=Paper=
{{Paper
|id=Vol-3265/paper_4985
|storemode=property
|title=Students' perception of the impact of teaching approaches on acquiring soft skills: an example of research in the context of Italian and German language teaching at the university level
|pdfUrl=https://ceur-ws.org/Vol-3265/paper_4985.pdf
|volume=Vol-3265
|authors=Mirela Müller,Marijana Alujević
|dblpUrl=https://dblp.org/rec/conf/telexbe/MullerA22
}}
==Students' perception of the impact of teaching approaches on acquiring soft skills: an example of research in the context of Italian and German language teaching at the university level==
https://ceur-ws.org/Vol-3265/paper_4985.pdf
Students' perception of the impact of teaching approaches on
acquiring soft skills: an example of research in the context of
Italian and German language teaching at the university level
,
Mirela Müllera Marijana Alujević b
a
University of Split, Faculty of Humanities and Social Sciences, Poljička cesta 35, 21000 Split, Croatia
b
University of Split, Faculty of Humanities and Social Sciences, Poljička cesta 35, 21000 Split, Croatia
Abstract
The aim of this research is to examine the attitude of undergraduate students of Italian and
German language and literature towards the impact of different teaching approaches on the
acquisition of certain combined skills, called soft skills. Previous research has shown that
possessing a wide range of soft skills is useful for all professions since they encompass
personal development management, problem-solving skills, competent time management
skills, communication skills, leadership skills, etc. They are, therefore, indispensable factors
for the teaching profession as well. A total number of 41 undergraduate Italian and German
language students participated in the research. The survey was conducted online in the period
from February 21 to March 17, 2022. The obtained results can serve as an indicator of a
successful foreign language teaching process and guidelines for all the teaching
methodologies aiming at the development of a wide repertoire of skills necessary for
realisation and functioning in the modern socio-economic and cultural context.
Keywords 1
Soft skills, teaching approaches, student, methodology, German and Italian
1. Introduction
The rapidly changing world, globalization of the world economy, changes in the labour market,
digitalization and strong technological development pose new challenges to contemporary society. In
the changed socio-economic and cultural context, education and training have the task of developing,
from a lifelong learning perspective, a varied repertoire of interpersonal skills necessary to relate and
contribute to modern society. Soft skills are at least as important in life as hard skills. The junior staff
cannot enter the labour market today without having developed social skills such as team and
communication skills, critical ability, self-reflection, independent learning, quality awareness and
presentation techniques [9]. But how can these skills be taught? [8]. How are the trainees turned into
Proccedings of the Second Workshop on Technology Enhanced Learning Environments for Blended Education, June 15–16, 2021, Foggia,
Italy
EMAIL: mmuller@ffst.hr, mirela.mueller@uni-graz.at (A.2.) marijana@ffst.hr (A. 2)
ORCID: https://orcid.org/0000-0002-6631-3136 (A.1); orcid.org/0000-0003-4338-9354 (A. 2)
2021 Copyright for this paper by its authors.
Use permitted under Creative Commons License Attribution 4.0 International (CC BY 4.0).
CEUR Workshop Proceedings (CEUR-WS.org)
1
team players and self-reflecting employees constantly educating themselves and bringing a high level
of quality awareness to the work? [12]. The research presented in this paper has been motivated by the
need for the inclusion and development of soft skills in the training of Italian and German L2
university students. It is necessary to analyse and rethink the syllables for Italian and German L2 at the
university level and design new training courses that explicitly integrate the development of soft skills.
The aim of this research is to examine the perception of undergraduate students of Italian and German
language and literature with regard to the effects of the teaching approaches on the acquisition of soft
skills. Previous research revealed that possession of soft skills is useful for all professions, especially
educators. Since these skills encompass personality development management, problem-solving skills,
competent time management, communication skills, leadership skills, etc., they represent
indispensable factors in the teaching profession.
2. Development and importance of soft skills
Soft skills are those key competencies or key qualifications in the professional world that go beyond
pure job qualifications. Soft skills are personality traits, abilities and attitudes that are independent of
professional requirements and competencies [4]. Along with the technical and job-related skills (called
hard skills), they enable effective action. When it comes to soft skills, a distinction is usually made
between methodological, social and personal competencies. In 1998, this term was included in the
Loskant trend word lexicon [8]. The term is particularly common in human resources management:
Soft skills not only describe the effect on others, but also one's own driving force, ability to
concentrate, and discipline [8]. Soft skills are part of social competence, social-communicative
competence, a group of skills that serve to take over control in communication and interaction
situations according to the needs of the interactants and to enable them to act effectively [9]. The
abilities included are teamwork and some psychological and social skills such as sensibility for the
working methods, for needs and feelings of others and understanding of human nature in order to
prevent or resolve conflicts [3], [2]. The following are often mentioned as important soft skills: the
ability to communicate, ability to take criticism, adaptability, ability to deal with conflict, initiative,
conscientiousness, assertiveness and persuasiveness, problem-solving skills, self-discipline and goal
orientation, organizational talent but also rhetoric and presentation techniques, language skills and
intercultural skills and a sense of responsibility [11], [6]. Soft skills are important in all areas and
professions in which people communicate [5], above all in the areas of business, politics, and society
that create and sell intangible goods. Creative mental work, effective and efficient teamwork,
customer-oriented advice giving, and sales are all typical areas of application in which soft skills are
essential [1]. The fact that soft skills are integrated into studies is not a recent invention [10]. Since
education in early childhood through cooperative learning one becomes prepared for social
interactions. Many courses convey the impression that only advanced, professional hard skills are
important [9]. It could be true for the application-oriented courses, since private sector often requires
extensive knowledge of various hard skills, especially in technical professions [7]. Humanities
scholars, on the other hand, see themselves trapped in the university system because they do not learn
any professional oriented qualifications [12].
1. Methodology
1.1. Sample of respondents and data processing
Of the total of 41 respondents who participated in the survey, 52.5% are Italian language students,
32.5% German language students, and 15% of the participants studying both languages. The majority
of participants are first-year undergraduate students (45%), while second year and third-year
undergraduate students make up 27.5% each.
The survey was conducted online from February 21 to March 17, 2022. Data were collected and
processed in the statistical program data processing (SPPS version 23) for the application of
2
descriptive and inferential statistics. In order to determine statistical differences between participants
in literature and language classes and to define differences between individual skills with regard to the
teaching approach, the Mann–Whitney test (Z - p <.05) and the Kruskal Wallis test were used.
1.1.1. Research questions and research hypotheses
The aim of this research is to examine the perception of undergraduate students of Italian and German
language and literature of the impact of the teaching approaches on the acquisition of certain soft
skills. 3 basic hypotheses are assumed:
H1 The differences in individual assessments of soft skills with regard to participants in literature and
language classes
H2 The differences in estimates of the use of foreign language teaching approaches with regard to soft
skills
H3 The connection between methodological, personal, social and communication skills in the
participants in literature and language classes
2. Results
In total 41 students participated in his study. As pointed above 52.5% are Italian language students and
32.5% German language students. Approximately 15% of participants study both languages. The
results are recorded in Table 1 in the form of a ranking.
Table 1
Descriptive characteristics of participants (N=41)
Frequency %
Study German language and literature 13 32,5
Italian language and literature 21 52,5
Both languages 6 15
Year of 1. year 18 45
undergraduate 2. year 11 27,5
study 3. year 11 27,5
(Source: authors)
According to the model of assessment of the teamwork in teaching, assessment model only 29.2% of
students estimated that they agree or completely agree to put effort in integrating/motivating other
students who do not participate. Furthermore, 51.2% of students avoid strong, dominant attitudes and
63.4% are motivated. For the other forms of teamwork students agree or completely agree with the
proposed claim in a higher percentage (>78%). The results are recorded in Table 2 in ranking order.
Table 2
Teamwork in teaching - assessment model
M SD %*
I respect other students/colleagues. 4,83 0,38 97,5
I pay attention to others when they speak and express their opinion. 4,53 0,68 92,6
I equally appreciate the opinion of all group members. 4,20 0,94 82,9
I integrate/motivate those students who do not participate. 2,95 1,15 29,2
I am able to put myself in the other person`s place. 4,18 0,71 85,3
I avoid dominant attitudes. 3,62 1,21 51,2
I am motivated. 3,88 0,88 63,4
3
I express myself properly in speaking. 3,65 1,05 53,6
I express myself properly in writing. 4,08 0,86 82,9
I am organized in teamwork. 4,20 0,94 85,3
I am able to independently select the results of teamwork and present them. 4,18 0,78 80,4
I know how to structure and organize ideas so that I can convey them clearly. 4,20 0,82 78,0
(Source: authors) Note: M – average; SD – standard deviation; *- percentage of responses I agree and
I agree completely
Furthermore, Table 2 shows that the majority of students (97.5%) consider that they show respect for
other students/colleagues, that they pay more attention to others when speaking and expressing their
opinion, and that they equally evaluate the opinion of their colleagues in group work. A high
percentage of students (82.9%) and a slightly lower percentage (80.04%) answered that they are able
to independently choose the results of teamwork and present them to other students. In the soft skills
assessment (Table 3) participants had to estimate to what extent the teaching process enabled them to
acquire certain skills. Figure 1 shows average values of estimation, grouped by basic soft skills: social,
methodical, personal and communication skills. Students estimate in average that teaching made them
acquire personal skills (M=3.87; Table 3; Figure 1). Students estimate on average that they acquired
personal skills during the teaching process.
Table 3
Acquisition of soft skills during the teaching process
The teaching process enabled… M SD Overall M (SD)
Acquisition of skills in general 4,20 0,82
A stress coping skills 3,63 1,19
SOCIAL
SKILLS
Negotiating skills 3,90 1,08
3,95 (0,18)
Affective social skills 3,70 0,99
Advanced social skills 4,03 0,77
Basic social skills 4,28 0,72
Creativity 3,45 1,15
METHODICL
Organization skills 4,18 0,75
SKILLS
Strategic approach 3,95 0,85
3,94 (0,15)
Structured mode of operation 4,20 0,69
Problem solving 4,03 0,83
Flexibility 3,93 0,83
Growth orientation 4,03 0,95
Self-awareness 4,13 0,86
Controlling emotions 3,55 1,20
PERSONAL
Self-confidence 3,69 1,13
SKILLS
Stress management 3,23 1,31 3,87 (0,20)
Forgiveness and forgetfulness 3,53 1,11
Persistence 4,35 0,70
Patience 4,10 0,91
Perceptiveness 4,23 0,80
Rhetorical skills 3,80 0,79
COMMUNICATION
Active listening 4,35 0,77
Leading discussions and
SKILLS
3,70 0,97
negotiations 3,90 (0,10)
Persuasiveness and enthusiasm 3,70 0,91
Nonverbal communication 3,70 1,04
Openness and curiosity 4,05 0,75
4
Networking 3,83 0,96
Knowledge transfer 4,10 0,90
(Source: authors) Note: M – average; SD – standard deviation
Figure 1
Average values of acquisition of soft skills during the teaching process
4,4
4,2
Soft skills acqusition assessment (%)
4,0
3,8
3,6
3,4
3,2
Social Methodical Personal Communication
Skills
(Source: authors)
In Table 4 average values of acquisition of soft skills in regard to literature and language classes are
presented. Mann–Whitney test (Z-value) showed that the acquisition of methodical skills is
significantly lower for literature oriented classes in regard to language oriented classes (Z=-2,04,
p<.05) (Table 4; Figure 2).
Table 4
Differences in the acquisition of soft skills in regard to literature and language oriented classes
Literature oriented Language oriented
classes classes test P
M SD M SD
Social skills 3,78 1,07 4,08 0,83 Z=-1,17 0,24
Methodical skills 3,70 1,02 4,18 0,71 Z=-2,04 0,04*
Personal skills 4,03 0,92 4,15 0,86 Z=-0,62 0,53
Communication skills 3,83 0,98 4,25 0,71 Z=-1,89 0,05
(Source: authors) Note: M – average; SD – standard deviation; Z – value in Mann Whitney test; * -
p<05
5
Figure 2
Acquisition of soft skills in regard to literature oriented and language oriented classes
4,4
Soft skills acqusition assessment (M)
4,0
3,6
3,2
Social Methodical Personal Communication Literary outcome
Linguistic outcome
Skills
(Source: authors)
Furthermore, correlation analysis results indicate a significantly high correlation of all skills (social,
methodical, personal and communication) for literature oriented classes (ρ = 0,48-0,66) (Table 5). For
language oriented classes, there are also significant correlations of skills (ρ =0,42-0,56) except for
methodical and communication skills where correlation is low and not significant (ρ =0,28).
Table 5
Correlation between soft skills concerning literature oriented and language oriented classes
(Spearman rank order correlation -ρ)
Participants of language oriented
Participants of literature oriented classes
classes
Communicatio Methodic Communicatio
Skills Methodical Personal Personal
n al n
Social 0,48* 0,55* 0,66* 0,47* 0,55* 0,56*
Methodical 0,58* 0,53* 0,56* 0,28
Personal 0,55* 0,42*
(Source: authors) Note: * - p<05
When asked to estimate soft skill acquisition students in general answer in favour to language oriented
classes (77,5%) in regard to literature oriented classes (22,5%) (Figure 3).
6
Figure 3
Acquisition of soft skills for literature oriented and language oriented classes
90
80
70
Acqusition of soft skills (%)
60
50
40
30
20
10
Literary classes Linguictic classes
Teaching
(Source: authors)
Table 6 presents the average values of different approaches to teaching a foreign language. Kruskal
Wallis test results indicate no significant differences between skills in regard to different approaches to
teaching.
Table 6
Differences in various approaches to teaching a foreign language
Communicatio
Approach Social Methodical Personal
n test p
M SD M SD M SD M SD
Communication H=1,5
4,24 0,88 4,10 0,79 4,26 0,85 4,21 0,83 0,67
approach 2
Oral approach or H=0,1
4,11 0,80 4,05 0,72 4,03 0,84 4,03 0,87 0,98
situational learning 6
Multiple
H=0,7
intelligence 3,66 1,10 3,82 1,07 3,82 0,91 3,72 1,00 0,85
7
approach
Neurolinguistic H=0,0
3,79 0,91 3,74 1,04 3,82 1,00 3,74 1,04 0,99
programming 8
H=0,6
Lexical approach 3,76 0,97 3,79 0,86 3,62 1,02 3,77 0,96 0,89
2
Ability-based H=1,2
4,21 0,74 4,18 0,80 4,03 0,81 4,18 0,76 0,73
language teaching 9
Cooperative H=1,6
4,11 0,80 4,08 0,71 4,13 0,77 4,28 0,65 0,65
language learning 2
Content-based 3,92 0,97 4,15 0,67 3,90 0,91 4,00 0,86 H=1,5 0,67
7
teaching 1
Task-based H=1,7
3,84 0,97 4,00 0,76 3,69 1,06 3,74 0,97 0,63
language learning 1
Intercultural H=0,8
4,03 0,99 3,82 1,07 3,87 1,08 3,90 0,97 0,84
learning 2
Dramatic-
H=0,1
theatrical 3,47 1,33 3,38 1,23 3,44 1,27 3,41 1,31 0,98
6
approach
(Source: authors) Note: H – value in Kruskal Wallis test
When participants are generally asked to assess to what extent they agree (I agree and I completely
agree) that the approaches indicated in Figure 4 are used in teaching a foreign language (Figure 4)
only 42% of students agree with the dramatic-theatrical approach (dramatization of dialogue as a basic
technique in language teaching). Agreement with the lexical approach is also low, found at only 47%
of participants. For all other approaches, students mostly agree or completely agree with the presented
claims (62-87%).
Most of the students agree that the ability-based approach (87%) (students learn the vocabulary and
grammar needed for a certain type of communication) and cooperative approach (87%) (an approach
based on the interaction and dialogue of the participants) are used in teaching a foreign language.
Figure 4
To what extent do participants agree (I agree and I completely agree) that the following approaches
have been used in teaching a foreign language
90
80
70
60
50
40
Percentage of subjects agreement (%)
Oral
Lexical
Task-based
Communication
Cooperative
Ability-based
Content-based
Multile intelligence
Dramatic-theatrical
Intercultural learning
Neurolinguistic programmin
Approach
8
(Source: authors)
(Legend: Communication approach (language is learned through use in communication, learning is a process of creative
creation and an integral part of it is error; Oral approach or situational learning (teaching taking place without the use of
mother tongue; Multiple intelligence approach (the goal is for the students to develop their kinetic and intrapersonal skills;
Neurolinguistic programming (neurolinguistic programming perceives language as a way of expressing worldviews; Lexical
approach (only necessary grammar is learned to put these language lexemes into sentences; Ability-based language teaching
(learning vocabulary and grammar required for a particular type of communication; Cooperative language learning (based on
interaction and dialogue of participants; Content-based teaching (it tries to obtain specific information, i.e. content that will
be useful to the student to perform a particular activity; Task-based language learning (learning is more focused on meaning
than form; Intercultural learning (understanding and respect for other languages and cultures and Dramatic-theatrical
approach (dramatization of dialogue is a basic technique in language teaching).
Figure 4 indicates students' opinions on the extent to which they agree and fully agree that different
approaches are used in teaching a foreign language. 87% of students recognized the variable language
teaching is based on abilities and the same situation is with the variable cooperative language
learning. The variable communication approach (learning is a creative process, characterised by the
presence of interlanguage) is indicated by 84% of students, neurolinguistic programming
(neurolinguistic programming perceives language as a way of expressing worldviews) by 78%.
Furthermore, content-based is indicated by 77% of the participants, oral approach or situational
learning (teaching without mother tongue) by 73%, intercultural learning (understanding and respect
for other languages and cultures) by 67%, so as for the task-based language learning (focus on
meaning rather than form) (67%). A lower percentage of responses related to the variable lexical
approach (grammar is learned only as long as it takes to fit these language lexemes into sentences)
(46%) and the variable dramatic-theatrical approach (dramatization of dialogue is a basic technique
in language teaching) (43%).
3. Conclusion
Soft skills represent a multitude of personal values, personal characteristics, individual abilities and
social skills of managers and employees. There is thus a large overlap between soft skills and social
skills, but soft skills with the property dimensions and individual abilities go beyond that. In addition,
soft skills, as personal dimensions, differ from soft factors that are the result of group-dynamic
processes. Soft skills are the personal characteristics and behaviours that influence your own work and
collaboration with others. This research has shown that the participants estimate on average that the
teaching process enabled them to acquire personal skills. Regarding the agreement of individual
statements in the model for assessing teamwork in teaching, most of the participants fully agree with
the statement that they respect other students/colleagues, that they pay more attention to others when
speaking and expressing their opinions, and that they equally evaluate their colleagues` opinion in
group work. As seen from the results, a slightly smaller percentage answered that they were able to
independently select the results of teamwork and present them to other students. These are exciting
facts because teamwork is mostly used in teaching language courses such as syntax courses because
students are asked to work in a team with regard to setting tasks in teaching. It was to be expected that
methodological skills were acquired more in language courses and less in literature courses. For this
reason, the data showed that most students believe that soft skills are acquired in teaching language in
comparison to literature oriented classes. The Kruskal Wallis test results did not indicate significant
differences between skills due to different approaches to teaching. The majority of students, more than
half of the participants, agree that a skills-based approach and a cooperative approach are used in
foreign language teaching, and less than 2/3 of students are of the opinion that a variable lexical
approach is used in teaching. This might indicate that different approaches to teaching can develop
different types of soft skills in students. Research has also shown that students studying Italian and
German are of the opinion that soft skills are acquired in literature courses and not in language
courses. All three research hypotheses in the paper were proven. Thus, there are differences in
individual soft skills with regard to the literature oriented and language oriented classes. It is obvious
that the use of different approaches in foreign language teaching influences the development of
different soft skills and there is a connection between methodological, personal, social and
9
communication skills in literature oriented and language oriented courses. The research can serve as a
scientific contribution suggesting the implementation of all the combined skills in foreign language
teaching in different teaching procedures, both in language oriented classes and in literature oriented
classes at the university level.
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