How to motivate Law Enforcement Students & How their Individual Flow State is reflected in ESP Classes?

Ürmösné Simon, Gabriella and Barnucz, Nóra and Dominek, Dalma Lilla (2024) How to motivate Law Enforcement Students & How their Individual Flow State is reflected in ESP Classes? In: II. Ludovika International Law Enforcement Research Symposium Conference Proceedings. MRTT, Budapest, pp. 290-300. ISBN 9786156456267

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Abstract

In 2021, the Department of Foreign Languages for Specific Purposes (hereinafter: Language Department) was awarded the 1st place for the prize of “Innovative Department” initiated by the Creative Learning Programme, and the Vice Rector. One of the innovative features of the Language Department highlights that ICT-supported seminars are highly motivating for students.4 The objective is to propose what elements are indispensable to make the students’ individual flow experience visible in higher education, and thus, to implement the flow-based pedagogical model in education.5 Students are expected to be able to constantly be attentive, independent and creative.6 Our research confirms that students enjoy the digital environment because they are challenged to think, problem-solve, and collaborate, thereby they improve their competences and creativity.7 In order to enhance the students’ individual flow state and knowledge, a pilot research was carried out to measure the application of Augmented Reality8 and the HY-DE model.9 The research was conducted in the framework of English for law enforcement in the academic year of 2021/2022. At the end of the test seminars, a Flow State Questionnaire was filled in by the students and their vocabulary knowledge was measured with a self-made test. It is assumed that the use of digital technology in the classroom has a positive effect on the development of the students’ motivation and language skills. According to the initial results, there is a significant difference between the students’ individual flow state in the study and the control group. It means that students in the study groups, where the teaching material was transferred by the use of ICT tools, perceived learning as an experience and a challenge.

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