Ervin Kovačević

Bio: Ervin Kovačević is an academic researcher from International University of Sarajevo. The author has contributed to research in topics: Language acquisition & Foreign language. The author has an hindex of 3, co-authored 9 publications receiving 27 citations.

The elusiveness of learner-centred teaching

Abstract: This research will explore teaching styles of university professors. Teaching style is an umbrella term for teaching decisions made during the entire teaching process - planning, delivery, and evaluation. Contemporary university teachers are advised to adopt the learner-centred teaching style which is assumed to produce remarkable possibilities. In the Fall Semester 2015 fifty-two respondents in different faculties of International University of Sarajevo were surveyed using The Principles of Adult Learning Scale inventory designed by Gary J. Conti. Inventory scores were calculated according to guidelines suggested by the author of the inventory. The scores revealed that majority of respondents strongly supported teacher-centred rather than learner-centred styles of instruction. Scores were analysed on gender lines and across three different faculties, namely: Arts and Social Sciences; Business and Administration; Engineering and Natural Sciences. In all five groups none of the seven teaching style indicators was found to conform with the learner-centred teaching criteria. There was no statistically significant difference between the two genders' preference for a teaching style. And there was no statistically significant difference between teaching style preference across the three different faculties.The results of this research imply that the learner-centred style of instruction is not frequently implemented. Secondly, the results indicate that the requirements necessary for proper application of the learner-centred teaching style are not easy to meet in current written and unwritten norms. Finally, the results show that traditional teaching styles, which have been preserved in different scientific fields, still predominate in universities.

Language learning beliefs and strategies: a bosnian efl case

Abstract: Correlation studies (Li, 2010; Chang & Shen, 2010) between the clusters of survey items as originally suggested for The Beliefs About Language Learning Inventory ‒ BALLI (EFL version; Horwitz, 1988) and Strategy Inventory for Language Learning ‒ SILL 7.0 (Oxford, 1990) report generally weak and moderate positive correlation coefficients. The above survey instruments were administered to fifty freshman students of Bosnian linguistic and cultural background at International University of Sarajevo. Correlation tests partly confirmed results reported by Li (2010) and Chang and Shen (2010) but with more similar correlation coefficients with respect to the latter authors. The results partly reflect universal features of the foreign language learner and indicate that the theory of reciprocity between the two research constructs should be focused on findings about other forms of human intelligence.

A Comparison of Turkish and Bosnian EAP Students’ Adoption of Language Learning Strategies

Abstract: The number of the undergraduate Turkish students studying at universities in Bosnia and Herzegovina has increased over the past few years. They usually study at universities where the language of instruction is English, namely International University of Sarajevo and International Burch University. This research explores the differences in adoption of language learning strategies between Turkish and Bosnian university students learning English for Academic Purposes in Bosnia and Herzegovina. In Fall 2015, one hundred and forty Bosnian (N=140) and ninety-two Turkish (N=92) freshman university students were surveyed with the Strategy Inventory for Language Learning ‒ SILL 7.0 (Oxford, 1990) at International University of Sarajevo. The results analysis revealed statistically significant differences in the adoption of Memory, Cognitive, and Affective strategies. The analysis revealed no statistically significant differences in the adoption of Compensation, Metacognitive, and Social strategies. However, an independent T-test showed a statistically significant difference in the overall adoption of the SILL strategies. The results imply that EAP instructors need to design courses which personalize instruction and facilitate adoption of different language learning strategies.

The relationship between lexical complexity measures and language learning beliefs

Abstract: Although the relationship between language proficiency and learner beliefs is generally viewed as weak, indirect, and distant, there are empirical findings which show that the relationship between syntactic complexity measures and language learning beliefs is statistically tangible. Since syntactic complexity is only one constituent of the linguistic complexity system, it seems plausible to question whether other constituents of the system are also in statistically measurable relationships with language learning beliefs. This research project explores the relationship between 25 lexical complexity measures (Lu 2012; 2014) and four subscales of language learning beliefs that are suggested for Horwitz’s (2013) Beliefs about Language Learning Inventory—BALLI 2.0 (Kovačević 2017). For three semesters (Fall 2014, Spring and Fall 2015), 152 freshman students at the International University of Sarajevo responded to BALLI 2.0 and wrote in-class exam essays which were converted into an electronic format. The results show 15 statistically significant correlation coefficients between 14 lexical complexity measures and three BALLI 2.0 subscales. Overall, it may be concluded that the relationship between lexical complexity measures and language learning beliefs is statistically detectable. The findings imply that the lexical complexity framework offers valuable opportunities for exploring how and to what extent particular individual differences manifest in foreign language production.

Adult Learning Methods A Guide For Effective Instruction

Abstract: adult learning methods a guide for effective instruction is available in our book collection an online access to it is set as public so you can download it instantly. Our digital library hosts in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Kindly say, the adult learning methods a guide for effective instruction is universally compatible with any devices to read.

Good Teaching: One Size Fits All

Abstract: In North America and even the whole world,there is a move within education to adopt a constructivist view of learning and teaching.While we do not argue with the basic tenets of constructivism,we do resist the rush to adopt any single,dominant view of learning or teaching.Through a wide range of disciplines,contexts,and cultures,our colleagues and we found a plurality of good teaching,not all of which rest on constructivist principles of learning.This article will introduce five different perspectives on teaching,each having the potential to be good teaching: Transmission,Developmental,Apprenticeship,Nurturing,and Social Reform.Hopefully,this will convince you to resist any ‘one size fits all’ approach to the improvement or evaluation of teaching.

Teaching style preferences of educators: A meta-analysis

Abstract: This study was initially planned to be a single study using the Principles of Adult Learning Scale (PALS) by Conti (1978), surveying students and alumni of a four-year university. These plans were redirected to conducting a meta-analysis, utilizing 30 years of dissertations that utilized the PALS instrument. The motivation for this study was to determine if educators might be a collaborative resource to aid corporate trainers in developing a learner-centered training program. College instructors could become corporate consultants if they reinforced the learner-center approach. A learner-centered instructor would inquire and recognize the inconsistencies in the trainer’s teacher-centered training materials. This motive was based on first-hand experience with Acme Corporation. There were 108 dissertations identified. Eighteen were not retrieved, and 35 dissertations did not meet the inclusion criteria. Fifty-five dissertations were used with nearly 5,300 subjects. A complete list was provided by name and ProQuest number with exclusion reasons. The retrieved dissertations were grouped: (a) four-year colleges; (b) two-year colleges; (c) other educators. The third group consists of educators with a Masters or a Doctorate degree and teaches adult students outside of the traditional college environment. The results showed that PALS composite mean was statistically significant for each group, and within one standard deviation of the norm mean (M = 146). Conti and Welborn (1986) categorized these as intermediate teacher-centered. The seven factors were analyzed, and the mean was less than one standard deviation and teacher-centered and several factors were not significantly different from the factor’s norm mean. No scores were found to be learner-centered. Linear regression analysis was performed over three decades of dissertations to determine if there was a trend towards learner-centered style. The results indicate no correlation exists.