The material is ideal for beginners. The teaching method is inductive, which means that there are examples first representing the grammar item. The learner can make predictions about the situation by watching the illustration. As the new grammar item is highlighted in the speech bubbles, learners can focus on these parts and find similarities in them. After this lead-in part, the learner can read the grammar explanation, and go back to the examples as many times as it is needed. The assessment is done by a drag-and-drop matching exercise, which the learner can do as many times as they want to. The final task could be find out what situations the sentences in the matching exercises could be used; this task activates learner’s creativity and phantasy.
The lead-in activity can be to make predictions about the situation by watching the illustration. The learner reads the conversation to support their understanding. The learner is to focus on the highlighted words in the speech bubbles, as they are the new grammar to be learnt. The grammar explanation is very clear and logical, and uses the sentences from the situation, The learner is to go back to the conversation in order to understand the explanation from an everyday situation. Then the learner can read on the grammar explanation with further examples. As the explanation in English, the learner could compare the Slovakian conditional structures with the same ones in their native language. Finally, the learner does the assessment, which is a matching exercises: example sentences are to be matched with their meanings. This final activity can be done as many times as the learner wants and reaches the highest score.
Capacity to match the needs of lecturers and students
The provided tangible improvements
The capacity to motivate students to improve their language skills
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries
Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need
Assess the technical usability from the point of view of the lecturer and the student
Assess the accessibility from the point of view of the lecturer and the student
The present teaching source satisfies the needs of students who want to learn Slovakian as a foreign language in any field or age to acquire the basics of the language. The layout of the site is very friendly, attractive; well-structured and easy to understand. The site needs very basic ICT skills and knowledge of English. As there is an assessment at the end of the activity, the immediate feedback on the learner’s achievement is provided. As this final matching exercise can be done as many times as one wants, learning from failures supports the reflectivity in the resource, and develops learner’s self-esteem.
Website of the Teaching Source: