno organizovanu nastavu. Nakon jednog semestra, registrovane su promene u odnosu na početak semestra u postignuću na testovima vokabulara struke i skoru na testu motivacije. S druge strane, ispitivanje iskustava i stavova studenata i nastavnika jezika struke prema nastavi organizovanoj uz IKT izvršeno je posebno konstruisanim upitnicima sa pitanjima otvorenog i zatvorenog tipa. Dobijeni rezultati su u suprotnosti sa našim očekivanjima da će nastava organizovana uz pomoć IKT dovesti do značajnog napretka eksperimentalne grupe u odnosu na kontrolnu na retestu znanja i ukazuju na to da iako nastava uopšteno vodi napretku u postignuću studenata obe grupe, upotreba IKT u nastavi, na način na koji je izvedena u ovom istraživanju, ne pravi razliku u pogledu tog napretka. Kako u pogledu postignuća na testu znanja, tako i u slučaju motivacije, rezultati do kojih se došlo nisu potvrdili naša očekivanja da će nastava organizovana uz pomoć IKT dovesti do višeg nivoa motivacije na retestu motivacije, odnosno rezultati ukazuju na to da motivacija ostaje ista na kraju semestra kao i na početku, bilo da je u nastavi prisutan IKT ili ne. Rezultati koji se tiču ispitivanja eventualnog postojanja međusobnih veza između motivacije učenika i njihovog uspeha na testiranju znanja iz vokabulara ukazuju na to da motivacija studenata nije povezana sa njihovim postignućem na testu znanja. Rezultati koji se tiču ispitivanja stavova studenata i nastavnika o učenju/podučavanju uz pomoć IKT ukazuju na to da većina njih ima pozitivno mišljenje o primeni IKT alata u nastavnom procesu. Imajući u vidu da početne hipoteze ovog istraživanja nisu potvrđene, u radu su u okviru diskusije data objašnjenja eventualnih razloga za nedobijanje očekivanih rezultata kao i predlozi za drugačiji vid organizovanja nastavnog procesa i realizaciju nastavnih aktivnosti. U tom smislu, preduslovi za efikasnu i smislenu upotrebu IKT alata u nastavi podrazumevaju promenu uloge nastavnika i učenika u nastavnom procesu, promenu okruženja za učenje/podučavanje, kao i primenu IKT alata prilikom razičitih nastavnih aktivnosti sa ciljem aktiviranja viših kognitivnih procesa koji se inače ne aktiviraju u toku obavljanja zadataka u tradicionalnom okruženju.

The subject of this doctoral thesis is examining the impact that the application of information and communication technologies in teaching has on learning English vocabulary at the academic level in the context of hybrid learning, as well as examining the role of such organized teaching on students’ motivation to learn English. The experiences and attitudes of students attending classes organized with the help of ICT tools to learn a foreign language in an ICT environment were examined in this research. Also, the experiences and attitudes of language teachers at the academic level, who use ICT tools in teaching, regarding the advantages and disadvantages of this type of teaching and its contribution to developing the motivation to learn a foreign language, were examined in this thesis. The author’s initial assumption was that the application of ICT tools in teaching English for Specific Purposes has the potential to contribute to the success of students in mastering the desired teaching materials, but also to contribute to the development of student motivation to learn the language. The research was conducted on a suitable sample of first year students of the Faculty of Business Studies and Law and the Faculty of Information Technology and Engineering, UNION University "Nikola Tesla" (N = 50), while a suitable sample of lecturers consisted of 10 teachers who teach the language by using ICT tools at the mentioned University. On the one hand, a quasi - experimental method with parallel groups was applied in the research – experimental group, which attended classes with the use of information and communication technologies, and control group, which attended traditionally organized classes. After one semester, changes were noted in relation to the beginning of the semester regarding the achievement on the vocabulary tests, i.e. vocabulary for specific purposes, and the score on the motivation test. On the other hand, the examination of the experiences and attitudes of students and teachers towards teaching organized with ICT was performed with specially constructed questionnaires with open and closed questions. The obtained results contradict our expectations that teaching organized with the help of ICT will lead to significant progress of the experimental group in relation to the control on the retest of knowledge and indicate that although teaching generally leads to progress of both groups, the use of ICT in teaching in the way performed in this research does not make a difference in terms of that progress. Both in terms of achievement on the knowledge test and in the case of motivation, the results obtained did not confirm our expectations that teaching organized with the help of ICT will lead to a higher level of motivation on the motivation retest, i.e. the results indicate that motivation remains the same at the end of the semester as at the beginning, whether ICT is present in the classroom or not. The results concerning the examination of the possible existence of mutual connections between students' motivation and their success in vocabulary tests indicate that students' motivation is not related to their achievement on the knowledge test. The results concerning the examination of the attitudes of students and teachers about learning / teaching with the help of ICT indicate that most of them have a positive opinion about the application of ICT tools in the teaching process. Bearing in mind that the initial hypotheses of this research have not been confirmed, the paper provides explanations for possible reasons for not obtaining the expected results as well as suggestions for a different approach of organizing the classes and the implementation of teaching activities. Thus, preconditions for efficient and meaningful use of ICT tools in teaching include changing the role of teachers and students in the teaching process, changing the learning/teaching environment, as well as the use of ICT tools in various teaching activities in order to activate higher cognitive processes which are not normally activated while performing tasks in a traditional environment.

informaciono-komunikacione tehnologije, engleski jezik struke, vokabular, postignuće, motivacija za učenje

Information and communication technologies, English for Specific Purposes, vocabulary, achievement, motivation to learn

371.3::811.111:[004(043.3) 37.015.3:378‑057.875(043.3)

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