250 10 3494 https://omeka.ibu.edu.ba/files/original/0665ed1fb44ff350bd1d82a178683d15.pdf f47137cacfec9d2e2790acc8b232937d Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource IT Senior Design Projects Description An account of the resource The IT Senior Design Projects (SDPs) category showcases innovative and practical final-year capstone projects developed by undergraduate and graduate students in the field of Information Technology. These projects represent the culmination of students' academic and technical expertise, demonstrating their ability to solve real-world problems through software and hardware solutions. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Student Information System Author Author Faris Allouch Abstract A summary of the resource. This project presents the development of a Student Information System (SIS), a web-based application designed to improve and simplify the management of student-related data in educational institutions. The main problem addressed in this work is the inefficiency, inconsistency, and time consumption associated with traditional, paper-based methods of tracking student records, grades, and enrollment information. Such outdated processes often result in human error, data loss, and limited access to academic information for both students and faculty. The development of the Student Information System followed a step-by-step, practical approach. The project began with the design and implementation of the frontend using HTML, CSS, and JavaScript. The goal was to first create a functional and user-friendly interface for core pages such as login, dashboard, student list, course enrollment, and grade overview. Special attention was given to layout, usability, and responsiveness to ensure that the interface would meet the needs of different user roles. Once the frontend was in place, backend logic was implemented using PHP. This phase involved connecting the visual components to a MySQL database and enabling dynamic data handling. Each feature created in the frontend — such as forms for registration, login, and grade entry — was connected to PHP scripts that processed the data, performed validations, and communicated with the database. A relational database structure was created to support the application’s core entities: users, students, courses, and grades. SQL queries were used within PHP to retrieve, insert, update, and delete records, depending on the user’s actions. Session-based authentication was used to control access and ensure that each user could only interact with the system according to their assigned role (admin, professor, or student). The system was developed iteratively, starting with smaller components and gradually building up to more complex functionality. Each step was tested using sample data to verify that both the frontend and backend behaved as expected. This phased approach helped identify and fix issues early, while also making it easier to expand the system with additional features. The results of the project indicate that the proposed system significantly improves the accessibility and organization of student data, reduces the potential for errors, and simplifies administrative tasks. Faculty members can easily enter and update grades, while students have real-time access to their academic progress. The system provides a more transparent and efficient way of managing academic information, ultimately enhancing the communication between all parties involved. In conclusion, this Student Information System demonstrates how digital solutions can modernize and optimize traditional academic processes in an effective and scalable manner. Keywords Keywords. Student Information System, web application, php, academic management, student data, grade tracking, user roles. sdp web application https://omeka.ibu.edu.ba/files/original/44eb896f0fe1933d440227e6d795b5c1.docx 7769175aa384930059b071162ee8eb54 https://omeka.ibu.edu.ba/files/original/d8310abb03f0df97db9a5a895fcbb1e5.pdf c043a9d026c3ae420263bcfc90654810 PDF Text Text Student Motivation for Learning English as a Foreign Language at the University of Dubrovnik Nives Vidak & Helena Brautović & Joško Sindik University of Dubrovnik/ Dubrovnik, Croatia Key words: differences, gender, learning process, study programme ABSTRACT The recent theories on second language acquisition (SLA) revolve around the importance of individual factors in language acquisition. Within those factors the importance of motivation is undeniable. Motivation provides the driving force to sustain the long and demanding learning process and all the other factors involved presuppose motivation to some extent. The aim of this paper is to give an insight into student motivation for learning English as a foreign language (EFL) at the University of Dubrovnik. The paper analyses the differences in types of student motivation for learning English as a foreign language in relation to the gender, the year of study and the programme of study. For that purpose the research was carried out among the students enrolled in 3-year undergraduate study programmes at two University Departments: Maritime Department and Mass Communications Department. As the research instrument, the Questionnaire for Measuring Type and Intensity of Motivation of Croatian Students for Learning English as a Foreign Language (Mihaljevic Djigunovic, 1998) has been applied. The results indicate some differences in motivational types according to the gender and the programme of study. This paper suggests further research based on a context-specific approach to understanding motivation in EFL learning, as well as finding practical “formulae” for motivating students depending on their gender, the year of study and the programme of study. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1929 Title A name given to the resource Student Motivation for Learning English as a Foreign Language at the University of Dubrovnik Author Author VIDAK, Nives BRAUTOVIC, Helena SINDIK, Josko Abstract A summary of the resource. Key words: differences, gender, learning process, study programme ABSTRACT The recent theories on second language acquisition (SLA) revolve around the importance of individual factors in language acquisition. Within those factors the importance of motivation is undeniable. Motivation provides the driving force to sustain the long and demanding learning process and all the other factors involved presuppose motivation to some extent. The aim of this paper is to give an insight into student motivation for learning English as a foreign language (EFL) at the University of Dubrovnik. The paper analyses the differences in types of student motivation for learning English as a foreign language in relation to the gender, the year of study and the programme of study. For that purpose the research was carried out among the students enrolled in 3-year undergraduate study programmes at two University Departments: Maritime Department and Mass Communications Department. As the research instrument, the Questionnaire for Measuring Type and Intensity of Motivation of Croatian Students for Learning English as a Foreign Language (Mihaljevic Djigunovic, 1998) has been applied. The results indicate some differences in motivational types according to the gender and the programme of study. This paper suggests further research based on a context-specific approach to understanding motivation in EFL learning, as well as finding practical “formulae” for motivating students depending on their gender, the year of study and the programme of study. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/f97b48f3cc03038ad76bbf99aec2364a.docx e75346fbb3e952c11e29efe6597fbcde https://omeka.ibu.edu.ba/files/original/78292aeb608c2d5397c5ed994c4285b6.pdf 529b93045bdd2ce99a45417758aca996 PDF Text Text Student Orientation Programs at Schools as Means to Initiate an Effective Educational Process Volkan Cicek Ishik University/Erbil, Iraq Key words:homeroom, extracurricular, roster, dismissal, custody ABSTRACT Student orientations are events that all of the students of a school attend. Students that make the decision to enroll in a school attend one of the student orientation programs that is specifically organized for the student’s grade level. Newly enrolled students primarily complete their registration process in addition to getting familiar to the processes taking place in the new school, while previously enrolled students also attend regarding issues that are renewed and updated each academic year. Many issues are addressed during student orientations onsite at desks, which are supervised by the assigned school staff. Some of the issues that are communicated to the students and parents at these desks are; bell schedule, class rosters, elective course registration such as choice of foreign language, homeroom teacher, free and reduced lunch application, lunch and breakfast menus, extracurricular activities and after school clubs, shuttle bus services, student drivers, parking lot safety, traffic flow chart, dismissal plan, floor plan, student pick-up policies, school uniforms, school supplies, student handbook, safety handbook, Gifted and Talented Program nominations, Parent-Teacher Organizations and Parent Teacher Associations, student identity (ID) cards, student and parent passwords for school database, etc. After visiting all desks and completing the required tasks, students and parents sign-out of the student orientation program at the final desk, where they also have the chance to see whether they have missed anything. Consequently, in this study, various steps of student orientation process are reviewed in detail and comparable examples from U.S. public school system are given in order to find out whether components of such programs may be compatible with other educational systems in the globe, thus an effective educational process can start from the beginning. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2100 Title A name given to the resource Student Orientation Programs at Schools as Means to Initiate an Effective Educational Process Author Author CICEK, Volkan Abstract A summary of the resource. Key words:homeroom, extracurricular, roster, dismissal, custody ABSTRACT Student orientations are events that all of the students of a school attend. Students that make the decision to enroll in a school attend one of the student orientation programs that is specifically organized for the student’s grade level. Newly enrolled students primarily complete their registration process in addition to getting familiar to the processes taking place in the new school, while previously enrolled students also attend regarding issues that are renewed and updated each academic year. Many issues are addressed during student orientations onsite at desks, which are supervised by the assigned school staff. Some of the issues that are communicated to the students and parents at these desks are; bell schedule, class rosters, elective course registration such as choice of foreign language, homeroom teacher, free and reduced lunch application, lunch and breakfast menus, extracurricular activities and after school clubs, shuttle bus services, student drivers, parking lot safety, traffic flow chart, dismissal plan, floor plan, student pick-up policies, school uniforms, school supplies, student handbook, safety handbook, Gifted and Talented Program nominations, Parent-Teacher Organizations and Parent Teacher Associations, student identity (ID) cards, student and parent passwords for school database, etc. After visiting all desks and completing the required tasks, students and parents sign-out of the student orientation program at the final desk, where they also have the chance to see whether they have missed anything. Consequently, in this study, various steps of student orientation process are reviewed in detail and comparable examples from U.S. public school system are given in order to find out whether components of such programs may be compatible with other educational systems in the globe, thus an effective educational process can start from the beginning. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/fe1704a6a670e8c955c52bddefc15709.docx b065a3814da588b1b331027d9838841f https://omeka.ibu.edu.ba/files/original/291cb8869e6b92de0729da053488008e.pdf ce85b31f07dd291a45b911e789a51629 PDF Text Text Student Perception of Bologna System of Education in B&H – Private University Case Study Minela Hadžić International Burch University Bosnia and Herzegovina minela220@hotmail.com Nataša Tandir International Burch University Bosnia and Herzegovina natasa.tandir@ibu.edu.ba Abstract: Greater mobility of students, better conditions for studying, more practice, competition in the domestic and European market - these are characteristics of Bologna system which are partially achieved in B&H, according to previous researches. Students are more likely to say: “Each professor has its own Bologna system’’. The purpose of this study is to see real situation on one private University in B&H from students’ perspective. Questionnaire is designed and used to survey randomly selected students from University. Data were analyzed by using descriptive statistics, Chi-square, regression and correlation. Findings show that knowledge about Bologna system of education is low and the main reason is low University role in informing students about current educational system. Likewise, students perceive poor engagement of professors as a worst thing about Bologna, but, despite all disadvantages and advantages, they think Bologna system of education is better than traditional system. Keywords: Bologna system, education, student perception, B&H. 169 �169 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2649 Title A name given to the resource Student Perception of Bologna System of Education in B&H – Private University Case Study Author Author HADŽIĆ, Minela TANDIR, Nataša Abstract A summary of the resource. Greater mobility of students, better conditions for studying, more practice, competition in the domestic and European market - these are characteristics of Bologna system which are partially achieved in B&H, according to previous researches. Students are more likely to say: “Each professor has its own Bologna system’’. The purpose of this study is to see real situation on one private University in B&H from students’ perspective. Questionnaire is designed and used to survey randomly selected students from University. Data were analyzed by using descriptive statistics, Chi-square, regression and correlation. Findings show that knowledge about Bologna system of education is low and the main reason is low University role in informing students about current educational system. Likewise, students perceive poor engagement of professors as a worst thing about Bologna, but, despite all disadvantages and advantages, they think Bologna system of education is better than traditional system. Keywords: Bologna system, education, student perception, B&H. Publisher An entity responsible for making the resource available International Burch University Date A point or period of time associated with an event in the lifecycle of the resource 2014-04 Keywords Keywords. Article PeerReviewed Identifier An unambiguous reference to the resource within a given context ISSN 2303-4564 H Social Sciences (General) Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3506 Title A name given to the resource STUDENT-PROFESSOR RELATIONSHIP - FACT OF FICTION? Author Author Kostadinović, Milan Abstract A summary of the resource. As I already mentioned, this review explores the topic of teacher and student rapport or interpersonal relations. Rapport is the “ability to maintain harmonious relationships based on affinity for others” (Faranda and Clarke, 2004). Affinity or affinity seeking is defined as “the active social-communicative process by which individuals attempt to get others to like and to feel positive toward them” (Bell and Daly, 1984). The question is: Why is rapport important in the classroom? Allegedly, rapport is the interpersonal side of teaching. Basically, it is what makes the teacher more than just a lecturer. Rapport means knowing your students and their learning styles and using your relationship with them to teach at a more personal level. Teachers who have good rapport with their students are skilled in “ways that encourage involvement, commitment, and interest” (Ramsden, 2003). Ultimately, like children, students need to think that you care before they care what you think. Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English https://omeka.ibu.edu.ba/files/original/0343cf3689caab5ee410526ecab4117e.docx cce757be104db8056c01f0e3b2e07ae8 https://omeka.ibu.edu.ba/files/original/0b615a5509d38db98924ac2cbfcbe206.pdf c1f10e427d38dc0bbeb35937e5dd36e1 PDF Text Text STUDENTS PREFERENCE ON PERCEPTUAL LEARNING STYLE Nudžejma Obralić, Azamat Akbarov Abstract. This paper explores a spectrum of problems and challenges students face while learning second language. Many educators and researchers have claimed that learning styles are insignificant component in the learning process. However, the study points out the significance of learning the students’ learning style preference. The purpose of the study is to determine the learning styles of students at International University of Sarajevo. The focus group was comprised by 34 learners (N=34) at ELS / IUS during Session II, 2011/2012. Data were gathered from many different sources in order to determine the Perceptual Learning Style (PLS) of ELS students using PLSPQ research instrument. This is a qualitative and quantitative research study. Learning styles are also analysed regarding to students’ nationality so for the participants come from different cultures. Therefore, the ethnic composition of the sample is significant for the study. In addition, the difference between male and female students regarding their study preferences is analysed. The study suggests the elements instructors should take into the consideration with regard to students’ language learning style preference and ethnicity as well as cultural features in order to obtain the learning environment and achieve knowledge. Key words: Perceptual Learning Style, visual, kinaesthetic, auditory, tactile, group and individual learning style � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1404 Title A name given to the resource STUDENTS PREFERENCE ON PERCEPTUAL LEARNING STYLE Author Author Obralic, Nudzejma Azamat, Akbarov Abstract A summary of the resource. This paper explores a spectrum of problems and challenges students face while learning second language. Many educators and researchers have claimed that learning styles are insignificant component in the learning process. However, the study points out the significance of learning the students’ learning style preference. The purpose of the study is to determine the learning styles of students at International University of Sarajevo. The focus group was comprised by 34 learners (N=34) at ELS / IUS during Session II, 2011/2012. Data were gathered from many different sources in order to determine the Perceptual Learning Style (PLS) of ELS students using PLSPQ research instrument. This is a qualitative and quantitative research study. Learning styles are also analysed regarding to students’ nationality so for the participants come from different cultures. Therefore, the ethnic composition of the sample is significant for the study. In addition, the difference between male and female students regarding their study preferences is analysed. The study suggests the elements instructors should take into the consideration with regard to students’ language learning style preference and ethnicity as well as cultural features in order to obtain the learning environment and achieve knowledge. Key words: Perceptual Learning Style, visual, kinaesthetic, auditory, tactile, group and individual learning style Publisher An entity responsible for making the resource available PedActa Date A point or period of time associated with an event in the lifecycle of the resource 2013 Keywords Keywords. Article PeerReviewed P Philology. Linguistics,PE English,PR English literature https://omeka.ibu.edu.ba/files/original/37315eba9c8c09dd5a1ab4f327fcaa47.docx 17954e431572d5415a8efac0b9ede5eb https://omeka.ibu.edu.ba/files/original/d44d6ccc07013d7c677a5057c16c20eb.pdf 4672814113c75921612fc7db8fa2541b PDF Text Text Students' Perception of Directed Reading in Relation to Moral Values Muslih Hambali FKIP Universitas Sriwijaya/ Palembang, Indonesia Key words: character building, directed reading, moral value ABSTRACT The demand of character building in educational world should be introduced to learners beginning from early level of education. A moral value, a part of character building, is beneficial in people’s life as they need to communicate and socialize to each other. Having good moral value, people can create good atmosphere in communication and socialization. This study intends to explore students’ perception toward directed reading and moral value and discuss to what extent students could write moral value statements obtained from narrative reading texts through Directed Reading (DR) based on Indonesian context. Directed reading, a fully autonomous learning, refers to an extensive reading assignment given to students individually after their formal reading class. The major use of assigning students to do this activity is simply to enrich or to maintain their moral values from free narrative reading texts. The data were taken from directed reading activities and the questionnaires consisting of 18 close items distributed to 20 forth semester students of English Study Program of Teacher Training and Education Faculty, Sriwijaya University in the academic year of 2011/2012. Based on the result of five recorded directed reading activities with 96 different topics of narrative reading texts, there were 128 statements or sentences of moral values that the students could obtain. This activity could be the first step for the students to improve and strengthen their moral value stocks. Meanwhile, from basic statistical analysis of the questionnaires the response of the students’ perception regarding both moral value and directed reading was generally positive. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 1887 Title A name given to the resource Students' Perception of Directed Reading in Relation to Moral Values Author Author HAMBALI, Muslih Abstract A summary of the resource. Key words: character building, directed reading, moral value ABSTRACT The demand of character building in educational world should be introduced to learners beginning from early level of education. A moral value, a part of character building, is beneficial in people’s life as they need to communicate and socialize to each other. Having good moral value, people can create good atmosphere in communication and socialization. This study intends to explore students’ perception toward directed reading and moral value and discuss to what extent students could write moral value statements obtained from narrative reading texts through Directed Reading (DR) based on Indonesian context. Directed reading, a fully autonomous learning, refers to an extensive reading assignment given to students individually after their formal reading class. The major use of assigning students to do this activity is simply to enrich or to maintain their moral values from free narrative reading texts. The data were taken from directed reading activities and the questionnaires consisting of 18 close items distributed to 20 forth semester students of English Study Program of Teacher Training and Education Faculty, Sriwijaya University in the academic year of 2011/2012. Based on the result of five recorded directed reading activities with 96 different topics of narrative reading texts, there were 128 statements or sentences of moral values that the students could obtain. This activity could be the first step for the students to improve and strengthen their moral value stocks. Meanwhile, from basic statistical analysis of the questionnaires the response of the students’ perception regarding both moral value and directed reading was generally positive. Publisher An entity responsible for making the resource available IBU Publishing Date A point or period of time associated with an event in the lifecycle of the resource 2013-05-03 Keywords Keywords. Article PeerReviewed https://omeka.ibu.edu.ba/files/original/5f62e56768af5b849e3fa0aca12f961c.pdf 25cd39fb58112cb04e02021678657c4e PDF Text Text Journal of Foreign Language Teaching and Applied Linguistics Students’ Communicative Program Evaluation Competence and Language Veronika Kareva South East European University, Macedonia Submitted: 02.04.2014. Accepted: 25.11.2014. Abstract There is no dilemma at present times that language learning means learning how to use the language and not learning to know about the language. Exactly for this purpose, in today’s global world characterized by massification and mobility in the field of education, the Council of Europe - Common European Framework of Reference (CEFR), as a universal instrument allowing individuals to have a record of the different elements of their language learning achievement, begins its treatment of language use through the context of communication.Language programs at different institutions organize their work in the way that learners use the general competencies they bring with them, but also develop them further. Nonetheless, successful completion of university language courses does not always mean that the student has mastered the language and can use it for communication. This mostly refers to the cases where the language courses are treated as part of the curricula while the other instruction is in the L1. The fact that students at such institutions are not required to take any standardized English proficiency test put the effectiveness of the complete language program under a question mark. In order to provide evidence that its quality language provisionresulted in improved communicative competencefor students, the Language Center (LC) of the South East European University (SEEU) in Tetovo, Macedonia, introduced final oral examination as a part of the course grading criteria. The aim of this paper is to determine whether the introduction of the oral examination as a part of the final achievement exam hashelped raise student’s awareness of the need to improve their communication skills and thus attain better performance. Participants of the study are 114 students from eight sections, two per level, starting from beginner to upper intermediate, whose final scores will be followed in the last three exam sessions. In addition, individual students will be chosen and their progress followed during three academic terms in order to show the development of their communication skills. The results are expected to be used as an indicator for program evaluation by the University management and external evaluation. �Students’ Communicative Competence and Language Program Evaluation Keywords: communicative competence, children, English language Introduction Language institutions, no matter whether they function independentlyor as parts of Universities, are faced with the necessity of evaluating their programs. This evaluation might be required by all stakeholders involved in their functioning,starting withthestudents themselves, the management and administration, the parents, andin the case of South East European University (SEEU), by potential employers. This last stakeholder group is especially important nowadays when relevant international bodies and national institutionsare issuing recommendationsfor strengthening the link between universities and the economy in order to create a skilled labor force that can respond to the needs of the employment market. (Conclusions of the Council of Europe from Nov. 2012 on education and training in Europe 2020, Strategy for Educational Development 2005 – 2015 by the Ministry of Education of RM). As suggested by Lynch (1996), the program evaluation can take the form of student course evaluations, teacher questionnaires, achievement tests at the beginning and end of a period of instruction, or having an external expert prepare a report about the particular program. All the information gathered in this way is useful, but we believe that the most critical and valuable information about the strengths of a language program can be obtained from how well students use the language(s) being taught for communication or any other practical purpose, depending on the type of the program – e.g.if the program prepares students to pass a language proficiency test that will allow them to enter some other program or study. In casessuch as ours, where the language program has multiple purposes – to prepare students to function successfully in non-English speaking communities that aspire to be internationally integrated; and to provide them with opportunities for mobility, research and career development abroad – the necessity of knowing the language for communication seems even more relevant. The SEEU context SEEU operates in three languages – English, Albanian and Macedonian – and language-skills development within a multi-lingual society is a central part of every SEEU student’s academic career profile, both as required subjects and as optional elective courses. The University Language Center (LC) is an independent academic unit that provides obligatory and elective language courses for the faculties of Business and Economics, Law, Computer Sciences, Public Administration and �Journal of Foreign Language Teaching and Applied Linguistics Political Sciences, and Languages, Cultures and Communication. All these courses are integrated into the Faculties’ curricula and students gain ECTS credits upon their completion. This means that the LC does not have its own students, especially since there are no entry criteria for English; instead, students are tested at enrollment and placed at different levels. However, the University realizes the value of learning languages and its benefits for raising a student’s profile and competitiveness and provides ongoing support, especially with regard to the English program, which contributes to the internationalization strategy as well as the employability of its graduates. The English program is the broadest, since all students are required to take English courses in the first four semesters. They must complete four levels of General Englishand reach level B1 of the Common European Framework of Reference (CEFR, developed by the Council of Europe for the purpose of measuring foreign language proficiency). After completing this requirement, students have the opportunity to enter a subject-oriented English for Specific Purposes (ESP) class. Those whose tests show that they have the required proficiency above level B1 (our level 4) can take Academic English in semester 1 and Advanced Academic English in semester 2 before starting ESP. There are clearly defined and appropriately varied criteria according to which students can receive a passing grade from the language courses: attendance, participation, presentation or project, speaking and writing skills evaluation, quizzes, and thefinal exam; these are all grading components. For evaluatingspeaking and writings skills, the students are fully informed and have the opportunity to practice with the published rubrics, following the recommendations on the practice and application component of the SIOP Model. (Echevarria, Vogt and Short 2007). What is more, the final exams are cross-moderated in order to achieve greater objectivity. This is the area where we face the issue of balancing achievement and proficiency and where program evaluation could bring evidence of the strengths and weaknesses of the LC with regard to students’ ability to use the language for their career development as well as for future study. Measuring students’ progress and program effectiveness Since the program in question aims to prepare students to use English for employment, mobility and further study and does not require taking any standardized proficiency test, and taking into consideration that all English final tests are achievement ones, it seems that there is no ‘real’ measure of how well students can use the language after graduation. We mustbear in mind that an achievement test measures what a person knows, how much they know, and compares them with a group that has the same knowledge, while a proficiency test measures what a person �Students’ Communicative Competence and Language Program Evaluation knows, but with an emphasis on how well they will be able to apply that knowledge in the future. (Test English Proficiency, 2011). It would be ideal for students to take both these tests during their academic study, but it would mean burdening them with extra costs. In order to provide information about student progress and program effectiveness in the existing circumstances, we applied two instruments: First, we created our own institutional proficiency test to be given to students at the beginning and at the end of the semester. Our aim was to see whether there would be difference in the score achieved at the end of the semester after 14 weeks of instruction and if so, how big the difference would be. This instrument has been applied for two years and it shows significant improvement of students’ scores at the final exam after a certain period of instruction. What is more, one study conducted at SEEU demonstrated a correlation between achievement and proficiency, meaning that good scores on the achievement tests mean higher proficiency (Kareva, Deari &Ramadani, 2013). The second instrument applied was the introduction of an oral examination as an obligatory course-grading requirement at the end of the semester. Its main aim was to raise awareness among students about the importance of the practical application of their knowledge so that they can pay more attention to developing their speaking and communication skills during English classes and to using every opportunity in and outside the classroom to practice English. It was also expected to provide teacherswith information onhow well students had learned the language for use in real-life, authentic situations. Communicative Competence What is the best way to learn if students are competent in the target language? How do we know that they can apply what they have learned in classroom and use it for communication and social interaction? In order to define the term communicative competence, Bagaric (2007) calls upon the work of Chomsky, who differentiates between “competence (the monolingual speaker-listener’s knowledge of language) and performance (the actual use of language in real situations)” (p. 95). The model of communicative language competence described in the CEFR (2001) is the closest to what we need in order to measure the language ability of our students, which will bringfurther relevant information about the complete program evaluation. In the CEF, communicative competence includes three basic components – language competence, sociolinguistic competence and pragmatic competence. Language competence refers to knowledge of and ability to use language resources to form well-structured messages. Sociolinguistic competence refers to possession of �Journal of Foreign Language Teaching and Applied Linguistics knowledge and skills for appropriate language use in a social context while pragmatic competence refers to sequencing of messages in accordance with intercultural and transactional schemata. The oral examination that we introduced was based on the topics studied during the course and the vocabulary and structure used (language competence). The assessment rubric was based on the appropriateness of the answer in terms of language use, as well as the social and cultural context (sociolinguistic and pragmatic competence). For instance, if the topic was “Modern versus Traditional Education”, one exam question would beto talk about the advantages and disadvantages of private universities. The answer would require all three competences and would mean that the student would be able to apply what she/he has learned to form her/his critical and informed opinion about the matter and actually discuss it with the examiner. Research Methodology In order to see if students’ performance had improvedas a result of the introduction of the oral examination, we have compared the scores obtained from the rubrics for the oral-examination evaluation in the last three sequencing exam sessions (Appendix 1). A total of 114 students from eight sections were included in this study. Their level of English was different, starting from elementary to upper intermediate(A1 to B2 according to CEFR). Since the oral examination counted as 10% of the final grade, there were a maximumof 10 points for the best answer distributed in the following way:three points for fluency, three points for accuracy, two points for appropriacy (meaning, content correctness of the answer) and two points for pronunciation.The points that students accumulated through the last three exam sessions were followed and compared with others to see if the introduction of the oral examination had led to a certain progress and improvement of their speaking skills. Since the examination topics were related to practical application of the material presented during the lessons throughout the semesters, it was assumed that an increase in the number of points would mean increased communicative competence. For instance, if the lesson was about schools and education, examples of exam questions related to that topic would be to talk about the advantages and disadvantages of wearing uniforms at schools,a comparison between private and state schools, a comparison between modern and traditional education, the happiest/the most embarrassing memory from early school days, etc. A student’s ability to talk about these topics would mean that he/she has acquired the key vocabulary and become able to use it in context when talking about realistic situations. �Students’ Communicative Competence and Language Program Evaluation Data analysis From the scores that students achieved on the oral examination as a part of the final examination, we were able to follow the progress in their speaking skills over the period of three academic semesters. This means that if a student started from level 1 (A1), his progress was followed until he reached level 4 (B2).In addition to every single student’s progress, we were able to follow the average result in every exam session and also the general progress at different levels of English. The figure below shows the comparison between the scores achieved when passing level 2 (A2) and level 1(A1). The results show that the progress in students’ speaking skills demonstrated through the number of points accumulated on the oral examination when passing level 2 (A2, according to CEFR) was the lowest (Figure 1). The distribution of percentage in this figure means that out of the total number of 114 students, only 20, or 18% had increased their oral proficiency when passing level 2, compared to the points earned when passing level 1.Some22,81% of students achieved the same number of points, meaning their oral proficiency had remained the same. The biggest number of students (57,02%) actually demonstrated lower oral proficiency in level 2 compared to level 1. Figure 1. Comparison of scores between oral exams in levels 1 and 2 Student Evaluation S1L1-S2L2 20,18% 22,81% Equal Less 57,02% More The next figure (Figure 2) shows the comparison and the progress with oral proficiency scores between levels 2 (A2) and 3(B1). It can be noticed that in the higher levels, the progress in oral proficiency had increasedcompared to the previous �Journal of Foreign Language Teaching and Applied Linguistics two levels.Some 50,88% of students achieved higher scores at the oral examination compared with their achievement in level 2,35,96% remained at the same level of proficiency and only 13,16% performed worse than in the previous oral examination. Figure 2. Comparison of scores between levels 2 and 3 Student Evaluation S2L2-S3L3 50,88% 13,16% Equal Less More 35,96% There were similar results in the next exam session when the results of the oral proficiency exam were compared between level 3 and level 4. Figure 3 shows this comparison. Figure 3. Comparison of scores between levels 3 and 4 Student Evaluation S3L3S4L4 46,49% 28,07% Equal Less More 25,44% The biggest percentage of students (46,49%) improved their scores on the oral examination, 28,07% remained with the same skills and 25,44% had worse results when they passed from level 3 to 4. �Students’ Communicative Competence and Language Program Evaluation Conclusions Our assumption that the introduction of the oral examination will lead to better speaking skills and increased communicative competence is only partially confirmed. Students generally performedmore poorly when they took level 2 exams compared to their results in the oral exam for level 1. However, in the next two sessions, the general results were higher, both when passing from level 2 to 3 and from levels 3 to 4. The lower result in level 2 exam weighted against those in level 1 can be explained with the fact that at the beginning level, the speaking tasks were very simple and all students performed well. By comparison, level 2 oral examinations were more complex and students therefore achieved worse results. When they got used to these oral examinations and probably practiced their speaking skills more both in and outside the classrooms, the results improved. Better results in higher levels are also an indicator of the program’s effectiveness. It is therefore strongly recommended that oral examinations be introduced in parallel with the final written tests in all University language programs in which language courses are part of Faculties’ curricula. Students feel more motivated to practice and improve their speaking skills when they are formally evaluated on them. This should be done regardless of the fact that students’ class participation is one of the grading components and they are expected to work on their speaking skills during every lesson. The difficulty in measuring every student’s class participation and activity is another argument in favor of having an oral component in the final examination. References Echevarria, J., Vogt, M.E., & Short, D. (2007). Making content comprehensible for English learners: The SIOP® Model. Boston, MA: Allyn & Bacon. Lynch, Brian, K. (1996). Language Program Evaluation. Theory and Practice. Cambridge University Press. Retrieved from http://catdir.loc.gov/catdir/samples/cam034/95001719.pdfon 27.12.2013 Official Journal of the European Union (19.12.2012). Council Conclusions on education and training in Europe 2020. Retrieved from http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2012:393:0005:0007:E N:PDF on 13.01.2014 Test English Proficiency. (2011) �Journal of Foreign Language Teaching and Applied Linguistics http://www.testenglishproficiency.com/TestEnglishProficiency.html March 3, 2013 Retrieved on Kareva, V.,Deari F., Ramadani K. (2013). The Relationship between English Achievement and Proficiency Tests. pp. 22-36. Albanian Journal of Educational Sciences. Volume 1, nr.2, 2013. ISSN 2309-2769. Graduate School of Education & Centre for Democratic Education, Tirana, Albania, 2013. Nacionalna programa za razvoj na obrazovanieto vo Republika Makedonija 20052015. Ministerstvo za obrazovanie I nauka na RM. Retrieved on 13.01.2014 fromhttp://www.npro.edu.mk/dokumenti/strategija-mk.pdf The Council of Europe. Education and Languages. Language Policy. Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR). Retrieved on 14.01.2014 from http://www.coe.int/t/dg4/linguistic/cadre1_en.asp Appendix 1 – Students’ achievement per semester �Students’ Communicative Competence and Language Program Evaluation achievement by semester Student ID Nam e 119467 119388 119437 119640 119821 119712 119557 120007 120006 120120 119581 119936 120004 119676 119786 119657 119706 119438 119872 119499 119543 119545 119589 119597 119610 119924 119747 119591 119628 119877 119882 119909 119910 119569 119615 120103 119390 119391 119733 120002 119692 119965 119892 119972 120024 119577 119465 119416 120038 119975 119739 119809 119512 119978 119925 119932 119727 119830 120040 120003 120067 120108 120111 119973 120107 120001 119954 119955 119415 119833 119804 119903 119696 120525 118710 119603 119948 119935 119558 119732 120050 119966 119907 119906 119411 119632 119418 118900 Musli Fitore Erduan Ismail Xhihad Inis Mentor Asim Fatmir Hidije Alban Lirim Ziqufli Mirterzan Qazim Berat Kushtrim Filip Piril Ivana Gzim Elfatije Lundrim Luljeta Armin Besnik Semra Lavdrime Ardiane Majlinda Valmira Hafize Valbon Arjeta Bujamin Teuta Festim Argjend Alajdin Valbona Albona Shenazije Bujar Lavdrim Rami Ariana Arlind Arton Arbresha Shenur Xheneta Ardenis Mihajlo Mirsad Kushtrim Gafur Gzim Nuhi Armend Valdrin Altrim Albiona Noli Abdylgani Hysnije Valdeta Sedat Vedat Albert Senad Orhan Mirajet Muhamed Lulzime Valbon Florina Fisnik Sabidin Bajram Nadmir Azra Lejla Selvete Shenure Besar Zamir Zilfi Sedat Surnam e Faculty Arifi Fazliji Selmani Iseini Nurishi Ismaili Islami Osmani Pajaziti Bajrami Alii Emshiu Rexhepi Kamberi Rakipi Ajdini Ljatifi Veljanoski Uzun Serafimoska Abdii Beshiri Rahmani Rexhepi Imshi Abdiji Emini Nuredini Murseli Mustafi Xhemaili Dalipi Arifi Abazi Dauti Idrizi Fazliji Ibraimi Zendeli Ilazi Ramani Elezi Adili Bexheti Salihi Fetai Daudi Bexheti Zenku Saqipi Rufati Aliu Dukoski Bekteshi Osmani Sinani Izairi Alili Tairi Ilazi Shabani Elezi Bicurri Agushi Jashari Ilazi Nesimi Nesimi Jonuzi Sulejmani Shasivari Fazli Ajrullau Jusufi Azizi Imeri Qamili Omeri Emini Mehmedalija Zulfiqari Jonuzi Limani Memeti Nuhiu Saiti Abdullai Amedi Law Law Law Law Law Law Law Law Law Law Law Law Law Law Law Law Law Law Law Law Law Law Law Law Law Law Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Business and Economics Contemporary Sciences and Technologies Contemporary Sciences and Technologies Contemporary Sciences and Technologies Contemporary Sciences and Technologies Contemporary Sciences and Technologies Contemporary Sciences and Technologies Contemporary Sciences and Technologies Contemporary Sciences and Technologies Contemporary Sciences and Technologies Contemporary Sciences and Technologies Contemporary Sciences and Technologies Languages, Cultures and Communication Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Public Administration and Political Sciences Oral exam Oral exam Oral exam Oral exam S1-level 1 S2-Level 2 S3-Level 3 S4-Level 4 7 9 6 8 6 2 8 7 7 10 9 2 10 8 2 2 3,5 6 8 6 5 10 7 8 5 5 9 10 10 7 10 10 10 9 10 6 7 6 7 9 8 8 8 9 4 8 9 7 9 10 9 4 9 7 10 10 7 8.5 10 9 8 10 10 10 1 6 10 10 8 10 8 9 9 10 4 4 10 3 4 9 9 10 10 5 8 5 3 8 8 6 6 7 7 6 2 4 5,5 6,5 9 2 6 6 3 6 8 8 10 7 5 10 5 10 4 3 10 10 7 6 8 10 6 9 7,5 6 5 4 4 6 7 8 6 6 3 9 8 1 6 8 8 4 4 8 9 10 4 8 9 4 3 10 9 8,5 5 6 10 10 8 8 8 7 7 8 4 2 9 2 2 6 4 8 10 4 7 5 4 4 7 3 4 5 5 4 6 5 6 10 9 4 4 8 6 4 4 5 10 5 7 10 8 10 7 8 9 6 5 6 7 9 8 7 4 10 3 4 8 8 6 8 8 / 3 8 5 / 8 10 9 4 9 6 9 7 8 4 / 6 7 10 / 9 4 5 10 / 4 4 6 6 10 9 / 5 6 6 6 8 5 7 8 8 6 3 4 6 10 4 5 3 8 6 10 5 6 / 8 2 6 8 4 9 3 / / / / 10 10 / / 9 9 6 5 7 7 9 7 7 4 10 7 6 9 4 4 6 7 / 8 7 5 / 5 10 9 7 9 7 / / 9 5 / 4 4 7 / 9,5 2 4 8 / 4 4 5 4 7 5 / 7 6 / / 4 6 10 8 8 4 7 / 7 Average S1L1-S2L2 S2L2-S3L3 S3L3-S4L4 8,00 More Less More 5,50 Less Less More 5,25 Equal Less More 5,75 Less Less Less 6,50 More Less More 4,50 More Less More 6,50 Less More More 5,25 Less More Equal 6,13 Less More Equal 8,83 Less More More 8,75 Equal Equal Less 2,50 Equal More Less 6,50 Less Less More 7,50 Less More Equal 3,75 More More Less 5,25 More Less More 4,63 More Less Less 6,33 More Less More 9,33 More Equal More 6,00 More Less More 5,67 Equal More More 10,00 Equal Equal Equal 7,50 Less More More 9,33 More Equal More 5,33 Less More More 6,25 Less More More 9,25 More Less Equal 8,00 Equal Less Equal 6,75 Less Less Equal 6,50 Less Equal More 8,00 Less Less Equal 9,50 Equal Less Equal 7,75 Less More Less 8,00 Equal Less Equal 6,38 Less Less Equal 8,00 Equal More Equal 5,50 Less Less More 5,00 Less Equal More 7,00 Less More More 6,75 Less More Less 6,25 Less Less Less 7,50 Equal Equal Less 7,25 Less More Less 7,50 Less More Equal 4,50 Less Equal More 8,00 More Less Less 6,75 Less Less Equal 1,00 Less More Equal 6,33 Less More Less 9,33 Less More Equal 8,75 Less More Equal 4,75 Equal Equal More 7,75 Less More Equal 7,00 More Less More 9,33 Less Equal More 9,00 Equal Less More 7,00 Less More More 5,67 Less Less More 9,00 Less More Equal 5,75 Less More Less 5,50 Less More Less 9,25 Equal Equal Less 9,50 Less More Equal 9,25 Less More More 3,00 More Less Less 5,25 Equal Less Less 9,50 Equal Equal Less 10,00 Equal More Equal 6,00 Equal Less Equal 6,50 Less Less Equal 6,75 Equal Less Less 6,50 Less Less Less 8,25 Less More Less 8,00 Less More Less 4,00 Equal More Equal 4,50 Less More More 7,75 Less Less Equal 3,67 Less More More 4,00 Less More More 6,75 Less More Less 6,00 Less More More 8,75 Less Less More 9,00 Equal Less Equal 6,25 Less More Equal 6,25 Less Less Less 5,00 Equal Less More 3,67 More Equal More 6,25 Less More More � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 2828 Title A name given to the resource Students’ Communicative Competence and Language Program Evaluation Author Author Kareva, Veronika Abstract A summary of the resource. There is no dilemma at present times that language learning means learning how to use the language and not learning to know about the language. Exactly for this purpose, in today’s global world characterized by massification and mobility in the field of education, the Council of Europe - Common European Framework of Reference (CEFR), as a universal instrument allowing individuals to have a record of the different elements of their language learning achievement, begins its treatment of language use through the context of communication.Language programs at different institutions organize their work in the way that learners use the general competencies they bring with them, but also develop them further. Nonetheless, successful completion of university language courses does not always mean that the student has mastered the language and can use it for communication. This mostly refers to the cases where the language courses are treated as part of the curricula while the other instruction is in the L1. The fact that students at such institutions are not required to take any standardized English proficiency test put the effectiveness of the complete language program under a question mark. In order to provide evidence that its quality language provisionresulted in improved communicative competencefor students, the Language Center (LC) of the South East European University (SEEU) in Tetovo, Macedonia, introduced final oral examination as a part of the course grading criteria. The aim of this paper is to determine whether the introduction of the oral examination as a part of the final achievement exam hashelped raise student’s awareness of the need to improve their communication skills and thus attain better performance. Participants of the study are 114 students from eight sections, two per level, starting from beginner to upper intermediate, whose final scores will be followed in the last three exam sessions. In addition, individual students will be chosen and their progress followed during three academic terms in order to show the development of their communication skills. The results are expected to be used as an indicator for program evaluation by the University management and external evaluation. Keywords: communicative competence, children, English language Date A point or period of time associated with an event in the lifecycle of the resource 2015-04-02 Keywords Keywords. Article PeerReviewed L Education (General),LT Textbooks,P Philology. Linguistics,PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 3554 Title A name given to the resource STUDENTS’ COMMUNICATIVE COMPETENCE AND LANGUAGE PROGRAM EVALUATION Author Author Kareva, Veronika Abstract A summary of the resource. There is no dilemma at present times that language learning means learning how to use the language and not learning to know about the language. Exactly for this purpose, in today’s global world characterized by massification and mobility in the field of education, the Council of Europe - Common European Framework of Reference (CEFR), as a universal instrument allowing individuals to have a record of the different elements of their language learning achievement, begins its treatment of language use through the context of communication. Language programs at different institutions organize their work in the way that learners use the general competencies they bring with them, but also develop them further. Nonetheless, successful completion of university language courses does not always mean that the student has mastered the language and can use it for communication. This mostly refers to the cases where the language courses are treated as part of the curricula while the other instruction is in the L1. The fact that students at such institutions are not required to take any standardized English proficiency test put the effectiveness of the complete language program under a question mark. In order to provide evidence for its quality language provision resulting in improved students’ communicative competence, the Language Center (LC) of the South East European University (SEEU) in Tetovo, Macedonia, introduced final oral examination as a part of the course grading criteria. The aim of this paper is to demonstrate if the introduction of the oral examination as a part of the final achievement exam has contributed to raising student’s awareness of the need to improve their communication skills and thus result in their better performance. Participants of the study are 114 students from eight sections, two per level, starting from beginner to upper intermediate, whose final scores will be followed in the last three exam sessions. Besides this, individual students will be chosen and their progress followed in duration of three academic terms in order to show the development of their communication skills. The results are expected to be used as an indicator for program evaluation by the University management and external evaluation Date A point or period of time associated with an event in the lifecycle of the resource 2014 Keywords Keywords. Conference or Workshop Item PeerReviewed PE English Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Extent The size or duration of the resource. 813 Title A name given to the resource Students’ Independent Use of Bilingual Dictionaries at Primary School Level of Learning English Author Author Lakic, Daliborka Abstract A summary of the resource. In practice, often there is no systematic way of dictionary use which would enable learners to become independent users and help them lay foundations for lifelong learning. Some of the reasons are that linguists do not agree on the role of dictionaries, teachers themselves are not trained to teach dictionary use, and finally, the National Curriculum does not give any instructions on how and when to use dictionaries in the classroom. Having that in mind, the author set out to get an insight into the way primary school children use bilingual dictionaries independently. The research was conducted on the sample of 322 children, from the sixth to the ninth grade in a primary school in Bijeljina, Bosnia-Herzegovina. While the first part of the paper presents the theoretical basis of vocabulary learning, the second part presents the results of the research and offers the discussion of research questions. Considering the age and the language level of the learners, building dictionary use strategies is not an issue that should be left aside. The discussion of research questions can serve as a reminder for teachers on their way of helping students become skilled learners. Date A point or period of time associated with an event in the lifecycle of the resource 2012-05 Keywords Keywords. Conference or Workshop Item PeerReviewed P Philology. Linguistics