Group learning vs. one-to-one learning: students in the spotlight
Kutatásomban kérdőív segítségével vizsgáltam, hogy a nyelvtanulók a csoportos vagy az egyéni (kétszemélyes) nyelvórát részesítik-e előnyben, és miért. (2015)

Absztrakt: The primary aims of my research were to determine the position of one-to-one teaching in Hungary, to find out about the most common reasons among language learners for choosing a one-to-one course, and to examine the differences in the activities and teacher attitudes in group and one-to-one settings to see how they might affect students’ motivation for choosing the one-to-one path. To obtain the necessary data, an online survey was conducted which targeted Hungarian language learners who have participated in both group and one-to-one courses to study the same language. Over the course of two months, a random sample of 204 students responded to the survey. The results showed that the majority of students used one-to-one courses as supplementary tutoring. The most common reasons for choosing a one-to-one course raised the question of learner beliefs, that is, whether students held any erroneous beliefs about their language learning process which may have resulted in leaving the group and starting to learn on a one-to-one basis. Finally, the distribution of different activities and teacher attitudes in group and one-to-one courses pointed out that the amount of oral practice on group courses was relatively low, and so was teachers’ cooperation with students in designing the course plan according to their needs.

Martian in the classroom: teaching students with Asperger syndrome in an inclusive school
Egy esettanulmányon keresztül kerestem a választ arra a kérdésre, hogy hogyan lehet Asperger-szindrómás tanulókat kooperatív feladatokban való részvételre ösztönözni, és egyben fejleszteni a szociális és kommunikációs készségeiket. (2018)

Absztrakt: Dealing with students who have any form of autism spectrum disorder has been an area inexplicably underrepresented in today’s teacher training in Hungary. Meanwhile, the number of children with autism reached 1,618 by 2008, out of which hundreds were integrated into mainstream education, and this number is on the rise. As a response to a dire need, this paper presented five consecutive English lessons in a classroom where there is a student with Asperger syndrome. The lessons were observed by two special needs educators of the school to provide professional feedback. The study revolved around the following question: how can we make a student with autism want to participate in cooperative tasks, and thus further develop their social and communication skills? The results showed that peer tutoring can be exceptionally conducive to involving students with autism in social interactions in the classroom. The participant of the study managed to carry out meaningful conversations in the target language with the person she preferred to work with. Team games nonetheless are generally not recommended. Additionally, the observation of the five lessons reinforced that children with autism may experience exclusion from their community, which is something teachers should pay special attention to both in and out of the classroom.