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Author: Jana Bérešová ORCID 0000-0003-3336-5324
Total results: 47
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AN ANALYSIS OF ENGLISH ABSTRACTS AS PART OF THESES WRITTEN IN ENGLISH
J. Bérešová orcid - EDULEARN25 Proceedings - pages 6304-6309.
THE RELEVANCE OF THE EVALUATED COURSEBOOKS TO STUDENTS’ EXAM PREPARATION
J. Bérešová orcid - EDULEARN25 Proceedings - pages 6257-6263.
THE CEFR SELF-ASSESSMENT GRID AND STUDENT TEACHERS’ REFLECTIONS ON THEIR LANGUAGE COMPETENCE
J. Bérešová orcid - INTED2025 Proceedings - pages 5106-5111.
INTERLINGUISTIC MEDIATION – THE PROCESS OF CONVEYING MEANING ACROSS LANGUAGES
J. Bérešová orcid - ICERI2024 Proceedings - pages 4252-4257.
STUDENT TEACHERS’ REFLECTION ON ASSESSMENT PROCEDURES
J. Bérešová orcid - ICERI2024 Proceedings - pages 4245-4251.
C1 LEARNERS’ WRITTEN PERFORMANCES AND THEIR CONSISTENCY WITH CEFR C1
J. Bérešová - EDULEARN24 Proceedings - pages 3269-3275.
PRE-SERVICE TEACHER EDUCATION IN THE LIGHT OF STUDENT TEACHER REFLECTION
J. Bérešová - EDULEARN24 Proceedings - pages 3258-3263.
THE IMPACT OF AI ON IMPROVING WRITTEN PERFORMANCES
J. Bérešová - INTED2024 Proceedings - pages 4625-4629.
ARE B2 LEARNERS’ WRITTEN PERFORMANCES ASSESSED AS B2?
J. Bérešová - INTED2024 Proceedings - pages 4611-4615.
HOW TO ENGAGE LEARNERS IN ACHIEVING VOCABULARY RANGE AND CONTROL AT LEVEL C1
J. Bérešová - ICERI2023 Proceedings - pages 4797-4801.
DESIGNING THE SCORING RUBRICS BASED ON CEFR PROFICIENCY LEVELS
J. Bérešová - ICERI2023 Proceedings - pages 4781-4785.
TRAINING STUDENT TEACHERS TO ALIGN ORAL PERFORMANCES TO REFERENCE LEVELS
J. Bérešová - EDULEARN23 Proceedings - pages 1731-1735.
DISCOVERY LEARNING IN A LEXICOLOGY COURSE
J. Bérešová - EDULEARN23 Proceedings - pages 1726-1730.
STUDENT TEACHERS’ SELF-ASSESSMENT
J. Bérešová - INTED2023 Proceedings - pages 2986-2990.
LEARNER-CENTRED APPROACHES TO LANGUAGE ASSESSMENT
J. Bérešová - INTED2023 Proceedings - pages 2982-2985.
ARE STUDENTS’ WORRIES JUSTIFIED WITHOUT STATISTICAL EVIDENCE?
J. Bérešová - ICERI2022 Proceedings - pages 3959-3963.
AUTHENTIC MATERIALS – GOOD EXAMPLES OF THE NATIVE SPEAKERS’ SENSITIVITY TO DIFFERENT ACCENTS AND VARIETIES
J. Bérešová - ICERI2022 Proceedings - pages 3943-3946.
PLURALISTIC APPROACHES IN TEACHING GERMAN AS A SECOND LANGUAGE
J. Bérešová, R. Ševčík - EDULEARN22 Proceedings - pages 2402-2407.
ANALYTIC RATING SCALES: TRAINING STUDENT TEACHERS TO JUDGE LANGUAGE LEARNERS’ WRITTEN PERFORMANCES
J. Bérešová - EDULEARN22 Proceedings - pages 2386-2390.
ACCURACY AND FLUENCY AS IMPORTANT GOALS IN THE ENGLISH FOR SPECIFIC ACADEMIC PURPOSES COURSE
J. Bérešová - INTED2022 Proceedings - pages 4395-4399.
ARE LANGUAGE TEACHERS PREPARED FOR THEIR NEW ROLE RELATED TO TEACHING LEARNING RATHER THAN TEACHING LANGUAGE?
J. Bérešová - INTED2022 Proceedings - pages 4364-4369.
THE IMPACT OF ENGLISH FOR SPECIFIC PURPOSES ON LANGUAGE ACQUISITION IN VOCATIONAL EDUCATION
J. Miľanová, J. Bérešová - ICERI2021 Proceedings - pages 6424-6429.
THE MAIN FACETS OF RATING WRITTEN PERFORMANCES AND THEIR EFFECTIVENESS
J. Bérešová - ICERI2021 Proceedings - pages 4235-4239.
LEARNING-CENTRED APPROACHES AND THEIR IMPACT ON DEVELOPING ENGLISH FOR SPECIFIC ACADEMIC PURPOSES
J. Bérešová - ICERI2021 Proceedings - pages 4136-4140.
IS IT POSSIBLE TO DEVELOP MEDIATION STRATEGIES IN CONVENTIONALLY-TAUGHT ENGLISH CLASSES?
J. Bérešová - EDULEARN21 Proceedings - pages 678-683.