Face to face and online foreign language learning in primary school

Glavni namen magistrskega dela je raziskati potek poučevanja tujega jezika (TJ) na daljavo in v razredu v 1. vzgojno-izobraževalnem obdobju (VIO) osnovne šole (OŠ). V teoretičnem delu smo opredelili prednosti in sodobne pristope poučevanja v razredu, vezane na poučevanje TJ na nižji stopnji osnovne šole. Predstavili smo tudi prednosti in vrste poučevanja na daljavo, nato pa smo se osredotočili na poučevanje TJ na daljavo v 1. VIO. Navedli smo digitalne kompetence učitelja, ki poučuje TJ v 1. VIO in predstavili dosedanje raziskave, ki se nanašajo na poučevanje TJ na daljavo na nižji stopnji osnovne šole. V empiričnem delu smo s pomočjo spletnega anketnega vprašalnika primerjali poučevanje TJ na daljavo in v razredu v 1. VIO na vzorcu 119 učiteljev tujega jezika (TJ) ter razrednega pouka (RP) z opravljenim izobraževanjem iz poučevanja TJ v otroštvu. Zanimale so nas razlike v odgovorih glede na izobrazbo, delovno dobo učiteljev in glede na regijo, v kateri poučujejo. Rezultati kažejo, da učitelji ocenjujejo kakovost pouka TJ v razredu bolje kot na daljavo. Med učitelji obstajajo statistično pomembne razlike v pogostosti uporabe nekaterih pristopov pri poučevanju TJ v razredu in na daljavo ter v vključevanju nekaterih učnih vsebin v pouk TJ na daljavo glede na regijo, v kateri poučujejo. Ugotovili smo tudi, da v času poučevanja TJ na daljavo učitelji realizirajo manj učnih ciljev in redkeje vključujejo pesmi, zgodbe, dramatizacijo, didaktične igre ... v primerjavi s poukom v razredu.The main purpose of the master\u27s thesis is to investigate the course of teaching a foreign language at a distance, compared to teaching in a classroom, in the 1st educational cycle (EC) of primary school (PS). In the theoretical part, the benefits and modern approaches to classroom FL teaching at the lower level of primary school were defined. Then, the benefits and types of distance learning, later focusing on FL distance learning in the 1st EC, were presented. Furthermore, we listed the digital competencies of a teacher who teaches FL in the 1st EC and presented the up-to-date research papers, related to distance teaching of FL at the lower level of primary school. In the empirical part, on a sample of 119 foreign language (FL) and classroom teachers (CT), who completed an in-service teacher training programme for primary school teachers for teaching FL at the primary level, with the help of an online questionnaire, we compared distance FL teaching and classroom FL teaching in the 1st EC. We were focused on the differences in the answers according to the education and length of service of the teachers and the region in which they teach. The results showed that teachers rate the quality of classroom FL lessons better than the quality of distance FL teaching. There were statistically significant differences among teachers in the frequency of use of some approaches in classroom FL teaching, as opposed to distance FL teaching, and in the inclusion of particular learning contents in distance FL teaching, depending on the region in which they teach. We also found that during distance FL teaching, teachers realized fewer learning goals and less often included songs, stories, dramatization, didactic games... compared to classroom FL teaching