The present study addresses the main contention of the Noticing Hypothesis that conscious attention is necessary for successful learning. Arguments are given against the strong version of the hypothesis, under which one cannot acquire new language forms without conscious attention. Foreign learners were tested on their familiarity with formulaic expressions especially selected for their low salience. Additionally, the expressions used were tested for the likelihood of attracting attention. The results suggest that despite their inconspicuousness, such expressions are part of learners' lexical representations. Students' performance was found to correlate with usage patterns found in the input, a strong indication that their lexical representations are shaped by numerous encounters with specific uses of these expressions. It is argued that conscious attention is unlikely in even most, let alone all encounters. While the importance of awareness is not debated here, this study questions conscious attention as a default condition for learning.
- MeSH
- Language * MeSH
- Humans MeSH
- Young Adult MeSH
- Attention * physiology MeSH
- Recognition, Psychology physiology MeSH
- Learning physiology MeSH
- Awareness physiology MeSH
- Check Tag
- Humans MeSH
- Young Adult MeSH
- Male MeSH
- Female MeSH
- Publication type
- Journal Article MeSH
The main purpose of this study is to investigate the best approaches to teaching a foreign language to older people to help them achieve the desired results and explore their benefits. This review strictly follows the PRISMA methodology for systematic reviews and meta-analyses to identify the core experimental studies that deal with the topic of foreign language learning approaches among the older generations. Altogether eight studies detected were included in the systematic review. The available sources were found in Web of Science and Scopus. The findings indicate that foreign language learning can promote seniors' welfare and successful aging despite their learning outcomes, which means that the key benefit for third-age foreign language learners while learning a foreign language is not the achieved proficiency level, but the feeling of subjective satisfaction. This can be a good incentive to achieve better learning outcomes, provided that learners have been offered a pleasant and safe learning environment, using suitable learning approaches during which they can build on their acquired knowledge and experience, as well as discuss the topics they are interested in. Thus, foreign language teachers play an important part in seniors' educational process because their teaching methods and materials when adapted to the elderly's educational needs can have a positive impact on the maintenance and possibly, enhancement of the older people's cognitive functions and on the improvement of their mental activity, which consequently maintains their healthy aging.
- MeSH
- Language MeSH
- Humans MeSH
- Multilingualism * MeSH
- Aged MeSH
- Learning * physiology MeSH
- Healthy Aging * physiology MeSH
- Check Tag
- Humans MeSH
- Aged MeSH
- Publication type
- Journal Article MeSH
- Systematic Review MeSH
INTRODUCTION: The purpose of this study is to explore students' attitudes and perceived usefulness of using ChatGPT for learning a foreign language to reveal how this new trend tool affects its end-users. METHODS: The authors conducted qualitative research by using a questionnaire survey based on hands-on experience by university students. RESULTS: The findings reveal that students are fascinated, satisfied, and stimulated to use this technology despite some of their reservations and potential threats. The authors of this study also list pedagogical implications, including specific activities, while using ChatGPT. DISCUSSION: Although ChatGPT can be very beneficial for teachers and help them in their preparation, it sets a challenging task for them to change the existing teaching approaches and assessments to boost students' cognitive, creative, and critical thinking skills. In addition, both teachers and students will have to upskill their competencies to handle the current advancements in AI technology, such as ChatGPT.
- Publication type
- Journal Article MeSH
Přehledová studie seznamuje čtenáře s testovými nástroji určenými k diagnostice cizojazyčných schopností u žáků mladšího školního věku. Cílem je představit a porovnat existující testy, zároveň ale také shrnout aktuální stav poznání o tom, jaké schopnosti jsou pro učební pokrok klíčové. Nejprve se studie věnuje vymezení základní terminologie a proměnám v přístupu k testování cizojazyčných schopností. V druhé části popisuje a následně srovnává pět standardizovaných diagnostických nástrojů určených pro testování cizojazyčných schopností u dětí mladšího školního věku. Společně s psychometrickými údaji o testových nástrojích, které v zahraničí i u nás vznikly od roku 1967 do současnosti, sleduje studie výzkumná zjištění ve vztahu k jazykovým kompetencím žáků v cizím jazyce. S oporou získaných údajů autorky v diskuzi srovnávají lingvistický a kognitivní přístup k testování cizojazyčných schopností v dětském věku. V závěru studie předkládají návrhy pro implikaci zjištění do školní a poradenské praxe.
The review study introduces the reader to test tools designed to diagnose foreign language abilities in younger school-age students. The goal is to present and compare existing tests, but also to summarize the current state of knowledge about what skills are key for learning progress. First, the study focuses on the definition of basic terminology and changes in the approach to testing foreign language abilities. In the second part, the study describes and subsequently compares five standardized diagnostic tools intended for testing foreign language abilities in children of younger school age. Together with psychometric data on test instruments that were created abroad and in our country from 1967 to the present, the study tracks research findings in relation to the language competencies of pupils in a foreign language. Based on the data obtained, the authors in the discussion compare linguistic and cognitive approaches to testing foreign language abilities in childhood. At the end of the study, they present proposals for the implication of the findings in school and counselling practice.
Dyslexie je zřejmě nejznámější specifickou poruchou učení. Veřejností bývá často zjednodušeně chápána jako porucha schopnosti (na)učit se číst, avšak jedná se o mnohem komplexnější problém. Obvykle mívá zřetelně negativní dopad na školní prospěch žáků, přestože mnozí žáci s dyslexií mohou mít výbornou prostorovou představivost a výbornou schopnost řešit problémy komplexního charakteru. O dyslexii bylo napsáno mnoho publikací. Většina z nich se zabývá medicínskými nebo psychologickými aspekty dyslexie nebo se snaží žákům s dyslexií napomoci při čtení nebo jeho nácviku. Podstatně menší počet vědeckých prací se soustředí na pomoc s výukou konkrétních vyučovacích předmětů. Mezi nimi převládá snaha pomoci žákům se studiem cizích jazyků. Jen extrémně malý počet studií je zaměřen na dyslexii a přírodovědné předměty (např. chemii). Cílem naší práce bylo vytvořit přehled informací o dyslexii a výuce chemie na základě textů publikovaných ve světové vědecké literatuře. Naše hypotéza, založená na studiu vědecké literatury o dyslexii a na našich zkušenostech s velmi limitovaným počtem spolupracujících žáků / studentů s dyslexií, případně s jejich učiteli, je následující: dyslexie se obvykle poprvé projeví během úvodního nácviku čtení. Čtení však může být postupně natrénováno až na společensky akceptovatelnou rychlost. To některé učitele může vést k mylnému názoru, že čtrnáctiletí žáci dyslexii již „zvládli“ a že tedy v přírodovědných předmětech mohou pracovat stejným způsobem jako ostatní žáci. Některé články však poukazují na skutečnost, že žáci s dyslexií se od běžné populace mohou lišit způsobem práce s pamětí. Na pamětní zvládnutí učiva mohou potřebovat mnohem delší čas. Například „pouhé“ zapamatování si značek a názvů chemických prvků pro ně může být extrémně obtížný a časově náročný úkol. Žáci s dyslexií mohou velmi ocenit vizualizace (pokusy, obrázky, ukázky skutečných chemických látek, modely, videa). Důvodem nemusí být jen samotný problém se čtením, ale i způsob myšlení (potřeba „překladu“ ze slov do reality). Mohou mít užitek z jasného strukturovaného vysvětlování a jasných výstupních požadavků. Na druhou stranu, mnozí z nich jsou kreativní a mají dobrou (až nadprůměrnou) schopnost řešit komplexní problémy. Výukové techniky, které pomáhají žákům s dyslexií, pomáhají všem žákům.
Dyslexia is probably the best-known specific learning difficulty. For many people it is simply known as a reading disorder, even though it is a much more complex problem. It usually has a noticeable negative impact on pupils' school performance, although many dyslexics can have excellent space imagination and ability to solve complex problems. Many publications have been written about dyslexia. The most of them deal with its medical and psychological aspects or they are trying to help dyslexics to read. A significantly smaller number of scientific papers is focused on help with specific school subjects. Among them, the predominant effort is to help the pupils with foreign languages study. Only extremely small number of studies is focused on dyslexia and science subjects (for instance chemistry). The aim of our article was to create an overview of information published in scientific literature, focused on dyslexia and teaching chemistry. Our hypothesis, based on our study of scientific articles on dyslexia and on our experience with a very limited number of cooperating pupils/students with dyslexia, or with their teachers, is as follows: dyslexia is usually found during the initial reading practice. However, reading can usually be gradually practiced to an acceptable level. That is why some teachers think incorrectly that 14 years old pupils have already "overcome dyslexia" and that they can work within science subjects in the same way as the other pupils. However, dyslexics might differ from the population in the way how they work with their memory. They might need much longer time to memorize. For example, a "simple" memorizing the symbols and names of chemical elements can be an extremely difficult and time-consuming task for them. The dyslexics might greatly appreciate visualizations (experiments, pictures, showing real chemical substances, models, videos). The reason might be not the reading problem itself, but the way of thinking (the need of a "translation" from words into reality). They might profit from a clearly structured explanation including clear output requirements. On the other hand, many of them are creative and have a good (even above average) ability to solve complex problems. Techniques that help dyslexics help all pupils/students.
Efektívne identifikovanie rizika vývinovej ťažkosti dieťaťa vyžaduje dostupnú sieť skríningových nástrojov vypĺňaných rodičom. Cieľom prehľadovej štúdie bolo zhromaždiť vývinové skríningy vypĺňané rodičom a predstaviť skríning používaný na Slovensku. Systematický prehľad bol realizovaný metodológiou PRISMA s využitím kľúčového slova „developmental screening“. Skríningy rodičovského posúdenia z troch prehľadových štúdií boli osobitne dohľadané. Kritériám zodpovedalo 10 skríningov zameraných najčastejšie na oblasť reči, motoriky a socializácie dieťaťa. Skríningy nezahŕňali obavy rodiča a špecifické prejavy správania dieťaťa, ktoré sú silnými stránkami slovenskej metódy S-PMV. Zhromaždenie skríningov rodičovského posúdenia vývinu môže byť užitočné pre odborníkov na raný vývin dieťaťa.
Introduction: The early detection of developmental delays and developmental difficulties in children is crucial for monitoring their psychomotor development. By identifying these children as early as possible, they can receive suitable interventions. The parent, being in daily interaction with the child, is considered as a reliable assessor of psycho- motor development. Effective assessment of a child’s psychomotor development requires an accessible network of screening tools completed by parents. The aim of this systematic review study was to gather developmental screenings completed by parents that allow an efficient assessment of a child’s psychomotor development in its complexity, and to present a screening tool used in Slovakia. Methods: A systematic review of parental developmental screenings was conducted through the PUBMED database using the keyword “developmental screening” and PRISMA approach. One review study met the established criteria, supplemented by two additional studies from non-database sources. After establishing criteria from the identified reviews, the parental screenings were separately searched for. Criteria included: 1. The requirement for the screening to be completed entirely by a parent or caregiver; 2. The inclusion of at least three aspects of development in the screening, avoiding a narrow focus on a single developmental domain (e.g., language only); 3. The targeting of early childhood development, specifically from birth to 36 months; 4. The screening had to be applicable for a minimum age range of 12 months, allowing for longitudinal tracking of the child’s progress. Consequently, based on these criteria, 10 screenings were excluded from the analysis. Results: The study identified 10 screenings that specifically targeted various areas of psychomotor development. Among the identified screenings, the majority focused on assessing the child’s motor skills, speech, and socialization. Some screenings also covered other areas such as self-care, self-regulation, cognitive development, learning, and health indicators. The duration of completion varied between 2 and 30 minutes, depending on the number of items and the specific developmental domains being assessed. The target population for these screenings consisted of children in the early stages of development, typically ranging from the first few months after birth to 36 months of age. The screening used in Slovakia is known as the set of 10 screening tools S-PMV. Screening is a combination of various methods, and its strength lies in focusing not only on the developmental functioning of the child but also on specific behavior patterns and parental concerns. Discussion: Developmental screenings contribute to the early detection of potential developmental delays in multiple areas, particularly in language, motor and socio-emotional functioning. In our study, we highlighted several parental screenings that contribute to the accurate detection of potential developmental delays or disorders across specific developmental domains. The screening used in Slovakia (S-PMV) is a method that has not been translated into the English language, but it provides comprehensive information about a child’s development in collaboration with parents, and thus, we believe it can compete with other foreign methods. Conclusion: An overview of parental psychomotor screening tools is valuable for professionals who specialize in children’s psychomotor development, as they can assess multiple areas of a child’s development in collaboration with the parent. This systematic review is intended for summarizing screenings and describing the strengths and weaknesses of the most commonly used screenings.
This systematic review examines the potential of digital language learning in contributing to students' cognitive gains. The study reviews existing research on the relationship between digital language learning and cognitive benefits, with a focus on enhanced problem-solving skills, memory, and multitasking ability. The research questions explored in this study are (1) does digital language learning contribute to cognitive gains in foreign language education? and (2) what are the pedagogical implications for cognitive improvement in digital foreign language education? The study employs the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology to identify and analyze relevant research articles. The results of the review suggest that working with printed texts may be more effective for cognitive gains compared to electronic texts. Additionally, implementing more senses through digital language education appears to be beneficial for cognitive gains. Thus, several pedagogical implications emerge for promoting cognitive improvement in digital foreign language education. Firstly, it is crucial to implement techniques and strategies that best align with students' language needs in a digital learning environment, whether it involves pen-and-paper activities or a flipped classroom approach. Secondly, exposing students to a variety of techniques that engage multiple senses can have a positive impact on cognitive gains. Finally, providing students with feedback is essential to maintain their motivation and foster continued progress in their foreign language studies.
- Publication type
- Journal Article MeSH
- Review MeSH
Cíl: Rychlé a snadné elektronické sebehodnocení paměti může být užitečné doma, v ordinaci lékaře, pro předběžné vyhledávání ve výzkumu a klinických studiích a pro jiné účely. V ČR zatím taková možnost chybí. Cílem tudíž bylo takovou metodiku vytvořit. Metodika: Na základě již existujícího osobního vyšetření s papírovými formami testů Amnesia Light and Brief Assessment (ALBA) a Pojmenování obrázků a jejich vybavení (POBAV) jsme vytvořili elektronický test paměti s názvem ALBAV. Původní principy byly zachovány, oba testy sdruženy do jednoho vyšetření, modifikovány do elektronické podoby a přizpůsobeny starší generaci vč. cvičných příkladů. Každá dílčí zkouška se řídila předem definovanými pravidly, podle nichž vznikl podnětový materiál. Výsledky: Vyvinuli jsme elektronickou podobu vyšetřování testem ALBAV, který se skládá ze čtyř částí. První tři z nich vyšetřují krátkodobou paměť – nově se naučit a pak vybavit 10 obrázků snadných k pojmenování i pacienty s kognitivními poruchami, 10 slov věty a 10 gest. Poslední čtvrtá část pojmenování obrázků prověřuje dlouhodobou sémantickou paměť pomocí 10 obrázků, které jsou ale obtížně pojmenovatelné pacienty s kognitivní poruchou. Rovnou jsme připravili 4 × 10 položek jak pro verzi základní, tak paralelní. Závěr: Vznikl unikátní a první český test ALBAV k elektronickému samovyšetření paměti nejen pro starší osoby v ČR s potenciálem převedení do jiných jazyků. Budoucím plánem je ověřit jeho validitu u vhodných osob a zavedení automatického samovyhodnocení testu ALBAV.
Aim: A quick and easy electronic memory self-evaluation might be useful at home, at a doctor‘s outpatient clinic, for pre-screening in research and clinical trials and for other purposes. Such an option is lacking in the Czech Republic. Therefore, the aim was to create such a platform. Methods: Based on an existing personal assessment with paper forms of the Amnesia Light and Brief Assessment (ALBA) and Picture naming and immediate recall (PICNIR) tests, we dveloped an electronic memory test called ALBAV. The original principles were retained, both tests were combined into one evaluation, modified into an electronic form and adapted to the older generation, including training examples. Each subtest met the predefined rules according to which the stimulus material was created. Results: We developed an electronic version of the ALBAV test, which consists of four parts. The first three of them assess short-term memory – to learn and then to recall 10 pictures that are easy to name even by patients with cognitive disorders, 10 words of the sentence and 10 gestures. The last fourth part of picture naming evaluates long-term semantic memory with 10 images difficult to name by patients with cognitive impairment. We prepared 4 × 10 items for both the basic and parallel versions. Conclusion: This unique and the first Czech ALBAV test was created for the electronic self-evaluation of memory not only in the elderly in the Czech Republic but with a potential to adapt it into other foreign languages. The future plan is to verify its validity in suitable individuals and to implement automatic self-assessments of the ALBAV test.
Foreign language learning has recently been transferred into an online or hybrid mode and this has brought many challenges for both the teachers and the students. Thus, the purpose of this study is to explore students' subjective satisfaction with the use of digital media in their L2 acquisition conducted online, as well as to provide specific recommendations for meeting students' needs in digital media L2 instruction. This is large-scale comparative research conducted in the Czech Republic, Poland, Romania, Iraq, and Malaysia. The data were collected through an online questionnaire in May, June, and July 2021 in the given countries. The findings reveal that students' subjective satisfaction that is related to students' attitudes toward the online learning process, the general usefulness of language, the role of the teacher, and the matters that affect the general process of teaching and learning all gained the positive answers. Whereas the items that are related to students' subjective satisfaction toward language skills, digital-based reading, the effectiveness of online education over face-to-face, and communicating with teachers and peers via social media are all gained negative results. These results need further analysis but they can be an impetus for much larger research and further implications to optimize L2 acquisition.
- Publication type
- Journal Article MeSH
Mobile devices and applications, which have become an integral part of our lives, are gradually used for different purposes, including learning languages in EFL classrooms. Since vocabulary plays an important role in the process of foreign language learning, the aim of this study was to explore the use of the vocabulary mobile learning application and its usefulness in blended English learning. Quantitative and qualitative approach to research was used, since the integration of both approaches created the possibility to solve complex research problem. The case study was based on the use of the developed mobile application called Angličtina Today the content of which corresponded to the language needs of the target group of students. The quantitative approach used a method of quasi-experiment aiming to achieve the pre-tests and post-test results of the students from the experimental and control groups. The results showed that the students facing blended learning, including mobile application in the process of language learning, achieved better results than the students exposed to the traditional, face-to-face education. In addition, the results revealed students' overall satisfaction with the application. The main reasons for their satisfaction were improved vocabulary knowledge, ease of use, and enhanced motivation. Based on these findings from the current study, it can be argued that the vocabulary mobile learning application proved to be useful in the process of blended English language learning.
- Publication type
- Journal Article MeSH
