Elemen s o High-Quali y Teaching
in Lea ne Au onomy De elopmen :
aCase o Unde g adua e Online
Linguis ic Cou ses
Klá a Lanco á — K is ýna Če inko á Poeso á
ABSTRACT:
The p oposed s udy add esses wo esea ch ques ions: a) wha cha ac e ises high-quali y eaching
o English linguis ics in a i ual lea ning en i onmen and b) whe he eache -designed lea ne au-
onomy de elopmen is e lec ed in s uden -led p og ess acking and pe cei ed academic achie e-
men by unde g adua e p e-se ice EFL eache s in he speci ic condi ions and con ex o wo se-
mes e s cons ained by he Co id-19 pandemics. Ou unde s anding o lea ne au onomy and i s
de elopmen as asha ed eache –s uden esponsibili y is p ima ily in o med by he concep ual
amewo ks o ca ing eaching and dialogic pedagogy. We employed amixed-me hod esea ch de-
sign d awing p ima ily on he quan i a i e da a collec ed ia h ee online ques ionnai es h ough-
ou he academic yea 2020/2021 in combina ion wi h ac ion esea ch s a egies. The ga he ed da a
ocused on s uden s’ engagemen wi h lea ning and he di icul ies encoun e ed in he lea ning
p ocess including he s a e o hei well-being and pe cei ed achie emen . One o he mos salien
ends we obse ed in ou da a samples was aconsis en acknowledgemen o pe sonal esponsi-
bili y o lea ning ou comes. Howe e , uncons ained lea ne au onomy wi hou ongoing eache
pa icipa ion and o e eache eliance on he s uden s’ in insic mo i a ion was judged by mos
esponden s as ine ec i e and/o causing lea ning di icul ies.
ABSTRAKT:
Předkládaná s udie se zabý á d ěma ýzkumnými o ázkami: a) co cha ak e izuje ysoce k ali ní
ýuku anglické ling is iky e i uálním zdělá acím p os ředí ab) zdali je oz oj s uden ské au o-
nomie o mo aný uči elem e lek o án s uden y jejich ýuko ém pok oku a e nímání akademic-
kého úspěchu ubakalářských s uden ů obo u anglický jazyk kon ex u d ou semes ů omezených
pandemií Co id-19. Naše chápání s uden ské au onomie ajejího oz oje jako sdílené odpo ědnos i
s uden a auči ele se přede ším opí á okoncepční ámec pečující ýuky adialogické pedagogiky.
Byl z olen smíšený ýzkumný design za yuži í da ze ří online p ůzkumů usku ečněných p ů-
běhu akademického oku 2020/2021 kombinaci se s a egiemi akčního ýzkumu. Sh omážděná
da a se zaměřo ala na zapojení s uden ů do ýuky ana ob íže spojené s ýuko ým p ocesem če ně
duše ní pohody a nímání úspěchu. Jeden znej ý aznějších pozo o aných endů našich da ech
bylo sous a né u ědomo ání si osobní odpo ědnos i za ýuko é ýsledky. Nap o i omu byly neo-
mezená s uden ská au onomie bez pa icipace uči ele apředpoklad s uden ské ni řní mo i ace
ze s any uči ele hodnoceny ě šinou esponden ů jako nee ek i ní nebo působící ýuko é po íže.
KEY WORDS / KLÍČOVÁ SLOVA:
linguis ics, high-quali y eaching, lea ne au onomy, ca ing eaching, dialogic pedagogy
ling is ika, ysoce k ali ní ýuka, s uden ská au onomie, pečující ýuka, dialogická pedagogika
OPEN
ACCESS
66 STUDIE ZAPLIKOVANÉ LINGVISTIKY 2/2022
1 INTRODUCTION AND THEORETICAL FRAMEWORK
The claim ha “soli ude is agood place o isi , bu apoo place o s ay”, asaying ha
is a ibu ed o he Ame ican humou is H.W.Shaw, would succinc ly summa ise he
eali y ha mos educa o s and s uden s ha e been con on ed wi h in he pas wo
academic yea s. I seems pa icula ly i ing o no ice uni e si y s uden s who we e
comple ing hei g amma school s udies and commencing hei uni e si y cou ses
unde mul iple pandemic lockdowns, almos comple ely dep i ed o he social and
psychological bene i s o emba king on amo e independen young adul ’s li e. I was
in hese ci cums ances ha we connec ed wi h ou i s -yea s uden s, doubly awa e
o he esponsibili y ha ou academic ole was bes owing on us, as we we e no only
o each in a i ual se ing, bu also o ep esen he communi y o he in isible, in-
angible uni e si y and he English depa men . The p incipal eason behind he al-
e a ions ha we made o ou selec ed linguis ic cou ses in hei online e sion as
desc ibed below s emmed mainly om his new eali y and he need o o e ou s u-
den s aca ing en i onmen .
Whi e (2003, p.319) p oposes ha “educa o s who a e in e es ed in p omo ing
mo e ca ing app oaches o ins uc ion need an e hic ha can help hem o decon-
s uc he dicho omous spli be ween ela ional and p incipled app oaches”. In he
speci ic con ex o highe educa ion, we can s a e ha he ela ional app oaches o-
cus dominan ly on building and main aining posi i e ela ionships wi h s uden s,
while he p incipled app oaches p io i ise academic con en and he cul i a ion o
cogni i e skills. In ou iew, he spli can be p ac ically econciled by consciously
assis ing s uden s in de eloping g ea e academic au onomy and, concu en ly, em-
phasising he ole o pe sonal esponsibili y o s udy ou comes. Mo eo e , ecen
indings on gene al pedagogical p inciples ha a e applicable in he online en i on-
men ( G aham e al., 2001; De We e e al., 2006; Ga ison, 2011) we e consul ed and,
whe e possible, inco po a ed.
To delimi lea ne au onomy as an educa ional goal, Holec (1981, p.3) o mula es
i as “ he abili y o ake cha ge o one’s own lea ning”. Li le (1991, p.4) elabo a es
on he no ion by de ining au onomy as acapaci y “ o de achmen , c i ical e lec-
ion, decision-making, and independen ac ion”. We also ag ee wi h Li le (ibid.) ha
i is an elusi e goal, as he e has been no clea consensus on he pedagogical mea-
su es ha would ensu e i s de elopmen . I we wish o keep ab eas o he lux o
changes cons an ly shaping ou knowledge (see also changingness in Ki schenbaum
& Hende son, 1990, p.304), we need o ake he p esen lea ne s’ pe cei ed needs and
lea ning pu poses as ou s a ing poin . To be able o do so, eache s need o en e
an ongoing dialogue wi h s uden s ha p omo es he ans e o esponsibili y o
lea ning and he shi in he adi ional powe ela ionship owa ds he s uden s
( o ou e lec ion o he lea ning s a egies o millennials see Discussion below).
The e o e, we concep ually u n o he heo y o dialogic pedagogy ha was
o iginally es ablished and de eloped by F ei e (1970/1993; F ei e & Sho , 1987). This
heo e ical app oach o pedagogy is iewed by i s au ho no as an isola ed each-
ing me hod bu a he as an epis emological ela ion be ween acogni i e objec , i.e.,
wha is o be known, and wo cogni i e subjec s, i.e., he s uden and eache (F ei e
OPEN
ACCESS
KLá A LANcOVá — K ISTÝNA ČE VINKOVá POESOVá 67
& Sho , 1987). Knowing is he e o e asocial ac i i y (Skidmo e & Mu akami, 2016).
F ei e (F ei e & Sho , 1987, p.100) u he de ines dialogue i sel as he “sealing o-
ge he o he eache and he s uden s in he join ac o knowing and e-knowing he
objec o s udy” . The ans o ma i e powe o dialogue in e ms o he class oom so-
cial ela ionships should also be emphasised, as i is no “ame e echnique o achie e
some cogni i e esul s” (ibid., p.98). In he online en i onmen , main aining hese
social ela ionships is one o he mos ulne able aspec s o class oom discou se.
In ou p oposed esea ch con ex , apa om i s clea communica i e alue, he
eache –s uden dialogue is also ep esen ed by he lea ning oppo uni ies o e ed
by he eache s and hei accep ance and ealisa ion by he s uden s. The accep ance
o hese oppo uni ies, o he lack he eo , has been highly ele an o ou eaching
e lec ion and he consequen al e a ions o ou class oom ac i i ies and s a egies.
In his manne , he undamen al cha ac e is ics o dialogic pedagogy ha pos ula es
dialogue as ee (pa icipa ion wi hou coe cion), inclusi e (e e y oice is alued),
pa icipa o y (e e y oice con ibu es o he dialogical p ocess), ongoing (as long-
las ing as he gi en educa ional p ocess i sel ), and ans o ma i e (i c ea es po-
en ial o “new eali ies“) we e being ul illed (Fe niandez-Balboa & Ma shall, 1994,
p.174). Mo eo e , we ag ee wi h Benne (1990) and Fe niandez-Balboa and Ma shall
(1994) ha a“ alida ing communi y” o lea ning is “adequa e only i i s membe s
a e capable o p o iding nega i e and posi i e ‘ eedback’ o each o he in acon ex
o ca ing and accep ance” (Benne, 1990, p.57). These p inciples guided ou e o s o
achie e asmoo h ansi ion om ace- o- ace o online classes.
As academic wo kload is one o he g ea es s esso s o uni e si y s uden s
(Mu , 2005), we a emp ed o alle ia e he amoun o s ess and display us in
ou s uden s’ in eg i y. This seemed doubly ele an in he dis up i e educa ional
en i onmen ha all educa ional ins i u ions s a ed acing in Ma ch 2020 when
eme gency emo e eaching was imposed due o he ou b eak o he Co id-19 pan-
demic. Thus, apa om he ins uc ion p ocess i sel whe e he p incipled app oach
is gi en p io i y, we applied he ela ional app oach mainly in e ms o g an ing s u-
den s su icien space o indi idual decision-making abou he amoun and s uc-
u e o academic wo kload in class and, pa ially, in he exam o ma . We con inually
o e ed pos -class eco dings o ou lec u es and semina s o ou s uden s so ha
hey could make decisions abou he amoun o s udy ime hey needed o in es in
he lea ning p ocess. Mo eo e , a e he eaching e lec ion o ou win e semes-
e , s uden s we e o e ed suppo in co-designing and main aining hei p og ess
acking and, consequen ly, in cons uc ing amo e posi i e sel -image and pe cep-
ion o achie emen .
Any g oup o s uden s is seldom equally mo i a ed and in es ed in he educa-
ional p ocess, as indi iduals se di e en goals o hemsel es. This was signi ican ly
e lec ed in he s uc u ing o he le els o di icul y o selec ed s udy asks and ma-
e ials, homewo k, and he exam i sel . We adop he p inciple o equi y p oposed by
Bo ani and Benadusi (2006) ha di e en ia es deg ees o ai ness in equali y and
inequali y and includes c i e ia such as eedom and esponsibili y (see also F ei e,
1976, 1985; Li le, 1991). Such c i e ia we e emphasised by se ing olun a y ex a
p ac ice ac i i ies and aweekly assessmen o can-do s a emen s ha he s uden s
OPEN
ACCESS
68 STUDIE ZAPLIKOVANÉ LINGVISTIKY 2/2022
we e a libe y o inco po a e in hei lea ning s a egy o dis ega d wi hou u he
eache con ol.
In ligh o he changes b ough abou by he pandemic, ou educa ional p io i-
ies we e se o ein o ce p ima ily h ee neu o-didac ic a eas o lea ne de elopmen
based on Jensen’s (1998) indings: sense o con ol, belonging and inqui y. As s ess is
aphysiological esponse o ape cei ed lack o con ol o e a ele an si ua ion, ein-
o cing he s uden s’ sense o con ol migh conside ably lowe he le els o unwan ed
s ess (Zoladz & Diamond, 2008; Godoy e al., 2018). In a i ual lea ning en i on-
men , pa icula ly o no ice uni e si y s uden s, building asense o belonging migh
p o e highly challenging and, i unsuccess ul, jeopa dise hei academic unc ioning.
We en isioned s eng hening ecip oci y and pee iden i ica ion (Lessa d & Ju onen,
2018; Maunde & Monks, 2019) h ough elemen s o pee eaching in selec ed e i-
sion ac i i ies. As conce ns he sense o inqui y, i has been obse ed ha cu iosi y is
linked wi h posi i e pe sonal and academic ou comes (Cain, 2019; Cla k e al., 2019).
The e o e, os e ing na u al cu iosi y by o e ing esou ces and asks ha s uden s
a e a libe y o engage wi h seemed abene icial online lea ning p ac ice. The p ac i-
cal implica ions o he ocus on hese h ee neu o-didac ic a eas we e applied in he
o m o speci ic p e- and pos -class sugges ions (such as simple elaxa ion echniques,
ex a ac i i ies a ailable online, elemen s o gami ied lea ning), in-class ac i i ies and
longe - e m lea ning s a egies and e ision echniques (e.g., links o online a icles
o special in e es and quizzes) ha we e implemen ed o di e en deg ees by bo h
he eache s and s uden s. The abo e modi ica ions o he espec i e syllabi we e also
in line wi h he indings de ining he speci ic lea ning p e e ences o millennials, pa -
icula ly hei need o be co-decision make s in he lea ning p ocess (McGlynn, 2005).
Wi hin he amewo k o ca ing eaching and ca ing li e acy pedagogy (Noddings,
1984; Lange , 2000), he ini ia i e in ca ying ou he emo ional labou o ca ing in
eaching (Isenba ge & Zembylas, 2006) es ed p ima ily wi h us, eache s. How-
e e , he esponsibili y o he p ocess and ou comes was equally sha ed wi h ou
s uden s. Emo ional labou in ol es wha Hochschild (1990) e e s o as modi ying
emo ional exp essions by enhancing o sup essing ou eelings. When we modi y o
manage ou emo ions in he class oom o achie e educa ional goals, we as eache s
pe o m emo ional labou (Ha g ea es, 1999). Thus, ca ing o pe sons, i.e., ou ocus
on cul i a ing asense o con ol and belonging, and ca ing o ideas (Noddings, 1984),
i.e., ou ocus on cul i a ing asense o inqui y, became he supe imposed no ions o
ou pandemic ac ion s a egy.
To elabo a e, ca ing pedagogy displays elemen s o high-quali y eaching mainly
in i s s i ing o con inuous imp o emen wi h he help o sys ema ic e alua ion o
he educa ional p ocess by eache s and s uden s alike. Fo he pu poses o he p es-
en s udy, we employed h ee online su eys ha we e complemen ed by he esul s
o wo o icial semes al s uden e alua ions ocusing on he quali y o eaching a
ou acul y. We ag ee wi h Ramsden (1992) ha high-quali y eaching is undamen-
ally aques ion o ahigh deg ee o he quali y o s uden lea ning. Such high-quali y
lea ning can be cha ac e ised by s a egies ha suppo seeking meaning in he s udy
ma e ial as opposed o o e lea ning and me e ep oduc ion (Ma ens & P osse ,
1998). We, he e o e, de ine he elemen s o high-quali y eaching and lea ning in
OPEN
ACCESS
KLá A LANcOVá — K ISTÝNA ČE VINKOVá POESOVá 69
acco dance wi h Ma ens & P osse (1998) as ollows: s uden s’ knowledge is ela ed
o hei expe ience, i is clea ly s uc u ed and comp ises con ex ualised in o ma-
ion, whose e en ion is long- e m. The cou se design and assessmen s a egies os-
e independen s uden inqui y, a e aimed a inding meaning ul connec ions in he
s udy ma e ial and a e closely ela ed o he explici ly decla ed s udy goals.
2 METHOD
2.1 ESEA cH DESIGN, cONTEXT AND AIMS
The cu en s udy was conduc ed solely in an online o ma a an English depa men
in he academic yea 2020/2021. I consis ed o wo majo s ages ha ook place in
he win e and summe semes e s, espec i ely, and in which ou linguis ic cou ses
we e deli e ed. The o e all aim was i s ly o secu e he i s -yea s uden s’ smoo h
ansi ion o anew uni e si y i ual lea ning en i onmen and secondly, o examine
wha cons i u es high-quali y eaching in he new educa ional con ex o ced upon
all o us by he global heal h c isis. Speci ically, he pu pose o he p esen esea ch
was o ind ou whe he eache -designed lea ne au onomy de elopmen is e lec ed
in s uden -led p og ess acking and pe cei ed academic achie emen . The co e o
ou obse a ions, ac ion s a egy and consequen cogni i e and socio-emo ional de-
elopmen in ou s uden s’ academic p ac ice comp ised se ing pe sonally meaning-
ul educa ional goals and he app aisal o he ex en o hei achie emen .
We employed amixed-me hod esea ch design d awing p ima ily on quan i a i e
da a collec ed ia h ee online ques ionnai es in combina ion wi h ac ion esea ch
s a egies (Al ich e e al., 1993; Janík, 2004), pa icula ly he sys ema ic e lec ion
o eaching si ua ions h oughou he win e semes e wi h he aim o imp o ing
ou pedagogical p ac ice in he ollowing summe semes e . We belie e ha combin-
ing he emic (s uden /inside ) and e ic ( eache /ou side ) pe spec i e (Heigham &
C oke , 2009) yields mo e wholesome changes o he syllabi o he linguis ic cou ses
in ques ion.
To ake amo e de ailed look a he indi idual s ages o ou esea ch, we need o
e u n o Ma ch 2020 when eme gency emo e eaching was imposed on all he edu-
ca ional ins i u ions in ou coun y including uni e si ies due o he ou b eak o he
Co id-19 pandemic and he subsequen es ic ions. In he p ocess o coming o e ms
wi h he unp eceden ed eali y and de eloping new skills, o en by ial and e o , we
g adually s a ed implemen ing en a i e class oom s a egies ha would ans e
elemen s o high-quali y in-class eaching o he digi al en i onmen in he win e
semes e o 2020. To e i y he e ec i eness o ou endea ou s, we collec ed he i s
se o da a a he end o he win e semes e in Janua y 2021 o be able o e lec on
ou eaching. Based on he indings (see Resul s I) se e al modi ica ions and changes
o he cou ses’ s uc u e we e planned and implemen ed h oughou he summe se-
mes e . A his la e s age, we conduc ed amid- e m and end- e m s uden eedback
su eys whose ocus was s uden well-being, assessmen o di e en ypes o s udy
asks and s udy p og ess acking.
OPEN
ACCESS

70 STUDIE ZAPLIKOVANÉ LINGVISTIKY 2/2022
Resea ch s ages
Win e
Semes e
Cou ses augh : In oduc ion o Linguis ics + Phone ics and Phonology I
Ques ionnai es: End- e m s uden eedback (Q1)
Teaching Re lec ion > Ac ion S a egy
Summe
Semes e
Cou ses augh : Lexicology + Phone ics and Phonology II
Ques ionnai es: Mid- e m (Q2a/b) + End- e m s uden eedback (Q3)
Table 1:Resea ch s ages and cou ses augh in he academic yea 2020/2021.
2.2 PA TIcIPANTS
Ou sample consis s o i s -yea s uden s pu suing abachelo ’s deg ee in English
language and li e a u e. The o al numbe s o esponden s in he online su eys a -
ied o speci ic cou ses based on h ee ac o s: he numbe o en olled s uden s, o -
ma o he ques ionnai e adminis a ion o each cou se— join /sepa a e, and an-
swe submission s a us— compulso y/op ional. All pa icipan s s udy English as
hei i s majo in combina ion wi h one o he ollowing: Ge man, Czech, Russian,
A , Social sciences, IT, Music, Ma hema ics, Pedagogy o F ench. The a e age age
was 20.2 and he sample was domina ed by women. In he i s su ey aimed a Pho-
ne ics and Phonology I(hence o h PhoPho I) and In oduc ion o Linguis ics (hence-
o h In oL), i.e., end- e m s uden eedback o he win e semes e (see Q1 in Table
1 abo e), he e we e 122 pa icipan s (75% emale and 25% male). In he second su -
ey, i.e., mid- e m eedback o he summe semes e (see Q2a/b in Table 1 abo e), 117
esponden s pa icipa ed in he Phone ics and Phonology II (hence o h PhoPho II)
eedback (72% emale and 28% male) and 167 in he Lexicology (hence o h Lexi) eed-
back (86% emale and 14% male). The las join ques ionnai e, i.e., end- e m o he
summe semes e in Lexi and PhoPho II (see Q3 in Table 1 abo e), was comple ed by
153 esponden s (75% emale and 25% male).
2.3 TEAcHE S AND THE ONLINE LINGUISTIc cOU SES
Bo h eache s, who a e also he au ho s o his pape , ha e been lec u ing in English
linguis ics o 15 yea s. The i s eache / i s au ho augh asix-week-long cou se
(In oL) in he win e semes e ollowed by a wel e-week-long cou se (Lexi) in he
summe semes e . The second eache /second au ho was esponsible o PhoPho
Iand PhoPho II ha we e augh o 12 weeks in he win e and summe semes e ,
espec i ely. She an bo h cou ses wi h he help o he colleague, adoc o al s uden ,
who mainly pa icipa ed in c ea ing online games.
The classes, bo h lec u es and semina s, ollowed he uni e si y schedule o igi-
nally designed o in-class eaching. Bo h esea che s employed he educa ional pla -
o m Zoom o dis ance eaching and Google Class oom o Moodle o he sha ing o
s udy ma e ials and ou -o -class online communica ion wi h s uden s. A endance
was no obliga o y, and while in class, s uden s we e encou aged o swi ch on hei
came as, howe e , i was no insis ed upon in acco dance wi h he undamen al
p emise o dialogic pedagogy, i.e., he igh o speak bu also o emain silen (see
OPEN
ACCESS
KLá A LANcOVá — K ISTÝNA ČE VINKOVá POESOVá 71
Fe niandez-Balboa & Ma shall, 1994). The ou abo e-men ioned cou ses cons i u ed
he co e o linguis ic aining in he i s yea o he Bachelo s udy p og amme, he
o he i s -yea linguis ic cou ses ha we e no included in he esea ch we e Mo -
phology Iand II. While PhoPho Iwas ap e- equisi e o PhoPho II, disallowing he
s uden s who ailed o pass he PhoPho Ic edi es o en ol in PhoPho II, he e was
no such condi ion in e ec o he en olmen o In oL and Lexi.
2.4 DATA cOLLEcTION AND ANALYSIS
The da a we e amassed ia h ee online ques ionnai es (Q1, Q2a/b, Q3) adminis e ed
in Google Fo ms a h ee di e en pe iods du ing he academic yea 2020/2021: a he
end o he win e semes e (Feb ua y 2021— Q1), in he middle (beginning o Ap il
2021— Q2a/b) and a he end o he summe semes e (June 2021— Q3). The s uc-
u e o he ques ionnai es was p ima ily designed o be use - iendly, as we needed
he same g oup o esponden s o ake pa in he online eedback epea edly and we
did no wish o o e whelm hem. The majo i y o ques ions o e ed mul iple choice
wi h he op ion o ick one o mo e answe s. Only asmall p opo ion o ques ions
we e open-ended, ypically asking o u he commen s. Al hough hese we e no
obliga o y, mos s uden s seized he oppo uni y and exp essed hei opinion in he
commen s sec ion.
As a as he ques ionnai es’ con en is conce ned, he o mula ions o selec ed
ques ions we e somewha modi ied o added in Q2a/b and Q3 o be e inco po a e
he indings based on Q1 and/o o e lec he speci ici y o indi idual cou ses augh
in he summe semes e . Fo ins ance, in Q1 we ound ou ha he majo issue ou s u-
den s s uggled wi h was alack o sel -discipline and mo i a ion (see Resul s Ibelow).
Fi s ly, his inding led us o include new ac i i ies in he summe cou ses add essing
he pe cei ed di icul y and secondly, we ocused mo e hea ily on he de elopmen
o lea ne au onomy which was e lec ed in employing lesson-speci ic can-do s a e-
men s in Q2a/b and Q3 (see In e im eaching e lec ion below). Thei pu pose was o
help he esponden s moni o hei p og ess mo e e icien ly in PhoPho II and Lexi.
Na u ally, hese s a emen s di e ed in each cou se, which was esol ed by conduc -
ing wo sepa a e mid- e m ques ionnai es, i.e., Q2a/b (see Table 1 abo e). Ano he
example o he su eys’ modi ica ion while p ese ing hei ela edness is aques ion
examining he deg ee o pe cei ed s ess by s uden s in Q1, which was ei e a ed in
amodi ied o m in Q3. The modi ied o mula ion ocused on apo en ial imp o emen
o he s uden s’ men al s a e. The key hemes— e ec i eness o he employed each-
ing echniques, eache ca e o he esponden s’ well-being and eache e lec ion
o lea ne au onomy— in e sec all he ques ionnai es.
O e ing amo e de ailed desc ip ion, Q1 (en i led Feedback on dis ance lea ning_
win e semes e ) was de ised join ly o PhoPho Iand In oL and con ained h ee
mul iple choice ques ions— wha he s uden s ound mos e ec i e in he online
classes, how hey el du ing dis ance lea ning, and wha hey conside ed mos di -
icul , while he las ques ion in i ed he esponden s o commen on whe he hey
missed any hing in he cou se s uc u e, class con en o eache app oach. Q2a (en-
i led Lexicology mid- e m e iew) sc u inized he pa icipan s’ g ea es s eng hs and
OPEN
ACCESS
72 STUDIE ZAPLIKOVANÉ LINGVISTIKY 2/2022
weaknesses in he con ex o e e y week’s new knowledge and skills using can-do
s a emen s. This cou se-speci ic pa also occu ed in Q2b (en i led Phone ics and
phonology II mid- e m e iew). In addi ion, bo h Q2a and Q2b comp ised h ee iden i-
cal open ques ions inqui ing abou he easons o ha ing been (un)success ul and
whe he he e was any hing speci ic he eache s could ha e done o help he s u-
den s imp o e. Q3 (en i led Feedback on dis ance lea ning_summe semes e ) was again
conduc ed join ly o PhoPho II and Lexi. The in oduc o y ques ion ela ed o Q1,
as i u he examined he heme o well-being and he deg ee o pe cei ed s ess
du ing he lockdown. The ollowing sec ion was o mula ed sepa a ely o Lexi and
PhoPho II; i aimed a explo ing he can-do s a emen s co e ing he second hal o
he summe semes e and he elemen s ha he esponden s ound mos and leas
e ec i e in he online cou ses. The su ey was comple ed by acommen s sec ion ha
was iden ical o bo h linguis ic cou ses.
The esponse a e anged om 80% o almos 100%. I u ned ou o be he lowes
o Q1 (80%) and highes o 2Qa and 2Qb (98% and 94%, espec i ely); in Q3 he e was
amode a e dec ease o 86%. The mid- e m e iew became one o he cou se equi e-
men s o Lexi (Q2a) and was ans o med in o an obliga o y ask o PhoPho II (2Qb),
which pa ly accoun s o he excep ional esponse a e. Mo eo e , be o e Q1 was
launched he s uden s we e in o med by he esea che s abou he pu pose o he
online su eys and hey we e cons an ly eminded o submi hei eplies and hus
e lec on hei i s -hand expe ience wi h i ual classes. The ques ionnai e esul s
we e downloaded om he Google o ms o Excel shee s in which all he analyses
we e ca ied ou . The analyses we e desc ip i e using equency ables and pe cen -
ages. The da a e ie ed om he open- esponse i ems we e g ouped oge he , coded,
and hei ca ego isa ion was es ablished. Al e na i ely, i i was no possible o c ea e
clea ly de ined ca ego ies, as he eplies we e oo complex and/o displaying ahigh
deg ee o a ia ion, we iden i ied ele an key wo ds in he da a and p oduced con-
cise desc ip ions o he commen s.
3 RESULTS I
In his sec ion, we e e exclusi ely o he da a gained om he i s ques ionnai e
(see Q1 in Table 1 abo e). The i s ques ion ega ding he e ec i eness o online
classes in selec ed linguis ic disciplines o e ed eigh op ions, ou ela ed o bo h
PhoPho Iand In oL and ou only o PhoPho I.Mo eo e , he e was space o exp ess
indi idual commen s. The esponden s we e encou aged o ick mo e han one op-
ion and he o al numbe o choices was no limi ed based on he assump ion ha
he e would be mo e ac o s con ibu ing o he pe cei ed e icacy, which p o ed o
be igh . Mos esponden s (64%) selec ed h ee, ou o i e op ions. A ound 20%
icked six, se en o e en all eigh ac o s, and 16% o he pa icipan s conside ed
one o wo op ions su icien o s a e wha helped hem mos o gain ele an skills
and knowledge in he online cou ses. The selec ed eplies a e conside ed equally
weigh ed in ele ance, as he e was no ins uc ion o ma k he op ions in o de o
impo ance.
OPEN
ACCESS
KLá A LANcOVá — K ISTÝNA ČE VINKOVá POESOVá 73
As we can see clea ly om Figu e 1, he pa icipan s mos app ecia ed he a ailabili y
o eco ded lec u es and semina s oge he wi h sha ed p esen a ions in bo h cou ses.
Fo app oxima ely hal o he esponden s, wo kinds o p ac ice we e conside ed ben-
e icial wi hin PhoPho I– ansc ip ion and in e ac i e games. Posing ques ions o he
eache in he w i en o m u ned ou o be iewed as leas e ec i e. Apa om he
p e-designed op ions, se e al esponden s added hei own ideas. Th ee pa icipan s
named aspeci ic ex book ha helped hem imp o e hei ansc ip ion skills, one ap-
p ecia ed amock- es p o ided in In oL, and ano he one exp essed hei p e e ence
o obliga o y homewo k in bo h cou ses as “i o ced him/he o s udy egula ly, and
he/she did no ha e o s udy du ing he examina ion pe iod” (S81).
iGu e 2:Emo ional s a es e oked by dis ance lea ning (N=122).
Sc u inising he pe cei ed emo ional bu den accompanying dis ance lea ning
(c .Figu e 2), he mos common expe ience was eeling qui e s essed (42%), ollowed
by eelings o being in con ol (24%). Fo one i h o he esponden s, he online s ud-
ies p o ed o be hugely s ess ul and only amino i y o he esponden s (10%) en-
joyed he shi o he online mode. The emaining 3% included ou indi idual com-
men s speci ying hei emo ions o shedding ligh on he p ocess o coping wi h he
new educa ional eali y.
0 20 40 60 80 100 120
ques ion and answe o ums (PhoPho I)
online/e-mail consul a ions (bo h cou ses)
links o in e es ing ex e nal esou ces (PhoPho I)
space o ask ques ions di ec ly in lec u es/semina s (bo h)
ex a p ac ice consis ing o in e ac i e games (PhoPho I)
egula p ac ice o ansc ip ion (PhoPho I)
sha ed p esen a ions om lec u es/semina s (bo h cou ses)
eco ded lec u es/semina s (bo h cou ses)
10%
24%
42%
21%
3%
happy (10%)
in con ol (24%)
qui e s essed (42%)
hugely s essed (21%)
o he (3%)
0 10 20 30 40 50 60 70 80
limi ed space o ques ions and/o cla i ica ions
I canno hink o any hing
i egula a endance o he lec u es/semina s
absence o high-speed in e ne
he pace o online classes being oo high o me
no doing homewo k on a egula basis
lack o sel -discipline/mo i a ion
lack o ace- o- ace con ac wi h he eache /classma es
o he
need o imp o emen
no need o imp o emen + o e p aise + elabo a ion
no need o imp o emen + o e p aise
no need o imp o emen
pe cen ages %
0 5 10 15 20 25 30 35 4540
0
10
20
30
40
50
60
I'm qui e con iden ,
bu I need o check
a ew hings.
Kind o – I need
o s udy mo e
I' e mas e ed ha I'm los
pe cen ages %
mid- e m summe
end- e m summe
0 20 40 60 80 100 120
ques ion and answe o ums (PhoPho I)
online/e-mail consul a ions (bo h cou ses)
links o in e es ing ex e nal esou ces (PhoPho I)
space o ask ques ions di ec ly in lec u es/semina s (bo h)
ex a p ac ice consis ing o in e ac i e games (PhoPho I)
egula p ac ice o ansc ip ion (PhoPho I)
sh
a ed p esen a ions om lec u es/semina s (bo h cou ses)
eco ded lec u es/semina s (bo h cou ses)
10%
24%
42%
21%
3%
happy (10%)
in con ol (24%)
qui e s essed (42%)
hugely s essed (21%)
o he (3%)
0 10 20 30 40 50 60 70 80
limi ed space o ques ions and/o cla i ica ions
I canno hink o any hing
i egula a endance o he lec u es/semina s
absence o high-speed in e ne
he pace o online classes being oo high o me
no doing homewo k on a egula basis
lack o sel -discipline/mo i a ion
lack o ace- o- ace con ac wi h he eache /classma es
o he
need o imp o emen
no need o imp o emen + o e p aise + elabo a ion
no need o imp o emen + o e p aise
no need o imp o emen
pe cen ages %
0 5 10 15 20 25 30 35 4540
0
10
20
30
40
50
60
I'm qui e con iden ,
bu I need o check
a ew hings.
Kind o – I need
o s udy mo e
I' e mas e ed ha I'm los
pe cen ages %
mid- e m summe
end- e m summe
iGu e 1:Ac ions, s a egies, and ma e ials ha he esponden s ound mos use ul in he online lin-
guis ic cou ses. The pa icipan s (N=122) could ick mo e op ions.
OPEN
ACCESS
80 STUDIE ZAPLIKOVANÉ LINGVISTIKY 2/2022
Su p isingly, in PhoPho II he wo mos highly app ecia ed echniques (sha ing
ma e ials and p o iding eco dings) in Q1 we e p eceded by anewly inco po a ed
obliga o y ask, as we can obse e in Figu e 10. This p io i isa ion can be u he
illus a ed by one o he inal commen s ha jus i ies he signi icance o his new
ype o ask: (…) he weekly eminde s in he o m o obliga o y asks assu ed me and ga e
me he mo i a ion o s udy and imp o e mysel (S10). In e es ingly, he ela i ely edious
p ac ice o ansc ibing was ound e ec i e o he same numbe o s uden s as in e-
ac i e games. The e u ned ou o be only ou ac i i ies ha we e conside ed leas
e ec i e in PhoPhoII, mainly he Q&A o um in Moodle and ex e nal links o blogs
and websi es (see Figu e 11 below).
Finally, in he las op ional sec ion o Q3, he esponden s we e encou aged o
lea e commen s and/o sugges ions o he a ge cou ses. The p e ailing emo ion in
he 33 submi ed commen s is ha o g a e ulness; he pa icipan s exp essed hei
g a i ude o he lec u e s’ a i ude, e o pu in o cou se design and le el o o ga-
nisa ion.
o he
oom o imp o emen + o e p aise
oom o imp o emen
no need o imp o emen
no need o imp o emen + o e p aise + elabo a ion
pe cen ages %
0 10 20 30 40 50
0 10 20 30 40 50
60 70 80
0 20 40 60 80 100 120
140
0 10 20 30 40 50 60 70
0 10 20 30 40 50 60 70 80 90 100
0 10 20 30 40 50 60 70
PhoPhoII
Lexi
mo e s essed han in he win e semes e
mo e elaxed han in he win e semes e
equally s essed as in he win e semes e
pe cen ages %
weekly ocabula y o e ision
weekly achie emen s a emen s
games
space o ask ques ions
lexicog aph able as a sou ce o p ac ice
concep s o he week
h ee ask le els in home p epa a ion
sha ed p esen a ions om lec u es/semina s
eco ded lec u es/semina s
space o ask ques ions
h ee ask le els in home p epa a ion
concep s o he week
weekly ocabula y o e ision
lexicog aph able as a sou ce o p ac ice
games
weekly achie emen s a emen s
Q&A o um in Moodle
links o ex e nal sou ces
space o ask ques ions di ec ly
weekly ex a p ac ice (in e ac i e games)
egula p ac ice o ansc ip ion
sha ed p esen a ions om semina s
eco dings o semina s
handou s and eco dings o he exe cises
weekly obliga o y asks
space o ask ques ions di ec ly
ex a p ac ice (in e ac i e games)
links o ex e nal sou ces
Q&A o um in Moodle
o he
oom o imp o emen + o e p aise
oom o imp o emen
no need o imp o emen
no need o imp o emen + o e p aise + elabo a ion
pe cen ages %
0 10 20 30 40 50
0 10 20 30 40 50
60 70 80
0 20 40 60 80 100 120 140
0 10 20 30 40 50 60 70
0 10 20 30 40 50 60 70 80 90 100
0 10 20 30 40 50 60 70
PhoPhoII
Lexi
mo e s essed han in he win e semes e
mo e elaxed han in he win e semes e
equally s essed as in he win e semes e
pe cen ages %
weekly ocabula y o e ision
weekly achie emen s a emen s
games
space o ask ques ions
lexicog aph able as a sou ce o p ac ice
concep s o he week
h ee ask le els in home p epa a ion
sha ed p esen a ions om lec u es/semina s
eco ded lec u es/semina s
space o ask ques ions
h ee ask le els in home p epa a ion
concep s o he week
weekly ocabula y o e ision
lexicog aph able as a sou ce o p ac ice
games
weekly achie emen s a emen s
Q&A o um in Moodle
links o ex e nal sou ces
space o ask ques ions di ec ly
weekly ex a p ac ice (in e ac i e games)
egula p ac ice o ansc ip ion
sha ed p esen a ions om semina s
eco dings o semina s
handou s and eco dings o he exe cises
weekly obliga o y asks
space o ask ques ions di ec ly
ex a p ac ice (in e ac i e games)
links o ex e nal sou ces
Q&A o um in Moodle
iGu e 8:Ac ions, s a egies, and ma e ials ha he esponden s ound mos e ec i e in Lexi in he
summe semes e . The pa icipan s (N=150) could ick up o h ee op ions.
iGu e 9:Ac ions, s a egies, and ma e ials ha he esponden s ound leas e ec i e in Lexi in he
summe semes e . The pa icipan s (N=150) could ick up o h ee op ions.
OPEN
ACCESS

KLá A LANcOVá — K ISTÝNA ČE VINKOVá POESOVá 81
6 DISCUSSION
In line wi h he p e ious indings (see Resul s Iand In e im eaching e lec ion
abo e), he esul s om he summe semes e ques ionnai es (Q2a/b and Q3) con-
i med s uden s’ high le el o sa is ac ion wi h he online cou ses including he mod-
i ied and no el elemen s (mo e han 80%). The o icial acul y s uden e alua ion
p o ed e en deepe con en men wi h bo h PhoPho II (96.6%) and Lexi (94%).
Taking aclose look a he esea ch indings, in PhoPho II he inclusion o egu-
la obliga o y asks was mos highly app ecia ed. We a i e a he conclusion ha
he addi ion o immedia e online eedback ha gene a ed spon aneous discussion
and, hope ully, igge ed he lea ning p ocess played adecisi e ole. Acco ding o
se e al commen s, he e ec i eness consis ed in making he s uden s e ise, which
lead o angible lea ning ou comes: I always o ces me o s udy he pa icula a ea and
i ’s ape ec way how o check i I’ e s udied i p ope ly. Ialso like he e alua ion a he
end (S3); They push me o e ise he handou o ind some hing Iam no su e abou (S6).
In asimila ein, he h ee- ask-le el home p epa a ion employed in Lexi p o ed
o be bene icial: The cou se was e y well s uc u ed and I hink i was ag ea idea o
s uc u e he es acco ding o he h ee le els (S38). D awing on he w i en commen s
o he
oom o imp o emen + o e p aise
oom o imp o emen
no need o imp o emen
no need o imp o emen + o e p aise + elabo a ion
pe cen ages %
0 10 20 30 40 50
0 10 20 30 40 50
60 70 80
0 20 40 60 80 100 120 140
0 10 20 30 40 50 60 70
0 10 20 30 40 50 60 70 80 90 100
0 10 20 30 40 50 60 70
PhoPhoII
Lexi
mo e s essed han in he win e semes e
mo e elaxed han in he win e semes e
equally s essed as in he win e semes e
pe cen ages %
weekly ocabula y o e ision
weekly achie emen s a emen s
games
space o ask ques ions
lexicog aph able as a sou ce o p ac ice
concep s o he week
h ee ask le els in home p epa a ion
sha ed p esen a ions om lec u es/semina s
eco ded lec u es/semina s
space o ask ques ions
h ee ask le els in home p epa a ion
concep s o he week
weekly ocabula y o e ision
lexicog aph able as a sou ce o p ac ice
games
weekly achie emen s a emen s
Q&A o um in Moodle
links o ex e nal sou ces
space o ask ques ions di ec ly
weekly ex a p ac ice (in e ac i e games)
egula p ac ice o ansc ip ion
sha ed p esen a ions om semina s
eco dings o semina s
handou s and eco dings o he exe cises
weekly obliga o y asks
space o ask ques ions di ec ly
ex a p ac ice (in e ac i e games)
links o ex e nal sou ces
Q&A o um in Moodle
o he
oom o imp o emen + o e p aise
oom o imp o emen
no need o imp o emen
no need o imp o emen + o e p aise + elabo a ion
pe cen ages %
0 10 20 30 40 50
0 10 20 30 40 50
60 70 80
0 20 40 60 80 100 120 140
0 10 20 30 40 50 60 70
0 10 20 30 40 50 60 70 80 90 100
0 10 20 30 40 50 60 70
PhoPhoII
Lexi
mo e s essed han in he win e semes e
mo e elaxed han in he win e semes e
equally s essed as in he win e semes e
pe cen ages %
weekly ocabula y o e ision
weekly achie emen s a emen s
games
space o ask ques ions
lexicog aph able as a sou ce o p ac ice
concep s o he week
h ee ask le els in home p epa a ion
sha ed p esen a ions om lec u es/semina s
eco ded lec u es/semina s
space o ask ques ions
h ee ask le els in home p epa a ion
concep s o he week
weekly ocabula y o e ision
lexicog aph able as a sou ce o p ac ice
games
weekly achie emen s a emen s
Q&A o um in Moodle
links o ex e nal sou ces
space o ask ques ions di ec ly
weekly ex a p ac ice (in e ac i e games)
egula p ac ice o ansc ip ion
sha ed p esen a ions om semina s
eco dings o semina s
handou s and eco dings o he exe cises
weekly obliga o y asks
space o ask ques ions di ec ly
ex a p ac ice (in e ac i e games)
links o ex e nal sou ces
Q&A o um in Moodle
iGu e 10:Ac ions, s a egies, and ma e ials ha he esponden s ound mos e ec i e in PhoPho II in
he summe semes e . The pa icipan s (N=117) could ick up o h ee op ions.
iGu e 11:Ac ions, s a egies, and ma e ials ha he esponden s ound leas e ec i e in PhoPho II in
he summe semes e . The pa icipan s (N=117) could ick h ee op ions.
OPEN
ACCESS
82 STUDIE ZAPLIKOVANÉ LINGVISTIKY 2/2022
and obse a ions, hese wo speci ic ac i i ies seem o ha e enhanced he le el o
sel -discipline.
Con as ingly, he Lexi ac i i ies ha we e judged as he leas e ec i e, i.e., weekly
can-do s a emen s, lexicog aphic p ojec , and weekly ocabula y o e ision placed
conside ably g ea e demands on s uden sel -discipline. Thus, he po en ial eason
o he abo e-men ioned e ec i eness a ing migh lie in he deg ee o eache pa -
icipa ion and he ex en o he eedback. While he sha ing o pos -class eco dings
and ma e ials oge he wi h h ee- ask-le el homewo k wi h di ec in-class eedback
display explici eache p esence, he h ee lea ning ac i i ies men ioned as leas e -
ec i e comp ise no eache pa icipa ion o eedback. These ac i i ies we e o e ed o
s uden s o suppo hei indi idual p og ess acking and exam p epa a ion, ye no
explici ollow-up was modelled by he eache . Mo eo e , i is challenging o ela e
long- e m p og ess acking, such as weekly achie emen s a emen s inco po a ing
lesson objec i es o weekly new ocabula y o e ision e ie ed om op ional ex a
ac i i ies, wi h angible lea ning ou comes. As he exam asks we e designed acco d-
ing o he s uc u e and con en o he weekly homewo k, i migh be conside ably
easie o app ecia e he immedia e e ec i eness o such ype o lea ning ac i i ies.
To compa e, he leas e ec i e echniques in PhoPho II we e he Q&A o ums and
selec ed ex e nal links ha p o ided minimal o no eache pa icipa ion.
Mo eo e , h oughou he commen s sec ions (Q1–Q3) almos no c i icism was
iden i ied in ela ion o he ype and con en o ins uc ion, as he majo i y was con-
sis en ly exp essing ull sa is ac ion. The pedagogical implica ion his inding migh
lead o is ha eache s migh help alle ia e s uden s ess by making egula e ision
obliga o y (e.g., in he o m o Google o ms wi h mul iple choice ques ions). In o he
wo ds, mode a e and con ex sensi i e cu ailing o he adul lea ne au onomy wi h
a iew o a oiding he imp ession ha lea ne eedom equals eache bene olence
a he han pe sonal esponsibili y migh p o e o be bene icial in he long- e m pe -
spec i e.
Re lec ing on he lea ning s a egies o millennials, McGlynn (2005) lis s se e al
key cha ac e is ics o hese lea ne s, one o he main ones being he need and expec-
a ion o be co-decision make s in he lea ning p ocess. Laska is (2005) emphasises
ha millennials alue in o ma ion based on i s ele ance o hei li es, expec each-
ing p ac ices o be jus i ied o hem and equi e mo e eedom in ask comple ion
and class oom pa icipa ion. Wha seems o be emphasised by bo h McGlynn (2005)
and Laska is (2005) is he impo ance o eache s’ pe sonal engagemen wi h he
s uden s and he display o in e es due o hei upb inging whe e ull pa en al a -
en ion was he no m.
Recen esea ch (P ice, 2009; No o ney, 2010) also poin s ou h ee building
s ones o asuccess ul ins uc ion o millennials, i.e., using a ie y and mul imedia,
p omo ing elaxed in-class a mosphe e, and jus i ying he ele ance o he lea n-
ing ma e ials. In summa y, Laska is (2005) and P ice (2009) e e o he so called
new i e Rs ha can make eaching p ac ices success ul wi h he millennials, i.e.,
esea ch-based me hods, ele ance, a ionale, elaxed a mosphe e, and appo . In
e ms o ou eaching s a egies, which we e being lexibly adjus ed based on ou
indings om and eache e lec ion o s uden eedback, we ha e ca e ed o hese
OPEN
ACCESS
KLá A LANcOVá — K ISTÝNA ČE VINKOVá POESOVá 83
needs wi h a ying deg ees. Fu he mo e, ou unde s anding o high-quali y each-
ing has implici ly included hese c i e ia, speci ically in inco po a ing he ollow-
ing in ou cou se design: using a a ie y o mul imedia, gami ied lea ning, lexible
deli e y (online ins uc ion and pos -class eco dings), and aclea ly documen ed
s anda d o pe o mance (can-do s a emen s, a ied di icul y le el in homewo k and
inal assessmen ).
Ul ima ely, we as eache s ha e bene i ed g ea ly om his unique oppo uni y
he pandemic has p esen ed us wi h by lea ning how o success ully deal wi h he
ansi ion om ace- o- ace o online ins uc ion. As we a e cu en ly ackling he
e e sed challenge o ansi ioning om he online en i onmen back o class oom
eaching, we make use o ou newly gained expe ience by main aining he elemen s
o high-quali y online eaching almos a i s ull scope (such as combining class oom
p esence and pos -class online asks).
Conce ning he challenges ha ou esea ch ou comes b ough o ou a en ion,
we eel a leas one needs o be add essed a his poin . S uden au onomy does no
seem o be a eady-made disposi ion ha an indi idual adul s uden ei he possesses
o lacks. I is a he askill ha needs o be con inuously honed and sys ema ically
os e ed, howe e , no ap io i expec ed. The po en ial mis ake eache s can make,
and we ou sel es we e no able o a oid, is assuming s uden s’ au onomy o be p es-
en al eady in he p ocess o acqui ing and de eloping i in hei newly de ined ole
as uni e si y s uden s. In he speci ic condi ions o online ins uc ion du ing he
pandemic, ou capaci y as guides o me hodically suppo he de elopmen o pe -
sonal au onomy s a egies in ou s uden s was highly limi ed. Ins ead, we p o ided
lea ning oppo uni ies o exe cise au onomy ha we had no helped de elop in he
i s place.
Pa icula ly in he i s yea o s udy, we s ongly sugges ha eache s c ea e
condi ions o s uden s o expe ience some o m o an in o mal academic i e o pas-
sage ha would p o ide hem wi h space o p ocess he ab up change o educa ional
cul u e ha o en a ises when ansi ioning om ag amma -school s uden o auni-
e si y s uden s a us. The symbolic i e o passage can ange om an in o mal dis-
cussion ocusing on he s uden needs and expec a ions o guided disco e y ac i i ies
leading s uden s o pe cei e and emb ace he cul u al di e ences and using hem o
hei ad an age in he p ocess o de eloping hei new iden i ies. These iden i ies
should ideally be cons uc ed a ound ag ea e sense o pe sonal esponsibili y o
lea ning ou comes and an imp o ed abili y o o e come he challenges ha g ea e
academic eedom engende s.
7 CONCLUSION
In summa y, mos decisions conce ning ou eaching s a egies and lesson plan-
ning we e guided by s i ing o make ou s uden s eel ou p esence in hei lea n-
ing p ocess o e he dis ance o ou di e en physical loca ions. The ob ained
esul s sugges ha in he a eas whe e s uden s el explici eache p esence, pa -
icula ly as acili a o s du ing in-class discussions and in he o m o speci ically
OPEN
ACCESS
84 STUDIE ZAPLIKOVANÉ LINGVISTIKY 2/2022
designed class oom ac i i ies and s a egies (e.g., pos -class a ailabili y o class
eco dings) and di ec eedback, hey pe cei ed hei lea ning p ocess as success-
ul, he ac i i ies as e ec i e and le els o s ess dec eased. Consequen ly, as a as
ou da a indica e, uncons ained lea ne au onomy wi hou some o m o ongoing
eache pa icipa ion was judged by mos esponden s as conside ably less e ec i e
o causing lea ning di icul ies. Thus, i would seem ha he ex en o eache e-
liance on s uden in insic mo i a ion needs o be lexibly adjus ed based on long-
e m obse a ion o class oom beha iou and lea ning ou comes in o de o s ay
cons uc i e and e icien .
REFERENCES
Al ich e , H., Posch, P., & Somekh, B. (1993).
Teache s In es iga e Thei Wo k: An In oduc ion
o he Me hods o Ac ion Resea ch. Rou ledge.
Benne, K.D. (1990). The Task o Pos -con empo a y
Educa ion. Columbia Uni e si y P ess.
Bo ani, N., & Benadusi, L. (Eds.) (2006).
Uguaglianza ed equi à nella scuola. E ickson.
Cain, J. (2019). We should pay mo e a en ion
o s uden cu iosi y. Cu en s in Pha macy
Teaching and Lea ning, 11(7), 651–654. DOI
Cla k, S., Ha baugh, A.G., & Seide , S. (2019).
Fos e ing adolescen cu iosi y h ough
aques ion b ains o ming in e en ion.
Jou nal o Adolescence, 75, 98–112. DOI
De We e , B., Schellens, T., Valcke, M., & Van
Kee , H. (2006). Con en analysis schemes o
analyze ansc ip s o online asynch onous
discussion g oups: A e iew. Compu e s &
Educa ion, 46(1), 6–28. DOI
Fe niandez-Balboa, J.-M., & Ma shall, J.P. (1994).
Dialogical pedagogy in eache educa ion:
Towa d an educa ion o democ acy. Jou nal o
Teache Educa ion, 45(3), 172–182. DOI
F ei e, P. (1970/1993). Pedagogy o he Opp essed
(M.B.Ramos, T ans.; e . ed.). Con inuum.
F ei e, P. (1976). Educa ion: The P ac ice o
F eedom. W i e s and Reade s Publishing
Coope a i e.
F ei e, P. (1985). The Poli ics o Educa ion: Cul u e,
Powe , and Libe a ion. Begin and Ga ey
Publishe s.
F ei e, P., & Sho , I. (1987). APedagogy o
Libe a ion: Dialogues on T ans o ming Educa ion.
Be gin & Ga ey.
Ga ison, D.R. (2011). E-lea ning in he 21s
Cen u y: AF amewo k o Resea ch and P ac ice.
Taylo & F ancis.
Godoy, L.D., Rossignoli, M.T., Del ino-Pe ei a,
P., Ga cia-Cai asco, N., & de Lima Umeoka,
E.H. (2018). Acomp ehensi e o e iew
on s ess neu obiology: Basic concep s and
clinical implica ions. F on ie s in Beha io al
Neu oscience, 12, 127. DOI
G aham, C., Cagil ay, K., Lim, B., C ane , J.,
& Du y, T.M. (2001). Se en p inciples
o e ec i e eaching: Ap ac ical lens o
e alua ing online cou ses. The Technology
Sou ce, 30(5), 50.
Ha g ea es, A. (1999). The psychic ewa ds
(and annoyances) o class oom eaching.
In M.Hamme sley (Ed.), Resea ching School
Expe ience: E hnog aphic S udies o Teaching and
Lea ning (pp. 87–106). Falme P ess.
Heigham, J., & C oke , R.A. (Eds.) (2009).
Quali a i e Resea ch in Applied Linguis ics.
AP ac ical In oduc ion. Palg a e Macmillan.
Hochschild, A.R. (1990). Ideology and emo ion
managemen : Ape spec i e and pa h o
u u e esea ch. In T.D.Kempe (Ed.),
Resea ch Agendas in he Sociology o Emo ions
(pp. 117–142). S a e Uni e si y o New Yo k
P ess.
Holec, H. (1981). Au onomy in Fo eign Language
Lea ning (1s ep in ). Pe gamon.
Isenba ge , L., & Zembylas, M. (2006). The
emo ional labou o ca ing in eaching.
Teaching and Teache Educa ion, 22(1), 120–134.
DOI
OPEN
ACCESS
KLá A LANcOVá — K ISTÝNA ČE VINKOVá POESOVá 85
Janík, T. (2004). Akční ýzkum jako ces a ke
zk ali ňo ání pedagogické p axe. In J.Maňák
& V.Š ec (Eds.), Ces y pedagogického ýzkumu
(pp. 51–68). Paido.
Jensen, E. (1998). Teaching wi h he B ain in Mind.
Associa ion Fo Supe ision and Cu iculum
De elopmen .
Ki schenbaum, H., & Hende son, V.L. (1990).
The Ca l Roge s Reade . Cons able.
Lange , J. (2000). Excellence in English in
middle and high school: How eache s’
p o essional li es suppo s uden
achie emen . Ame ican Educa ional Resea ch
Jou nal, 3(7), 397–440. DOI
Laska is, J. (2005). How o engage millennials:
Fi e impo an mo es. eF on . A ailable
a h ps://www.e on lea ning.com/
blog/2016/03/5-s a egies- o-engage- he-
millennials.h ml.
Lessa d, L.M., & Ju onen, J. (2018). Losing and
gaining iends: Does iendship ins abili y
comp omise academic unc ioning in middle
school? Jou nal o School Psychology, 69,
143–153. DOI
Li le, D. (1991). Lea ne Au onomy. De ini ions,
Issues and P oblems. Au hen ik.
Ma ens, E., & P osse , M. (1998). Wha
cons i u es high quali y eaching and lea ning
and how o assu e i . Quali y Assu ance in
Educa ion, 6(1), 28–36. DOI
Maunde , R., & Monks, C.P. (2019). F iendships
in middle childhood: Links o pee and school
iden i ica ion, and gene al sel -wo h. B i ish
Jou nal o De elopmen al Psychology, 37(2),
211–229. DOI
McGlynn, A.P. (2005). Teaching millennials,
ou newes cul u al coho . The Educa ion
Diges , 71(4), 12–16. A ailable a h ps://e ic.
ed.go /?id=EJ741200.
Mu , S. (2005). The impac o s ess on
academic success in college s uden s. ABNF
Jou nal, 16(5), 102–104.
Noddings, N. (1984). Ca ing. AFeminine App oach
o E hics and Mo al Educa ion. Uni e si y o
Cali o nia P ess.
No o ney, A. (2010). Engaging he millenial
lea ne . Moni o on Psychology, 41(3). A ailable
a h ps://www.apa.o g/moni o /2010/03/
unde g adua es.
P ice, C. (2009). Why don’ my s uden s hink
I’m g oo y?: The new “R”s o engaging
millennial lea ne s. The Teaching P o esso ,
23(7). A ailable a h p://hdl.handle.
ne /1951/62601.
Ramsden, P. (1992). Lea ning o Teach in Highe
Educa ion. Rou ledge.
Skidmo e, D., & Mu akami, K. (Eds.) (2016).
Dialogic Pedagogy. The Impo ance o Dialogue in
Teaching and Lea ning. Blue Ridge Summi .
Whi e, B. (2003). Ca ing and he eaching o
English. Resea ch in he Teaching o English,
37(3), 295–328. A ailable a h p://www.js o .
o g/s able/40171629.
Zoladz, P.R., & Diamond, D.M. (2008). Linea
and non-linea dose- esponse unc ions
e eal aho me ic ela ionship be ween
s ess and lea ning. Dose- esponse, 7(2),
132–148. DOI
Klá a Lanco á | Ka ed a anglického jazyka ali e a u y,
Pedagogická akul a, Uni e zi a Ka lo a
<kla a.lanco a@ped .cuni.cz>
K is ýna Če inko á Poeso á | Ka ed a anglického jazyka ali e a u y,
Pedagogická akul a, Uni e zi a Ka lo a
<k is yna.poeso a@ped .cuni.cz>
OPEN
ACCESS