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A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Inner voice

Date of Publication


Target Group


Domain Area

Teacher Education

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material

Reference resources (online Dictionaries/ grammar guides/phrasebooks)

Linguistic Features



Critical Thinking


This teaching resource is part of an online publication which is available on the website of one of the most well-known and outstanding universities of Hungarian higher education (Eötvös Loránd University of Arts and Sciences, Faculty of Liberal Arts ) and suits the needs of intermediate and upper-intermediate students who study in Teacher Education. They need to develop their listening, speaking and critical thinking skills and at the same time they need to expand technical related vocabulary. This resource assists both the lecturer, who can use this online pedagogical dictionary with students in the classroom, and students who, rather autonomously, can also explore and reflect on their empathy, self-knowledge and self-representation which they showed and developed during the activity.

Case study

This activity of the teaching resource will be tried out during the Károli community days. The Károli Gáspár University of the Reformed Church of Hungary places considered emphasis on community-oriented education and the personal relationship between students and professors. These social events and this activity can contribute to explore and enjoy life as a student.


Lead-in activity/warmer:
Brainstorm the need/importance of empathy, self-knowledge and self-representation. The students work in pairs. They choose a character from the story/text/picture at hand. Elicit the following questions or topics of discussion:
How can you relate to your and the others’ characters and their inner voices? Imagine that instead of the characters, the inner voices would communicate with each other in the real world.
Elicit some known vocabulary and the unknown vocabulary from the story/text/picture that students will also use during the activity. They have to explain why they have chosen their character. They have a short discussion about it with the group.
Step 1. Explaining the activity to the students. The students choose who plays the character and who plays the inner voice. The activity will allow students to recognise and practise vocabulary from the story/text/picture, in addition to practising their speaking skills.
Step 2. The students read the text or story, or examine the picture.
Step 3. The “characters” play their part then the “inner voices” verbalise the characters’ thoughts. While roleplaying this situation, students have to use vocabulary introduced and practised during the warmer.
Step 4. The students sit in a circle and discuss their thoughts and feelings about the activity, what they think of the characters and inner voices and what they have learned from the game.


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
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 activity matches the psychological and communicative needs of students and lecturers, it is creative and informative for both of them. Since during the activity a bulk of technical vocabulary on the topics of empathy, self-knowledge and self-representation is being practiced, it provides considerable and tangible improvements for the students. The exciting and beneficial topics of empathy, self-knowledge and self-representation can motivate the students to learn about themselves, each other and about the foreign language as a tool.
Since the concepts and practice of emotional intelligence, self-knowledge and self-representation as an inevitable part of teacher training is relatively new, its introduction to Teacher Education is an innovative idea and can happen in different creative ways. The technical and professional language in the pedagogical dictionary is on a high level therefore to the thorough understanding students have to know the accurate vocabulary. Since the online pedagogical dictionary is in 6 languages, it can be easily applied for several other language projects in different countries. Monitoring students’ and students’ own progress is not challenging because assessment can be aimed at the vocabulary or the topic itself. It is possible to adopt the contents to students’ need, level of emotional intelligence and language knowledge. The online pedagogical dictionary is excellent to be used for special purposes. Its professional vocabulary enriches students’ knowledge in Teacher Education. The dictionary can be easily accessed by its key words and the name of the institution.
Website of the Teaching Source: