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Title:Jezikovno popravljanje v digitalnem okolju : kvalitativna študija z učiteljicami in učitelji slovenščine
Authors:ID Arhar Holdt, Špela (Author)
ID Munda, Tina (Author)
Files:.pdf PDF - Presentation file, download (751,92 KB)
MD5: 27A4696C2F175A3C424FE3EF99180E3F
 
URL URL - Source URL, visit https://www.sodobna-pedagogika.net/clanki/03-2025_jezikovno-popravljanje-v-digitalnem-okolju-kvalitativna-studija-z-uciteljicami-in-ucitelji-slovenscine/
 
Language:Slovenian
Typology:1.01 - Original Scientific Article
Organization:Logo ZDPDS - Association of Societies of Educational Workers of Slovenia
Abstract:Prispevek predstavlja kvalitativno raziskavo o izkušnjah, potrebah in preferencah uporabe digitalnih orodij za jezikovno pregledovanje in popravljanje pisnih besedil pri pouku slovenščine. V raziskavi je sodelovalo 18 učiteljev in učiteljic slovenščine z različnih vrst šol (osnovnih šol, strokovnih in poklicnih šol ter gimnazij). Učitelji so se seznanili z orodjem za jezikovno pregledovanje v programu Microsoft Word in novorazvitim orodjem za strojno popravljanje slovenskih besedil, nato pa so v strukturiranih intervjujih poročali o svojih izkušnjah z digitalno podprtim popravljanjem, preferencah glede funkcionalnosti in vizualizacije strojnega popravljanja ter stališčih glede vloge generativne umetne inteligence v procesu razvoja pisne zmožnosti učencev. Rezultati so razkrili ključne pomanjkljivosti strojnih rešitev, kot sta omejena natančnost in prilagodljivost pedagoškim potrebam (vizualizacija jezikovnih popravkov, vrsta in količina popravkov za prikaz, podajanje povratne informacije, možnost formativnega spremljanja itd.). Na drugi strani so rezultati ponudili uvid v tista mesta popravljanja, kjer bi bila digitalna podpora najbolj učinkovita in zaželena. Ugotovitve dajejo vpogled v omejitve obstoječih tehnologij in smernice za razvoj naprednejših digitalnih rešitev, prilagojenih potrebam učiteljev v izobraževalnem procesu
Keywords:jezikovni popravki in povratna informacija, strojno popravljanje, digitalno spremljanje, učiteljsko mnenje
Publication status:Published
Publication version:Version of Record
Publication date:31.10.2025
Year of publishing:2025
Number of pages:str. 86-106
Numbering:Letn. 76 = 142, št. 3
PID:20.500.12556/DiRROS-24463 New window
UDC:371.6
ISSN on article:0038-0474
DOI:10.63384/sptB53s791s New window
COBISS.SI-ID:259204611 New window
Publication date in DiRROS:30.11.2025
Views:80
Downloads:35
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Record is a part of a journal

Title:Sodobna pedagogika
Shortened title:Sodob. pedagog.
Publisher:Zveza društev pedagoških delavcev Slovenije
ISSN:0038-0474
COBISS.SI-ID:761348 New window

Document is financed by a project

Funder:ARIS - Slovenian Research and Innovation Agency
Project number:J7-3159
Name:Empirična podlaga za digitalno podprt razvoj pisne jezikovne zmožnosti

Licences

License:CC BY-SA 4.0, Creative Commons Attribution-ShareAlike 4.0 International
Link:http://creativecommons.org/licenses/by-sa/4.0/
Description:This Creative Commons license is very similar to the regular Attribution license, but requires the release of all derivative works under this same license.

Secondary language

Language:English
Title:Language correction in the digital environment: a qualitative study with slovenian language teachers
Abstract:This paper presents a qualitative study of Slovene language teachers’ experiences, needs, and preferences regarding the use of digital tools for proofreading and revising Slovene written texts. Eighteen teachers from different types of schools participated (primary and secondary schools). Participants were introduced to the proofreading and correction features in Microsoft Word and to a newly developed tool for automatic correction of Slovene texts. We then conducted structured interviews to examine experiences with digitally supported correction, preferences concerning functionalities and the visualization of feedback, and views on the role of generative AI in developing students’ writing competence. The results highlight key shortcomings of current automated solutions—limited accuracy and limited adaptability to pedagogical needs (e.g., visualization of corrections, control over the type and amount of corrections displayed, feedback provision, and support for formative assessment). At the same time, the findings identify areas of the correction process where digital support would be most effective and welcome. The study offers insights into the limitations of existing technologies and guidelines for developing more advanced digital solutions tailored to teachers’ needs in educational practice.
Keywords:language corrections, teacher feedback, automated writing evaluation, AWE, digital monitoring, teachers’ opinions


Collection

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  1. Sodobna pedagogika

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