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This study investigates the dictionary use of graduates in English and German as well as their attitudes towards teaching and learning dictionary skills in the classroom. The first section of the paper offers a historical overview of research on dictionary use and dictionary didactics in Hungary. This is followed by the detailed description of the quantitative research, which aims to investigate the participants’ (n=197) self-reported preferences and attitudes regarding dictionary use, their dictionary consultation behaviour, and the role of dictionaries as an aid to language learning and teaching. The research results partly confirm the trends revealed in previous international studies (e.g. increased use of online tools, reluctance to pay for dictionaries, low prestige of teaching dictionary use); they also show that there is a need for dictionary use skills to be taught from an early age and for placing a special emphasis on features and search strategies in the case of digital dictionaries. Based on these findings, the authors plan to design a core ‘dictionary skills’ module (with teaching aids and handbooks), which could be incorporated into a variety of courses in tertiary education.

Összefoglaló. A tanulmány fókuszában a digitális pedagógiai kompetencia fejlesztésének jelentősége áll. Ennek eredményeként egy olyan komplex intézményi oktatásfejlesztési elképzelésről ad számot, melynek elemei – előzetes igény- és kompetenciamérés, fejlesztési folyamat, illetve visszacsatolás, azaz a fejlesztés hatékonyságának mérése – egymásba fonódva, egymásra épülve képesek hatékonyan biztosítani a felsőoktatók szisztematikus, reflektált oktatásinformatikai fejlesztését. A tanulmány az egyes elemek részletes bemutatása és létjogosultságának indoklása mellett beszámol a rendszer pilot kipróbálásának első eredményeiről és a tapasztalatokra épülő fejlesztési tervekről is. Summary. The article focuses on the significance of developing the competence of digital pedagogy. Following that, we will propose a complex plan for institutional educational development, the elements of which (preliminary needs and competence analysis, the development process itself, and feedback, i.e. measuring the efficacy of development) will be able to successfully guarantee, by building on each other in an intertwined fashion, the systematic and reflective ICT development of teachers in higher education. Apart from thoroughly introducing and giving a rationale for each element, the study will also highlight the results of the first pilot run and, by drawing conclusions from the pilot’s experiences, plans for improvement.

Az IKT eszkozok a paradigmavaltas igeretet sugalljak a neveles teruleten is, de komplex kihivast teremtenek azaltal, hogy nemcsak az oktatas folyamatat tamogatjak, hanem annak targyava is valtak. A technologia oktatasba valo integracioja nem az elvart eredmenyesseggel valosul meg, kenyszeritő hatasu ervenyesulese sokszor rossz modszertani gyakorlatot eredmenyez. Kutatasunkban az orszag 24 elismert oktatasinformatikai, felsőoktataspedagogiai szakertőjevel keszitettunk interjut azzal a cellal, hogy a felsőoktatas digitalis oktatasi kulturajanak jelenlegi helyzetet bemutassuk, egyfajta korlenyomatot biztositva. Az interjukerdesek a modszertan, az onfejlesztes es a digitalis oktatasi kultura ertekelese temateruletek kore szerveződtek. A kapott valaszokat kvalitativ modszerrel dolgoztuk fel es a leirt szovegeket a tartalomelemzes szabalyai szerint kodoltuk. Az eredmenyek bemutatasa soran a szakertői velemenyeket szintetizaltuk, mert igy kivanjuk segiteni a felsőoktatasban dolgozok modszertani kulturajanak formalasat, tevkepzeteik eloszlatasat a pandemia altal bevezetett kotelező digitalis oktatas kihivasokkal teli időszakaban. While ICT tools are promising a paradigm shift in education, they are also presenting a complex challenge by being not only an aid to the process of education but also the subject of it. The integration of technology into education has not been bringing the expected success, and when implemented by force, they often result in poor methodological practice. In our study, we interviewed 24 renowned experts in educational informatics and higher education pedagogy in Hungary in order to acquire and present a picture of the current state of digital educational culture in higher education. The interview questions are centered around the topics of methodology, self-improvement, and the evaluation of digital educational culture. Responses were processed qualitatively and transcripts were coded according to the standard rules of content analysis. In the discussion of the results, answers were synthesized, because our aim is to shape the methodological culture of teachers in higher education and to dispel their misconceptions in this challenging period of compulsory digital education forced upon them by the pandemic.

The International Conference Eurocall 2001 was held from 29 August to 1 September 2001 at the Catholic University of Nijmegen, Netherlands. The conference attracted more than 350 participants from all over the world.

Alkalmazott nyelvtudomány, vol. 17. issue Különszám. ISSN 1587-1061