This project (2020-1-PT01-KA226-HE-094809) has been funded with support from the European Commission.
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Database of Teaching Sources

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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Date of Publication

2014 (start of the project)

Target Group


Domain Area

Business & Communication
International Relations
Journalism & multimedia

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material

Guiding resources (online course/book)

Linguistic Features



Critical Thinking


This website is a teaching aid for foreigners who want to learn the basics of the Lithuanian language (A1 – A2); therefore it is relevant for students of all disciplines who are just starting to learn LithuanianThe site is designed to allow students and lecturers to register; teachers/lecturers can be assigned to their students, which allowing student progress to be monitored. .
The site material consists of 12 topics, each consisting of two lessons. The structure of the lessons is arranged in such a way that it is possible to develop both active and passive language use. Explanations of various rules are provided in both Lithuanian and English, so a foreign student can see them simultaneously in both the language being studied (Lithuanian) and the language of instruction (English).
Material for all of the course topics is always available to the teacher once they have registered, but each topic only becomes accessible to students every two weeks. This is not a bad thing, but it creates additional barriers if you want to use the site only with A2 students: if you think that 6 of the 12 course topics are for A1 and 6 for A2, those A2 students who have registered should wait at least 12 weeks for the site material to be made available to them. Thus, work with all the material of the website is possible only if you start from A1 level and the same students continue to work while learning Lithuanian at A2 level; if only A2 students joined the group (practice shows that A2 students may have studied A1 in a wide variety of circumstances), A2 students would not have access to A2 information for at least 12 weeks.
After contacting the website developers and inquiring about the possibility to make the whole course material available to students and not only teachers, we were able to find out only that, unfortunately, such an opportunity was not provided in the project and is not planned to be provided in the future.
The fact that the registration on the website itself is only open to students also makes the use of the resource more difficult for teachers, there is no clear reference to where teachers should register. Such information could be found only in the compilation of resources for teaching the Lithuanian language (, but it turned out that the contact information of the person responsible for the administration of the site has changed, so the search for the site administrator required additional effort. It would be much more useful, simpler, and clearer if such information were simply provided on the website itself.

Case study

The site is planned to be used in place of the A1 level textbook along with other tools during distance lectures. Difficulties in using the site are created by confusing registration for teachers and the fact that students do not have access to all learning materials immediately.


The site is ideal for use on a similar principle to an A1 level textbook if students register on the site at the very beginning of the course / semester.
See the notes above on registering and the availability of resources.


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


As mentioned in the description section, the difficulty of using the website is created by confusing registration for teachers and the fact that students do not have access to all of the learning materials immediately.
Website of the Teaching Source: