Мотивација за учење италијанског језика током онлајн-наставе

Александра Р. Блатешић, Универзитет у Новом Саду, Филозофски факултет, Нови Сад, Србија, имејл: aleksandra.blatesic@ff.uns.ac.rs
Тамара Б. Станић, Универзитет у Новом Саду, Филозофски факултет, Нови Сад, Србија
Душана Д. Шакан, Универзитет Унион, Факултет за правне и пословне студије др Лазар Вркатић, Нови Сад, Србија
Иновације у настави, XXXIV, 2021/4, стр. 64–80
 
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DOI: 10.5937/inovacije2104064B
 

Резиме: У овом раду приказаћемо како и у којој мери је промењена универзитетска настава италијанског језика као изборног и обавезно-изборног предмета у онлајн- контексту, наметнутим у условима пандемије вируса корона. Прелазак са наставе у учионици на онлајн-наставу (енг. pure e-learning, потом blended learning) у синхроном и асинхроном облику значајно је утицао на бројне факторе важне за усвајање италијанског језика и упознавање са елементима италијанске цивилизације и културе. Циљ спроведеног истраживања је био да испитамо резултате успешности организоване (а)синхроне онлајн-наставе, откријемо у којој мери овај други начин наставе утиче на академску мотивацију студената за учење италијанског језика као изборног другог страног језика, те установимо предуслове за постизање различитих аспеката мотивације: претходно искуство са онлајн-наставом, постигнуће, техничке потешкоће и ставове о онлајн-настави. Истраживање је спроведено међу студентима различитих студијских група Филозофског факултета Универзитета у Новом Саду. У истраживању је учествовало 136 студената италијанског (85% испитаница), старости од 19 до 33 године (АС=20.55), који су наставу пратили у онлајн-контексту. Применом анализе латентних профила регистрована су четири профила академске мотивације: изразито мотивисани (8% испитаника), средње мотивисани (49%), ниско аутономно мотивисани (17%) и веома немотивисани (26%). У раду су представљене при падности профилима у односу на: 1) искуство у онлајн-настави пре пандемије, 2) успех на студијама, 3) потешкоће са интернет везом у време онлајн-наставе и 4) ставове о онлајн-настави. Резултати истраживања указују на то да највећи број студената преферира наставу уживо у односу на онлајн, али и да претходно искуство у онлајн-настави има значајан утицај на одржавање оптималног или постизање високог нивоа мотивисаности.

Кључне речи: италијански језик, (а)синхрона онлајн-настава, академска мотивација, анализа латентнох профила, теорија самоодређења.

 

Summary: In this paper, we will demonstrate in what way and to what extent the university teaching of the Italian language as an elective and compulsory-elective academic course has changed in the online context imposed in the conditions of the Covid-19 pandemic. The transition from classroom teaching to online teaching (pure e-learning, then blended learning) in synchronous and asynchronous form significantly influenced a number of factors important for the acquisition of the Italian language and introduction to the elements of Italian civilization and culture. The aim of the research was to examine the efficacy of organized (a)synchronous online teaching, to determine to what extent this second way of teaching affects students’ academic motivation to learn Italian as an elective second foreign language, and to establish preconditions for achieving various aspects of motivation: experience with online teaching, achievement, technical difficulties, and attitudes about online teaching. The research was conducted among students of different departments at the Faculty of Philosophy, University of Novi Sad. The study involved 136 students of Italian (85% of respondents), aged 19 to 33 years (AC = 20.55) who had online classes. Using latent profile analysis, four profiles of academic motivation were registered: highly motivated (8% of respondents), moderately motivated (49%), low autonomously motivated (17%) and highly unmotivated (26%). The paper presents affiliations with the profiles in relation to: 1.) experience in online teaching before the pandemic, 2.) academic achievement, 3.) difficulties with the Internet connection during online teaching, and 4.) attitudes about online teaching. The results of the research indicate that the largest number of students prefer live teaching to online, but also that previous experience in online teaching has a significant impact on maintaining optimal or achieving a high level of motivation.

Keywords: Italian language, (a)synchronous online teaching, academic motivation, latent profile analysis, theory of self-determination.

 

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