Page 53 - Compétences plurilingues : perspectives et actions / Plurilingual competencies: perspectives and actions

Bibliography

trying the “can do” exercise, suggesting learners keep a journal, building an online learning
community, offering multimedia learning content, outlining helpful tools, etc.
Likewise, more than half of the students stated that they were not motivated by the project
to study the language more. Although it might seem that if motivation has not increased for
more than half of the students, the project should be deemed unsuccessful, we believe that
this is not the case. In our view, any enhancement in motivation is signi icant, and we care
about every student who, thanks to the project, becomes more motivated to study a second
foreign language. However, it is important to note here that the answers in the forms in this
part of the questionnaire contradicted each other, from which we conclude that the stu-
dents were not able to theoretically name the facts asked. In the same way, in the answers
regarding intercultural communication, they could not grasp the question exactly and often
did not know what to write. This insight was very important for us teachers, because in
future projects of this type, we will have to focus more on the preparatory phase, explaining
in more detail what these terms mean, as well as paying more attention to different types
of assessment and self-evaluation of language progress. In the end, these concepts can pro-
vide another level of added value to the language education at the Faculty of Economics and
Administration.

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