Antónia Bugárová
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Research Interests
Antónia Bugárová has a total of 2 co-authors. Here are the top co-authors by number of shared publications:
- Lucia Krištofiaková
DTI University, Ul. Sládkovičova 533/20, 018 41 Dubnica nad Váhom, Slovakia
1 shared publication - Olga Kissova
University of Žilina
1 shared publication
Latest Publications
- Open Access
- 5 March 2024
- Published by University College for Teacher Education Lower Austria in vv
- p. 40-50
Synergy of Positive Emotional Stimuli and Education Technologies in JobLab English Speaking Development for Graduates
This study delves into the effectiveness of integrating the PERMA model, emphasising the synergy of positive emotional stimuli and education technologies satisfying digital natives daily within JobLab's framework for FLA (Foreign Language Acquisition) development among graduate students. The research methodology combined qualitative and quantitative data. With a focus on nurturing holistic well-being and language proficiency, this research involves forty-six students divided into an experimental group (N=23) with an innovative approach and a control group (N=23) following traditional teaching methods. Pre/post-observations and student self-assessment questionnaires FLCAS (Foreign Language Classroom Anxiety Scale) were utilised to assess the impact of the intervention. Statistical analysis using established software revealed notable improvements in English-speaking proficiency among the experimental group, emphasising the significance of the PERMA model's integration in JobLab. Results indicated improved professional English language learning performance for the experimental group with the positive emotional stimuli and technology integration approach, highlighting the potential for cultivating proficient communicators among graduates.
- 5 March 2024
- Published by University College for Teacher Education Lower Austria in vv
- p. 40-50
Open AccessSynergy of Positive Emotional Stimuli and Education Technologies in JobLab English Speaking Development for Graduates
This study delves into the effectiveness of integrating the PERMA model, emphasising the synergy of positive emotional stimuli and education technologies satisfying digital natives daily within JobLab's framework for FLA (Foreign Language Acquisition) development among graduate students. The research methodology combined qualitative and quantitative data. With a focus on nurturing holistic well-being and language proficiency, this research involves forty-six students divided into an experimental group (N=23) with an innovative approach and a control group (N=23) following traditional teaching methods. Pre/post-observations and student self-assessment questionnaires FLCAS (Foreign Language Classroom Anxiety Scale) were utilised to assess the impact of the intervention. Statistical analysis using established software revealed notable improvements in English-speaking proficiency among the experimental group, emphasising the significance of the PERMA model's integration in JobLab. Results indicated improved professional English language learning performance for the experimental group with the positive emotional stimuli and technology integration approach, highlighting the potential for cultivating proficient communicators among graduates.