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Different techniques for foreign language learning change and develop over time and mobile assisted learning has been growing in popularity over the past few years. Even though the techniques used in the applications are not new, the gamification aspect of them can motivate students to learn languages and have positive results in overall language knowledge. Therefore, the aim of this thesis is to use the language learning application Memrise as an assisting tool for language learning and find out the perceptions of the students using the application and whether they could benefit from it. The study was conducted in a large basic school near Tallinn, Estonia among students from 6th and 9th grade., https://www.ester.ee/record=b5461669*est

Nowadays, the acquisition of digital competence is highly promoted in schools. It has become even more important during the COVID-19 pandemic, where face-to-face lessons could no longer be provided, and other technological alternatives had to be introduced and incorporated into the lessons. To raise the digital competence and digital literacy of teachers and help them find new web-based environments that would achieve their educational goals set, it is important to raise educators’ awareness about different webbased learning environments available. One solution would be to provide research on the strengths and weaknesses and learners’ perceptions of different online platforms. One type of web-based environments are automated writing evaluation (AWE) systems. One of the newly developed but scarcely researched AWE tools is Write & Improve developed by the Cambridge English. The aim of this study is to analyze Write & Improve as a supplementary resource for practicing writing with sixteen 11th grade students and what the strengths and weaknesses of the current AWE tool are. The results of this study are useful for teachers who want to integrate Write & Improve into their lessons to practice writing., https://www.ester.ee/record=b5461740*est

The aim of this study is to research the effects of learner-generated revision videos with revision questions on vocabulary acquisition and speaking fluency in the 9th grade EFL oral communication class. Many students are reluctant to speak in foreign language lessons even when they may participate in activities focusing on other skills, so it is important to find effective techniques to reduce the learners’ speaking anxiety while advancing their vocabulary and fluency skills. Furthermore, while many studies examine the creation of audio-visual materials by adult learners, little is known about the way this technique affects teenagers. The author of the thesis, therefore, aims to find out whether learner-generated revision videos with revision questions positively affect the 9th graders’ perceived vocabulary and fluency skills, and whether they find this technique useful., https://www.ester.ee/record=b5461583*est

The aim of this study is to research the effects of teaching vocabulary through the flipped classroom technique in an English for Specific Purposes classroom among upper-secondary vocational students. Considering the lack of research regarding the flipped classroom technique in the vocational education sector, the author of the present paper aims to contribute to the field by examining the students’ perceptions of teaching vocabulary through the flipped classroom technique. Moreover, the strategies the students used to learn vocabulary for flipped lessons were examined alongside the possible advantages and challenges of the flipped model in a vocational setting., https://www.ester.ee/record=b5428321*est

The present thesis focuses on the analysis of the EOP (English for Occupational Purposes) coursebook Career Paths: Beauty Salon. The author of the paper is an English teacher at Tartu Vocational Education Center and is bound to use the book. The aim of this thesis is to determine how beneficial the coursebook is for students having to deal with specialized English. The goal is to detect if students reach the necessary professional requirements in addition to language skills. The study takes into consideration two different specialties from Tartu Vocational Education Center: cosmetology and hairdressing. This analysis is done by comparing the coursebook itself to the curricula, provided by the school and conducting a questionnaire among some of the students., https://www.ester.ee/record=b5239047*est

Writing is often seen as culturally specific, learned behaviour (Brown 2001: 334). A student who is able to write an excellent essay in one’s mother tongue might not be able to do it in a foreign language (Kaplan 2001). Thus, essay writing is a skill which needs to be taught consistently. When writing an English essay, one has to consider several aspects; in addition to using appropriate vocabulary and grammar along with correct spelling and punctuation, development of ideas, as well as requirements established to organisation, are to be paid attention to. To foster that students focus on the content rather than just the accuracy of their essays, principles of the process approach could be beneficial., https://www.ester.ee/record=b5195645*est

A great deal of studies have been conducted on vocabulary learning; however, there are still relatively few effective vocabulary learning materials available for upper secondary school students. Research has shown that in the aspect of language learning, mobile apps are quite helpful for memorization and vocabulary learning due to the fact that language learning apps are equipped with vocabulary-learning flashcards and games. The aim of this study is to determine whether mobile app Memrise helps improve the memorization of vocabulary and how Memrise can be integrated into 10th grade students’ regular class learning routine., https://www.ester.ee/record=b5237242*est

Picturebooks are generally associated with younger children and used to introduce different parts of the world to them. Authors of picturebooks have created a wide range of picturebooks, the intended audience of which is not limited to small children. Such books require a deeper understanding of imagery and require more complex levels of interpretation to fully learn the meaning of the picturebooks. The present MA thesis discusses seventh-graders’ responses to Anthony Browne’s picturebook Zoo to figure out how students interpret picturebooks. The thesis is divided into two main chapters – a literature review focusing on the notion of a picturebook and the use of picturebooks in an English as a Foreign Language (EFL) classroom, and an empirical study., https://www.ester.ee/record=b5237850*est

During the recent years, an increasing number of students with learning difficulties (LD) has been considered as a global trend. When learning difficulties occur and are proved by the consultants of special education, further learning according to the Simplified National Curriculum for Basic Schools (SNCBS) may be suggested. In Estonia, in the academic year of 2018/2019 there were 1311 students in the second and third stage of basic education studying according to the SNCBS. Although Estonian educational system is offering students an opportunity to study according to the SNCBS, teaching English as a foreign language (EFL) is not supported by suitable study materials teachers can rely on. The aim of the present MA thesis is to discuss the principles used when teaching EFL to students with LD and to compile a study material for students with LD learning EFL according to the SNCBS. The main focus is on teaching reading. However, the created study material does not cover the entire course. The author of the present paper has just started compiling the material and on the basis of the experience the conclusions are drawn how the process of creating materials can be organized and what should be taken into account., https://www.ester.ee/record=b5237187*est

Käesoleva magistrtiöö eesmärk on uurida, millised on inglise keele õpetajate arusaamad kollegiaalsest tagasisidestamisest ja selle praktiseerimisest, toetamaks õpetajate professionaalset arengut. Töös on püstitatud järgmised uurimisküsimused: 1) Millised on õpetajate arusaamad kollegiaalsest tagasisidestamisest enne tunnivaatlusprotsessis osalemist? 2) Millised on inglise keele õpetajate arusaamad kollegiaalsest tagasisidestamisest pärast kollegiaalses tagasisidestamisprotsessis osalemist?, http://www.ester.ee/record=b5142555*est

Töö eesmärk oli koostada õppematerjalid, mis on väärtuskasvatusliku suunitlusega ning aitavad õpilastel korrata ja kinnistada sõnavara, mida nad on õpikust „I Love English 6“ on õppinud. Koostatud töölehti on viis ning nad vastavad õpiku peatükkidele 2-6. Iga tööleht algab sissejuhatava harjutusega, mis on kas teemasse sissejuhatav või võimaldab üle korrata mingit teatud sõnavara. Sellele järgneb umbes 300-400-sõnaline tekst, mille tegelased seisavad silmitsi eetiliste probleemidega ning peavad tegema otsuseid lähtuvalt oma väärtustest. Harjutused, mis järgnevad on tekstimõistmisharjutused, diskussioonid, lünktekstid, rollimängud ja mõned üksikud grammatikaharjutused. Kõikidel harjutustel on vähemalt kaks funktsiooni: näiteks kasutada korratavat sõnavara ja anda sõbrale nõu või harjutada otse- ja kaudkõnet ning samal ajal mängida läbi dialoog, mille tegelased väljendavad sallivat suhtumist endast millegipoolest erinevate inimeste vastu (nt vaesed, teiste rahvuste esindajad, jms). Väärtuskasvatusliku suunitlused teemad, mida töölehtedes käsitleti olid järgmised: vaesus, vanemate lahutamine, erinevad rahvused, kiusamine, lapse-lapsevanema suhted, valetamine, lapsed religioossetest perekondadest, sallivus, õpiraskustega õpilased, erinevad intelligentsustüübid., http://www.ester.ee/record=b5142576*est

Eesti kuulub nende riikide hulka, kes rakendavad hariduses kaasamise põhimõtteid. See tähendab, et põhiharidus on võrdselt tagatud igale inimesele, hoolimata tema sotsiaalmajanduslikust taustast, rahvusest, soost, elukohast või hariduslikest erivajadustest. Lapsevanematel on õigus oma lapsele kool valida ning põhikool peab vastu võtma kõik õpilased, kelle jaoks see on elukohajärgne kool. Selle tulemusena on tavakoolis järjest rohkem neid õpilasi, kes veel üsna hiljuti said hariduse erikoolides. Nende hulka kuuluvad ka õpiraskustega õpilased, kes ei suuda saavutada põhikooli riikliku õppekava (PRÕK) õpiväljundeid ning kelle puhul tuleb kohaldada põhikooli lihtsustatud õpekava (LÕK). Inglise keele õpetamine LÕK õpilastele ei ole Eestis siiani saanud piisavalt riiklikku tähelepanu: puuduvad spetsiaalsed õppematerjalid; puudub selgus selles osas, kuidas oleks LÕK tunniplaani kõige õigem kohaldada; milliseid õppemeetodeid kasutada. Käesoleva magistritöö eesmärgiks on kirjeldada olukorda inglise keele õpetamisel LÕK õpilastele Eesti põhikoolides. Põhitähelepanu pööratakse järgmistele aspektidele: LÕK õppe korraldamine koolides (kas õpilasi õpetatakse tavaklassis või eraldi, missugune on tunnikoormus, kas kasutataks tugispetsialistide abi); õppe sisu (õppematerjalid, õppemeetodid, hindamine); kas inglise keele õpetamine LÕK õpilastele toimub kaasava hariduse tingimustes; mida õpetajad arvavad inglise keele õpetamise kohta LÕK õpilastele, kui enesekindlalt nad end tunnevad ning millised on nende vajadused. Selleks viidi läbi kvalitatiivne deskriptiivne uurimus, mille käigus intervjueeriti kaheksat Eesti üldhariduskooli õpetajat ajavahemikus märts-aprill 2018. Uurimuses kasutati poolstruktureeritud intervjuud ning tegemist oli mugavusvalimiga., http://www.ester.ee/record=b5142520*est

This thesis explores collaborative writing and the differences between collaboratively and individually written texts in terms of sentence complexity and linguistic accuracy. Collaboratively and individually written texts have been extensively compared in previous studies all over the world, but in Estonia, collaborative writing has been out of research focus altogether. In addition, there have been few studies concentrating on comparing and analysing individually and collaboratively written texts that have been written by the same students. The main aims of this thesis are to find out if there are any significant differences between students’ collaboratively and individually written texts, and if there are any significant differences between the texts written before and after a collaborative writing task in terms of sentence complexity and linguistic accuracy. The literature review discusses what skills and competences foreign language learners might need to excel in writing tasks. The section also provides an overview of collaborative writing as such, and discusses previous studies on collaborative writing in terms of the differences between collaboratively and individually written texts as well as what effects collaborative writing might have on students’ writing skills. Previous studies have shown that collaborative writing has a positive effect on foreign language learners’ writing skills. In addition, collaboratively written texts have been shown to be considerably more accurate and complex. However, the studies comparing collaboratively and individually written texts have analysed the texts written by different students at the same time, not the ones written by the same students at different times. This thesis aims to fill that gap. The empirical part compares individually and collaboratively written texts as well as individually written texts with one another. Thirteen upper secondary level English as a foreign language students wrote one text collaboratively in groups and two texts individually – one before the collaborative writing task and the other after collaborative writing task. The results were compared using paired samples T-test, and the statistical significances in differences were calculated., http://www.ester.ee/record=b4678111*est

The aim of this study was to explore whether adult EFL learners prefer to receive grammar explanations in class or via short videos watched as homework as the flipped classroom model suggests. Drawing upon the existing STEM studies the learners were assessed using short tests to determine the difference in knowledge of applying grammar rules of learners who received grammar instruction in class and those who received it via videos. It has often been many years since adult EFL learners last regularly learned something before beginning to study again, at a language school. They might not be aware of more innovative approaches to learning. With the rise of the popularity of the flipped classroom, the aim of the author was to introduce it and request feedback from the students in order to better prepare grammar explanations in the future. As many adult EFL learners have limited amount of time to take part in face-to-face instruction, being occupied with work, the author wishes to learn how adult EFL learners study outside of class, make learning materials more available to learners wherever they may be and make the valuable time spent in class more beneficial in terms of student progress. The thesis consists of two chapters. In the first chapter, background information on the use of the flipped classroom model and the use of it in language lessons is provided and the benefits and hardships of the implementation of the flipped classroom model as well as studies that have been carried out so far, are discussed. There has been limited research on the flipped classroom topic in Estonia, even less so in EFL lessons. In the second chapter, the use of the flipped classroom technique in teaching grammar to EFL students is discussed and illustrated with the methodology of the study. The materials and activities created for the study and the use of them are discussed, quantitative and qualitative data analysis is provided. The aim of this paper is to comment on the use of teaching grammar to adult EFL learners using the flipped classroom model and the learners’ perception of it. The review of the results of the study is followed by a discussion and conclusion., http://www.ester.ee/record=b4678186*est

The present thesis focuses on the method of facilitating advanced learners’ vocabulary learning by using clips from the television show Friends. The thesis is divided into two main parts: a literature review and the empirical research part. The literature review consists of two sections: Using Videos in a Language Classroom, and Vocabulary Learning and Teaching. The first section, Using Videos in a Language Classroom, examines the advantages and disadvantages of using videos and visuals to facilitate language learning. The second section, Vocabulary Learning and Teaching, discusses the way in which vocabulary is learned, and processes that help students learn vocabulary. Similarly, methods of how vocabulary should be taught to students, and how low- and high-frequency words should be taught, are examined. The empirical research chapter of the thesis provides an overview of the research project conducted with ten advanced 11th grade Miina Härma Gymnasium students, as well as discusses the results of the study. In the discussion part, the results of the study are analyzed in the context of the material from the literature review. The conclusion summarizes the main findings of the study and suggests further possible research opportunities., http://www.ester.ee/record=b4581233*est

The aim of the study was to determine the efficiency of using classroom and home flipped environment in Estonian basic school EFL classes. Flipped Classroom methodology has been in the centre of discussion in recent years for it provides a combination of learning theories that have been thought to be incompatible. There may be tasks in language learning and teaching that need passive absorption of predefined knowledge; on the other hand, learners are changing and new technology is a natural part of the surrounding environment from as early as pre-school and kindergarten which has changed the concepts of education. Learning and teaching process is more effective, when learners are participating actively using their creativity in knowledge and skills construction and when learning goals are determined by the learners. When planning learning process it is vital that the chosen strategy would cause learning and in the centre of it were an active learner. The thesis consists of two chapters. In the first chapter background information on Computer Assisted Learning, Blended Learning and Flipped Classroom Methodology is provided and the benefits and difficulties in implementing the Flipped Classroom Methodology in EFL classes are discussed. Guidelines for implementing the Flipped Classroom methodology are provided and some case studies are discussed. In the second chapter a case study conducted on implementing the Flipped Classroom Methodology in EFL classroom is discussed and the methodology of the study is provided. The activities created for the case study, the process of implementing them and other activities in lessons are discussed, qualitative data analysis is used, the reflections on the process and experience is provided. The results of the survey are reviewed and followed by a discussion and conclusion., http://www.ester.ee/record=b4582709*est

Code-switching, in other words alternating between the target language and the first language of the students in a foreign language classroom is an issue that causes great debate. Its proponents hail its usefulness as an additional teaching resource and an effective communicative strategy, while some of its strongest opponents see it as an inhibiting factor to language acquisition. It has been widely cited that the negative stance towards classroom codeswitching is ideological rather than based on empirical findings (Cummins 2007; Howatt 2004; Levine 2011; Wei & Martin 2009). In order to gain a thorough understanding of classroom code-switching, the aim of this thesis is to investigate the pedagogic role of teacher codeswitching in a lower-secondary Estonian English as a Foreign Language classroom, taking a case-study approach. The main research question the thesis sets out to answer is what pedagogic and interactional functions the teacher-initiated code-switching serves in the particular classroom context. The Introduction of this thesis gives an overview of the structure of the paper, providing a brief insight into the topic of code-switching and presents the rationale for the research. The first chapter of the thesis consists of a literature review covering recent and seminal studies pertaining to the topic of code-switching in connection with pedagogic functions. In addition, relevant concepts and notions such as code-switching, language acquisition, and language policies among others, are explored. The first chapter concludes with describing the chosen methodology of Conversation Analysis and discusses its suitability for the research project. The second chapter of the thesis focuses on reporting on the data gathered via audio-recording of authentic English classes. An overview of the participating teacher and students is given, research methodology and transcription conventions are described and case-by-case analysis of particular code-switching examples is carried out. In the discussion section, findings and limitations of the study are also addressed. The Conclusion summarises the findings of this research., http://www.ester.ee/record=b4582718*est

Töö eesmärk on välja selgitada, kas ja kuidas peaks inglise keele ajavormide õpetamisel Eesti põhikoolis arvesse võtma õpilaste sensoorsete õpistiilide eelistusi. Kirjanduse osas analüüsitakse akadeemilist kirjandust inglise keele võõrkeelena õpetamise kohta järgmistes aspektides: millised metodoloogilised lähenemised annavad parimaid tulemusi? Mida empiirilised uurimused õpilaste sensoorsete õpistiilide eelistustega arvestamise osas näitavad? Kuidas on teemat käsitletud ametlikes dokumentides? Mida peaks üldiselt silmas pidama grammatikaharjutusi koostades? Mida arvesse võtta konkreetses õpisituatsioonis (Eesti põhikoolis)? Kirjandusest selgus, et õpilaste sensoorsete õpistiilide eelistustega arvestamine inglise keele õpetamisel võõrkeelena aitab säilitada õpimotivatsiooni ning parim viis selle saavutamiseks on kasutada tasakaalustatud õpetamisviisi, grammatika õpetamisel peaks kõigi osaoskuste arendamise raames rakendama õpet, kus tähelepanu saavad nii vorm kui tähendus, ning arvesse tuleb võtta ka kohalikku haridusalast seadusandlust. Töö analüüsi osa käsitleb eraldi igat töö praktilises osas esitletud harjutust, analüüsides, kuidas need harjutused täidavad kirjanduse põhjal seatud eesmärke. Järgnev arutlus toob välja üldistused tehnikate osas, mida saab analoogsete harjutuste loomisel kasutada, ning pakub lahendusi võimalikele probleemidele, mis eri harjutuste rakendamisega kaasneda võivad. Töö lisa sisaldab harjutusi, mis on ülaltoodud printisiipe järgides kohandatud Eesti põhikoolis ajavormide kasutamise harjutamiseks.

Käesoleva juhtumianalüüsi eesmärk oli uurida üksikasjalikult, milliseid suulise tagasiside parandusstrateegiaid õpetaja tunnis kasutab ning kui täpselt tajuvad õpilased vormile ja täpsusele orienteeritud vigade parandamise protsessi kui pedagoogiline eesmärk on keskenduda ütluse vormilisele õigsusele. Lähenemisviisiks sellele teemale valiti vestlusanalüüs (CA): mõned audio-salvestatud suhtluse fragmendid ja valitud transkribeeritud killud suhtlusaktidest ning nende analüüs. Sissejuhatuses on toodud uurimustöö põhjendus ja töö eesmärgid, samuti ülevaade töö struktuurist. Esimene peatükk sisaldab ülevaadet vigade parandamise rollist õpetamisel ning toob välja erinevad tüübid suulise parandava tagasiside (CF) andmiseks SLA (teise keele omandamine) mõttes ja käsitleb traditsioonilist õpetaja-õpilase suhtlust võrrelduna klassis toimuva suhtlemisega CA perspektiivis. Viimane näeb klassiruumi mitte ühe sotsiaalse kontekstina, vaid diskursusena, kus õpetajad ja õppijad ehitavad koostöös mitmeid kontekste. CA raames kuulub CF paranduse hulka ja on oluline mõista vea käsitlust nii CA kui ka SLA põhivoolu uuringutes. Sellele järgneb ülevaade vormile ja tähendusele keskendunud juhendamise eristamisest. Teine peatükk tegeleb metodoloogia ja andmete kogumise ja analüüsi protseduuriga. Valitud suhtlemis fragmente liigitatakse ja analüüsitakse sõltuvalt parandava tagasiside vormist. Sellele järgneb arutelu, kus töö tulemusi vaadeldakse veidi lähemalt. Analüüs näitas, et õpetaja kasutab tunnis kõiki kuut töö teoreetilises osas kirjeldatud parandus strateegiat. Uurimuses osalenud õpetaja praktikant kasutas kogenud ning parandus strateegiatega kursis olnud õpetajaga võrreldes rohkem otsest parandamist pakkudes õpilase eksimuse korralise õige vormi. Kõige tulemuslikumad olid võtted, kus õpetaja suunab õpilast ise oma viga parandama ilma õiget vormi ise pakkumata. Sellisel juhul oli kõige selgemini järeldatav ka õpilase enda mõistmine õige vormi moodustamise käigust. Kui õpetaja peab korduvalt, kasutades erinevaid parandamis strateegiaid, algatama õpilase eneseparandamise, liituvad mõnikord ka teised õpilased parandusega ja üheskoos viiakse see täide. Sellistes olukordades kulus küll vea parandamiseni jõudmiseks rohkem aega, kuid saab järeldada, et saades õpetaja poolt mõningast keelesist tuge, on õpilased võimelised leidma nii oma kui ka üksteise vigu.

’Kuulaja-sõbraliku’ (st. kuulajale kergesti arusaadavat) hääldamise omandamine on üks võimalustest olla arusaadav ja see eeldab edukat suhtlemist. Käesolev töö pakub hääldamise õpetamise meetodite ajaloolist ülevaate. Käesoleva töö peamine eesmärk on välja selgitada, kuidas venelaste inglise keele hääldamist parandada eesti keele hääldamise kaudu eesti keele kümblusega koolis. Magistri töö peamine eesmärk on teada saada, kas on mõttekas kasutada eesti keele vokaalide omadusi vene õpilaste inglise keele vokaalide hääldamise parandamiseks, kuna eesti ja inglise keele vokaalidel on palju ühiseid jooni. Kuulamisel tehtud diktaatide ja kriitilise kuulamise (õpilased ise loevad sõnu, teksti) testide alusel kogutakse vastavad andmed ja tehakse järeldused. Töö esimene osa annab ülevaate eesti, vene ja inglise keele vokaalide süsteemidest. Samuti on antud põhjused, miks on pööratud tähelepanu ainult teatud vokaalide hääldamise parandamisele. Töö eine osa tutvustab uuringu küsimusi, meetodeid, osavõtvate õpilaste arvu ja uuringu toiminguid, mida kasutatakse käesolevas töös. 22-liikmeline grupp 8. klassi õpilastest eesti keele kümblusega Tartu Annelinna gümnaasiumist jaotatakse kahte rühma ja mõlemad rühmad võtavad osa katsetest (diktaadid) nii alg- kui ka lõppstaadiumis, mis korraldatakse septembris 2013 ja märtsis 2014. Vahepealseid harjutusi teeb aga ainult üks rühm. Viidete osa sisaldab 53 allikat ja 5 lisa esitavad näitematerjali ja linke.