Page 104 - Pedagoška vizija / A Pedagogical Vision

Anja Pirih and Silva Bratož

conducted with each participant, one following the planning stage and the
other the design of the MTL. The discussions were guided by the supervi-
sor, who took notes on the participants’ awareness of the teaching princi-
ples employed, the perceived challenges linked to TEYL in asynchronous on-
line mode and their perceptions of ICT competences. The supervisor’s notes,
which represent the first data set, were later analysed.
The second group of data was collected via an online questionnaire, de-
signed especially for this study, through the open-source application 1KA in
May 2020 and May 2021. The questionnaire consists of three parts. The first
part comprises a series of six open-ended questions on the participants’ ICT
use and competence, the second part involves three open-ended questions
focusing on their TEYL competences, while the third part contains two open-
ended questions in which the participants are asked to evaluate the MTL’s
potential.

Data Analysis
A qualitative data-driven inductive analysis was used to analyse and catego-
rize the participants’ responses. Both the supervisor’s notes and the online
questionnaire responses were read and analysed multiple times to identify
the emerging themes. We then used a conventional inductive content anal-
ysis to determine their relevance and meaning. The themes identified are ac-
companied by direct quotations from the data obtained and thus further il-
lustrated with the participants’ voices and views (Patton 2014).

Results and Discussion
In the analysis of both data sets, several themes emerged related to the three
research questions.

Awareness of Teaching Principles
The first question was aimed at analysing the potential of the reflective in-
strument for raising the students’ awareness of teaching principles. Based
on the analysis of the students’ survey responses and the supervisors’ notes
on reflective discussions, we identified the following ten common themes
(in descending order of frequency): scaffolding strategies, motivating inter-
active activities, student participation, adequate level of difficulty, clear in-
structions, progression from receptive to productive skills, contextualizing
the target language, language consolidation and revision, motivation, and
differentiation. The teaching principle mentioned by all students was the im-
portance and use of scaffolding strategies. Students predominantly reported

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