Miloslava Cerna, Chi-Jen Lin
The paper discusses a proved pedagogical scenario on active involvement of students into the learning process by formulating their needs and expectations and sharing experience on individual subjects at the introductory lesson at the beginning of semester. This study investigates students´ language learning behaviour, their approach and motivation in Czech and Taiwanese university environment. The paper focuses on students´ experience in utilization of online study material and correlation between their needs in practising individual language competences and their level of language competence.
A mixed qualitative-quantitative research was conducted. Data collection consisted of the survey based on the key tool, which was a questionnaire on Students´ language needs and a follow up-discussion on students´ experience, expectations and perceived potential benefits of on-line sources as well as traditional teaching/learning approaches.
The output of the study brought the following conclusions. The case study has shown that students´ learning background, experience and behaviour was different in several analysed areas in two compared environments but highly inspiring and leading to the fruitful discussion enlarged with an intercultural dimension. The tutors’ interest in students´ needs proved to be a motivating factor enabling students to think of their language needs, formulate them and discuss them so that they could adapt and widen their language learning habits.