Jana Mužíková
Cíle výuky v hodině anglického jazyka na české obchodní akademii
Číslo: 3/2021-2022
Periodikum: Cizí jazyky
Klíčová slova: formative assessment cycle, EFL learners, L2, learning objectives, the A. B. C. D. Method, self-assessment, peer assessment, business academy.
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Anotace:
EFL learning objectives in a Czech business academy classroom
The article brings an insight into a case study on assessment practices of EFL learners
in a Czech upper-secondary vocational classroom. Based on constructivist theory of learning
the article proposes the ways how to engage students in their L2 improvement by setting
measurable, performance-based learning objectives inspired by the A. B. C. D. Method.
Such objectives can improve students´ self-assessment and peer assessment skills and
consequently, lead to students´ autonomy in further foreign language learning.
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The article brings an insight into a case study on assessment practices of EFL learners
in a Czech upper-secondary vocational classroom. Based on constructivist theory of learning
the article proposes the ways how to engage students in their L2 improvement by setting
measurable, performance-based learning objectives inspired by the A. B. C. D. Method.
Such objectives can improve students´ self-assessment and peer assessment skills and
consequently, lead to students´ autonomy in further foreign language learning.