learning - Academic Conferences Limited

Ivana Cechova et al.
Using ICT while studying language the students see as the necessity, and moreover it breathes fresh
life into teaching. The choice of the appropriate tool is connected with the activities which it facilitates.
They use the Internet for eMails, while working with texts they use a dictionary, they download study
materials from web pages and they keep in touch with their peers. They appreciate electronic
dictionaries, electronic testing and interactive forms of most study materials. The possibility to choose
the place, time and pace of study plays a very important role when choosing the ICT tool.
“In the electronic dictionary you look everything up much quicker than in the paper one.
There are lots of teaching programs.”(R2, March 2011)
“In my job I don’t use English very often; it means that ICT is the only means how to
brush up the language (at least dealing with listening and writing).” (R1, May 2011)
Studying English with the help of ICT is assessed positively by 7 out of 10 respondents. One
respondent is negative about anything which is connected with e-learning; another one prefers the
classical teaching method, i.e. face-to-face one.
“Studying English with the help of Barborka is the new way of study for me; no doubt it is
more up-to-date and comfortable. Textbooks are not bad. Nevertheless, I prefer
ICT.”(R1, May 2011)
“I appreciate assigning and evaluating tasks in electronic form. It is quicker and more
comfortable for me.”(R2, March 2011)
“I prefer teaching in a classical way.” (R4, March 2011)
Students underline the study of English as a prerequisite of their own personal development and
future practice as well. Acquiring the language is understood as a necessity for the future and a
means of promotion at a job.
“In the case of mastering the language, there are possibilities which the knowledge offers
(job - career ladder, etc.)” (R1, May 2011)
“English is nowadays used in a wide range of areas.” (R7, April 2011)
While studying English, the students appreciate mainly the variety, interestingness and topicality; on
the other hand the least attractive activity is studying grammar and vocabulary, mainly idioms and
phrasal verbs
“Present perfect and past perfect tenses are difficult for me.“(R3, April 2011)
“Some texts are demanding in terms of vocabulary.”(R9, May 2011)
According to the analysis of the students’ interviews it is possible to state that distance students can
see ICT/LMS Barborka as a tool which facilitates their study and at the same time as a simpler form of
teaching. They like especially the chance to study any time/anywhere and the offer of unique
materials, which are accessible only in this application (LMS Barborka). On the other hand they are
fully aware of some limitations, e.g. the lack of communication and listening exercises. They focus
repeatedly on the increase of military and management materials accompanied with suitable
exercises and glossary, which can be emphasized as the most important information from all
interviews.
6. Recommendations
The findings of the research suggest the following to improve the students' use of ICT/LMS Barborka
for maximum educational benefit:
Involve students in the creation of military materials. This will help teachers and students to
cooperate closely and to use the students’ special military knowledge.
Encourage students to use web-based support by clearer signposting of online tutorials, guidance
and discussion boards. This will help to deepen comprehension.
Enhance students' awareness and understanding of meta-learning strategies in an online
environment (and elsewhere).
Motivate students to search the Internet for updated reading and listening materials (news, video,
radio reports, written briefings, etc,) and share them with other students as well as teachers.
Reward Internet-based research skills within assessment, ensuring that students use critical
thinking skills to evaluate Internet resources.
113