LITHUANIAN REPORT | Vytautas Magnus University, Kaunas, Lithuania

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FAB – Formative Assessment Benchmarking for Foreign Language Learning and Teaching in Higher Education

Report on peer observations in Pecs, March 19 – March 25, 2017

Peer observations at the University of Pecs were conducted on the March 19 – March 25, 2017. There participated two teachers from Vytautas Magnus University, lecturer Jolita Ančlauskaitė who teaches Norwegian and myself, Jurgita Šerniūtė, who teaches English. Each of us observed thirteen language lessons of 180-minute length and filled in peer observation forms. We have observed different languages taught at different levels:

  • English A2
  • English B1+
  • English B1+
  • English B2
  • English C1
  • French B1-B2
  • French B1-B2
  • Hungarian A0-A1
  • Hungarian A1-A2
  • Italian A2
  • Italian B2
  • Russian A2
  • Spanish A2

General impressions

All the observed lessons had a very positive atmosphere that facilitated teacher-learner communication. The teachers secured very good environment for students to take part in process of active learning, to gain new skills and to use them practically. The majority of teachers use course books. Moreover, they are free to choose the material and tasks themselves in accordance with the students’ needs. In spite of the fact that most of the courses had the marked CERF level, they did not strictly follow this level and even students in a group seemed to be of a mixed level.

Instruction methods and formative assessment

The learning goals were not defined in all classes, but it seems that students already know the goal of their classes. Giving feedback the teachers were positive. Most of the teachers didn’t explain students’ mistakes straight away. Many tasks were done in pairs or bigger groups, so students also had a chance to evaluate their learning process. Even though the teachers were creative and professional (they used many of popular or new methods) sometimes it was impossible to fill in all given fields in the questionnaire as not all possible activities or instruction methods were used during one lesson.

Good practices

The teachers in the observed lessons not only tried to present the information in an interesting and motivating way but also to indicate the practical application of it. This may be the reason why students were actively and willingly participating in all the activities proposed by the teachers. Many activities were oriented towards communication, thus, there were lots of interesting discussions in pairs and groups

Prepared by Jurgita Šerniūtė and Jolita Ančlauskaitė

Vytautas Magnus University

Kaunas, Lithuania