Abstract
This thesis was the result of a qualitative practical research within the language lessons in TSO and KSO education in a Flemish GO! school. The research took place as part of Project Onderzoekende School?! (Project Investigative School?!), a collaboration between the Vrije Universiteit Brussel and secondary community schools in and around Brussels.The school uses an innovative, flexible method within language teaching. This teaching method is known within the school as "de talengang". With this new way of teaching, the school wanted to focus on self-directed learning, but the students show little motivation and sense of responsibility and lack sufficient structure and support. Based on these results, gathered via three focus groups, the research focused on increasing the self-direction skills and promoting motivation in students. To achieve this, a language portfolio and authentic language task was developed by a teacher design team and in co-creation with students. Because the implementation phase will take place next school year, this dissertation focuses on the discussion and analysis of both instruments based on the research data and theoretical frameworks.
Date of Award | Jun 2020 |
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Original language | Dutch |
Supervisor | Ingeborg Plackle (Promotor) |
Keywords
- self-direction
- autonomous motivation
- authentic language tasks
- language portfolio
- language skills
- talengang
- language courses