language learning

  • The Development of a Critical Reading Learning Model to Promote University Students’ Critical Awareness

    Author: Sultan
    Institution: Universitas Negeri Malang
    Author: Ahmad Rofiuddin
    Institution: Universitas Negeri Malang
    Author: Nurhadi
    Institution: Universitas Negeri Malang
    Author: Endah Tri Priyatni
    Institution: Universitas Negeri Malang
    Year of publication: 2017
    Source: Show
    Pages: 76-86
    DOI Address:
    PDF: tner/201702/tner20170206.pdf

    Critical reading awareness can empower readers through critical reading skills used to understand ideological messages and domination act in language practice. The aim of this research was to develop and test a critical reading learning model to enhance university students’ critical awareness. This Research and Development study was carried out by following three main steps that were product development, product validation, and examination of product effectiveness. 56 students participated in this study. They came from the Indonesian Language Department, Negeri Makassar University, Indonesia. The qualitative data was analyzed with the use of domain analysis and the quantitative data was analyzed using t-test. The developed learning model was proven valid and feasible through experts’ validation. In addition, the results of the effectiveness test indicated that the learning model could improve students’ critical reading skills and students’ critical reading awareness of understanding, evaluating, and responding to texts.

  • “Multilingualism is the Real Thing”: Multilingualism from the Parents’ Perspective

    Author: Saša Jazbec
    Institution: Department of German Didactics of German Language and Literature in Maribor
    Author: Brigita Kacjan
    Institution: Department of German Didactics of German Language and Literature in Maribor
    Year of publication: 2019
    Source: Show
    Pages: 87-98
    DOI Address:
    PDF: tner/201903/tner5707.pdf

    Language heterogeneity in the classroom is quite a common phenomenon. For experts, it is a challenge; for teachers and parents, it is most often a problem. This challenge or problem will be discussed on the basis of the theory of multilingual education and migration pedagogy. The aim of this contribution is to present an app that can be regarded as a universal tool for fostering multilingualism and explaining it from the viewpoint of parents, since they are an important but often ignored aspect of multilingual education. The research analysis will illustrate and interpret the research results of a qualitative study in which parents from different countries participated. It is not country specific, but it highlights the key aspects that can foster multilingual education and that at least partly match with the underlying theory.

  • Framework for Assessment the Quality of Digital Learning Resources for Personalized Learning Intensification

    Author: Maria Leshchenko
    Institution: Jan Kochanowski University
    Author: Yuliana Lavrysh
    Institution: National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”
    Author: Natalia Kononets
    Institution: Poltava University of Economics and Trade
    Year of publication: 2021
    Source: Show
    Pages: 148-159
    DOI Address:
    PDF: tner/202102/tner6412.pdf

    The paper presents the framework for the assessment of digital educational resources for students who are engaged in autonomous personalized learning. Through a questionnaire and personal observations, we identified the necessity to equip students with skills and knowledge on resources quality assessment in terms of digital competence advancement. We adapted the framework that includes four components: pedagogical, technological, didactic and academic and expanded their content. Having analyzed the students’ narratives on their resources application experience, questionnaires answers and results of the personal assessment process, we observed the positive dynamic in mastering the skills of resources quality assessment after the implementation of the framework into the learning process. We suggest the algorithm of the framework implementation.

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