LEARNING AND EVALUATION IN MODULAR TEACHING
DOI:
https://doi.org/10.7251/NSK2419053SKeywords:
modular teaching, foreign languages, active learning methods, evaluationAbstract
The modular approach to teaching in secondary schools in the Republic of Srpska is a relatively new approach, which even today, twenty-five years after its introduction into the teaching process of secondary schools, represents a kind of challenge for foreign language teachers. This approach represents a kind of refreshing and enrichment of learning methods, which is now active and bilateral. The modular approach has brought a number of new methods in learning and teaching, but it has also enriched the assessment process, which in the traditional approach of teachers was reduced to classic, tried-and-tested assessment methods. The aim of this paper is to report on the results of a qualitative study conducted among foreign language teachers from four secondary vocational schools in the Prijedor region, who expressed their opinions on the teaching and assessment methods they have chosen in modular teaching. The results of this cross-sectional study, whose participants are active participants in the reform of the approach to teaching, are a kind of recommendation for foreign language teachers who are just entering the world of modular teaching and active learning in foreign language teaching.
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