Title Grammar Assessment in EFL Classrooms Title (croatian) Vrednovanje gramatike u učionicama s engleskim kao stranim jezikom Author Dora Lovrić Mentor Anna Martinović (mentor)Committee member Sanja Škifić (predsjednik povjerenstva)Committee member Anna Martinović (član povjerenstva)Committee member Dino Dumančić (član povjerenstva)Granter University of Zadar Defense date and country 2024-04-19, Croatia Scientific / art field, HUMANISTIC SCIENCES Abstract Grammar assessment may be seen as an important indicator of learners’ language knowledge. Since the Croatian English language curriculum introduced certain changes concerning grammar assessment, the primarily aim of the conducted study was to examine EFL teachers’ attitudes, as well as practices used for learners’ grammar assessment. The sample include Croatian elementary and high school EFL teachers. The instruments used in the study were a questionnaire, as well as semi-structured interviews. The results revealed that the majority of teachers were dissatisfied with the new grammar assessment guidelines stating reasons such as poorer learner knowledge which were the result of the lack of a grammar grade component which demotivated learners. Consequently, many teachers reported favoring traditional assessment practices, while referring to the current assessment as time-consuming, demanding, unreliable, and not sufficiently effective. The majority reported that they adhered to the current curriculum guidelines and assessed grammar through learners’ written and communicative assignments. However, they still used grammar tests discreetly. A rather less frequent usage of reading and listening checks was noted. Teachers evaluated their practices as acceptable and good, as well as expressed a desire for changing them due to their poor quality, demanding character and unmotivating formative assessment. Finally, though pointing to a rather excessive use of games, teachers, nevertheless, stressed the benefits of the alternative assessment due to the diversity of writing and communicative exercises, as well as digital devices. They concluded that grammar teaching and assessment should include both traditional and alternative grammar practices.
Abstract (english) Vrednovanje gramatike može se smatrati važnim pokazateljem učenikova poznavanja jezika. Budući da je hrvatski kurikulum engleskog jezika uveo određene promjene vezane uz vrednovanje gramatike, prvotni cilj provedenog istraživanja bio je utvrditi stavove učitelja engleskog kao stranog jezika, kao i procedure kojima se koriste u svrhu vrednovanja učenikova poznavanja gramatike. Uzorak je uključivao hrvatske osnovnoškolske i srednjoškolske učitelje engleskog kao stranog jezika. Navedeno je analizirano anketom te semi-strukturiranim intervjuima. Rezultati su pokazali kako je većina učitelja nezadovoljna s novim smjernicama vezanim uz vrednovane gramatike zbog lošijeg znanja samih učenika uzrokovanog nedostatkom ocjenjivanja gramatike što je ujedno i demotiviralo učenike. U skladu s prethodno navedenim, velik broj učitelja istaknuo je kako preferira tradicionalne tehnike vrednovanja te opisao trenutno vrednovanje kao dugotrajno, zahtjevno, nepouzdano i nedovoljno učinkovito. Većina je istaknula kako se pridržava trenutnih kurikularnih smjernica te vrednuje učenikovo poznavanje gramatike kroz pismene i komunikacijske zadatke. Ipak, diskretno su koristili gramatičke testove. Primijećena je manje učestala upotreba zadataka čitanja i slušanja s razumijevanjem. Ocjenjujući vlastite tehnike kao prihvatljive i dobre, učitelji su izrazili želju za promjenom upravo zbog loše kvalitete, zahtjevnosti tehnika i demotivirajućeg formativnog vrednovanja. Za kraj, aludirajući na preveliku upotrebu igara, učitelji su se ipak osvrnuli na prednosti alternativnog vrednovanja vidljive kroz raznolikost pismenih i komunikacijski zadataka te digitalne uređaje. Naveli su kako je za podučavanje i vrednovanje gramatike potrebno uključiti tradicionalne, ali i alternativne metode.
Keywords
EFL grammar teaching and assessment
traditional assessment
alternative assessment
EFL teachers
Keywords (english)
podučavanje i vrednovanje gramatike u engleskom kao stranom jeziku
tradicionalno vrednovanje
alternativno vrednovanje
učitelji engleskog kao stranog jezika
Language english URN:NBN urn:nbn:hr:162:365722 Study programme Title: English Studies (double major); specializations in: Teacher Education Programme, Philology Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2025-03-06 10:24:28
