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New Educational Review ; 67:132-143, 2022.
Article in English | Scopus | ID: covidwho-1964803


Global research studies on distance education in foreign language learning focus primarily on secondary schools or higher education. The paper examines primary school foreign language teachers’ (n=119) perceptions of distance teaching during the COVID-19 pandemic compared to face-to-face education. The purpose of the study was to investigate the quality, achieved learning outcomes, advantages and obstacles faced by FL teachers in remote teaching. Based on the e-questionnaire, our study indicated that distance FL teaching was more challenging and stressful than classroom teaching because primary school students were not responsive to technology and needed parental guid-ance. Primary school students rely on cognitive and socio-emotional support from the FL teacher. © 2022, Adam Marszalek Publishing House. All rights reserved.

45th Jubilee International Convention on Information, Communication and Electronic Technology, MIPRO 2022 ; : 672-676, 2022.
Article in English | Scopus | ID: covidwho-1955340


In the recent years COVID 19 restrictions all around the World forced the education to adopt the new reality. In the short time, we managed to advance from illiterate remote lecturers to the proficient remote lecturers. Never the less we could still see more and less proficient lecturers. In general, those less ICT proficient and/or ICT inclined lecturers favors the traditional classroom lectures. The quality of the classroom lectures is higher because of better interactions. Equal interactions could also be achieved online though.The online questionnaire overloaded most of us therefore;we decide to use focus group approach and quality analysis. Only colleagues who are highly proficient in the remote teaching were in the focus group that aim to search for the reason why the hybrid lectures were less successful than online or classroom lectures. Findings have shown that the limited success is mostly due to the unsuitable equipped workplaces in the classrooms. Other findings are more severe and are due to the different focus of the students in classroom or at home. To solve these obstacles, we need to change the strategy, it is more costly but it is feasible. © 2022 Croatian Society MIPRO.