Search

Search Results

• The Relations between Student Foreign Language Anxiety and Social Variables

  87-100

  János Farkas

  Tímea Lázár

  Eszter Valnerné Török

  Mohammad Bin Amin

  Zita Hajdu

  Views:

  231

  Due to the labour market expectations, universities are responsible for preparing their students for competitive employment in Hungary or abroad. However, language anxiety is an insurmountable problem for many people, making it difficult to learn foreign languages, even though a confident command of them is a key factor in any job interview and essential in the world of work. This complex is one of the main factors hindering language learning, affecting all people to either a greater or lesser extent. In 2023, the University of Debrecen's researchers studied the impact of language anxiety on foreign language learning, surveying approximately 400 students of the university's commerce, marketing, and business management courses. After having a questionnaire filled in, descriptive statistical and cross-tabulation analyses were conducted, and the focus was on analysing the impact of social variables on language anxiety. Our research shows that women are significantly more anxious than men. Students who work while studying and use their foreign language skills at work experience significantly more anxiety than students who do not use a foreign language. Parents' language skills significantly affect their children's language anxiety. The research topic is relevant, as it highlights the importance of teaching strategies to reduce language anxiety in university foreign language teaching. The present study facilitates the teaching of those students who would not be able to overcome the anxiety barrier.

• Encouraging Musical Creativity in Montenegrin Primary Education – A Case Study

  27-35

  Jelena Martinovic Bogojevic

  Views:

  388

  The need to change the paradigm of music education, which primarily relies on performing and listening to music, implies a more systematic introduction of activities that would enable the direct involvement of children in the exploration of sounds and the creation of their own music. By analysing the curricula and textbooks for music education in Montenegrin primary schools, as well as examining the attitudes of teachers about the realisation of musical creativity in teaching practice, it was found that these activities are not given enough attention. In order to introduce innovations in practice, an action research study was conducted, during 2017/2018 school year with 30 fifth grade pupils in one primary school, belonging to the Southern region of Montenegro. The obtained results, based on the qualitative findings, showed the connection between the categories that make up musical creativity in the classroom: acquiring musical knowledge, developing musical skills, encouraging problem solving, developing critical thinking, supporting collaborative creativity, motivation and integrative teaching. Hopefully, the conducted research will contribute to a wide range of understanding of musical creativity in the classroom context, as one of the leading topics of contemporary music pedagogy.

• Family-School Partnership in Supporting Level 4 Students at a Community Education and Training College

  52-59

  Vumelani Mthobisi Shelembe

  Mabatho Sedibe

  Nonhlanhla Desiree Maseko

  Views:

  182

  Family-school partnership is essential for achieving quality school and academic performance to level 4 students at a Community Education and Training (CET) College. The partnership comprises the ability of families and schools to provide holistic support and guidance to students as they progress toward independence and becoming responsible community members themselves. However, this is not prevalent in the majority of CET centres, particularly those in low-income communities (Madzinga, 2021). This study explored the role of different stakeholders within the CET Colleges in enhancing family-school partnership and supporting level 4 students. The current study intends to assist schools/centres with strategies that could be used by the centres to involve families and communities to enhance the academic performance of students in the CET College. This study was underpinned by the interpretivism paradigm. Data was gathered using semi-structured individual interviews. Epstein's model of school, family, and community interaction served as the foundation for the study. The idea was deemed appropriate for this study because it promotes parental and family involvement through mutual collaboration among many stakeholders. The findings of this study show that families want to be involved in their children's education, but they don't have the time owing to various commitments.