Vživetost in digitalno pripovedovanje zgodb pri poučevanju francoščine kot tujega jezika
DOI:
https://doi.org/10.55707/ds-po.v39i3-4.125Ključne besede:
digitalna orodja pri pouku, digitalno pripovedovanje zgodb, pouk tujih jezikov, vživetostPovzetek
Prispevek raziskuje učno metodo digitalnega pripovedovanja zgodb in njen vpliv na možnost pojava vživetosti (ang. flow) pri učencih med poukom francoščine kot tujega jezika. Osnovne predpostavke so bile, da bodo učenci z uporabo digitalnega pripovedovanja doživeli vživetost in da se bodo razlike v doživljanju vživetosti pokazale glede na posameznikove osebnostne značilnosti. Raziskavo smo izvedli pri pouku francoščine na dveh gimnazijah v šolskem letu 2022/2023, v raziskavi pa je sodelovalo 51 dijakov. Podatke smo zbrali (1) z anketnim vprašalnikom pred uporabo učne metode (izobraževalne izkušnje in osebni interesi), nato (2) z anketnim vprašalnikom med izvajanjem dejavnosti (standardizirani vprašalnik o učenju tujega jezika po Egbert, 2003 in Almetev, 2018) in (3) z metodo učiteljevega opazovanja. Rezultati kažejo, da so učenci med izvajanjem dejavnosti čutili vživetost. Manj vešči učenci so vživetost čutili enako kot vešči učenci, močnejše občutenje vživetosti pa so imeli učenci, ki jim je ljubše skupinsko delo. Nobena raziskovalna predpostavka o razmerju med osebnostnimi in izobrazbenimi lastnostmi posameznika ter doživljanjem občutka vživetosti ni bila statistično pomembna.
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