EFFECTIVE USE OF EPOSTL BY STUDENT TEACHERS
OF ENGLISH – EFUESTE
6-12 APRIL 2016, ANTALYA, TURKEY
Effective use of the E-EPOSTL:
List of suggestions
Prepared by:
Croatia: Dorotea Scopich, Izabela Weber
Latvia: Laila Priedite, Raimonds Jankovskis
Poland:Paulina Liżewska, Paweł Kamiński
Slovakia:Barbara Popovič, Nikola Mihokova
Turkey: Sinem Hergüner, Cemre Zengin
Table of Contents

1. Introduction

2. Suggestions

3. Conclusion

4. Discussion
1. Introduction

Aim

Pre-requirements

Categorization
2. Suggestions
2.1 Length

Some long statements should be shortened if possible.

The user should be given the freedom of choosing the
section they wish to complete.

The sections should be easily available for choosing.
2.2 Accessibility and e-features

Instead of survey, the E-EPOSTL should be recreated as a
website, allowing the creation of the users’ profiles. This
profile would store user’s records and bios (name,
institution, etc.) and allow basic communication between
members of the community.

The dossier part might be voluntarily made available to
the community of the E-EPOSTL users, so as to receive
their comments and suggestions upon one’s work.
2.2 Accessibility and e-features

By highlighting or clicking on the key words, the user
should be able to receive their definition in a pop-up
message.

The categories should be accessible from a drop-down
menu at any time.

A free mobile application should be created.

A reminder could be sent every week via e-mail to remind
the user to update the E-EPOSTL regularly.
2.2 Accessibility and e-features

A way to submit suggestion to improve the E-EPOSTL
should be provided.

A graphically simplified version should be created in order
to increase the accessibility for users with limited
bandwidth.

A congratulatory message should be seen after each
section, providing the user makes progress.
2.2 Accessibility and e-features

After completing the E-EPOSTL, the user should be
provided with a database of supplementary sources in
form of hyperlinks to journals, publications and blogs, in
order to help one to improve oneself.

While self-assessing, users should be able to add any note,
link or reference as a reminder and motivator for
themselves.
2.3 Graphic Design

The E-EPOSTL should be visually appealing through the use
of pictures and profile design.

Interactive table of contents should be implemented, so
that one can click on the heading, without having to look
for where one has finished previously. Categorizing the
sections of the E-EPOSTL as a drop down menu can be
practical and time-saving.
2.3 Graphic Design

A bar for showing one’s progress (how far one is) should be
implemented. Also some icons to celebrate success and
indicate how well one is doing. Also the bar could show
how one’s self-assessment has improved, like if one
performs the assessment more than once over a given
period of time.
2.3 Graphic Design

When the user proceeds further and fills in it more, a
positive feedback in form of icons or symbols should
appear on the screen as motivator.

A graphic overhaul in form of changing static images with
added spaces to fill in the number to interactive, dragable
arrows should be carried out.

A dyslexia friendly font (e.g. Arial) should be provided as
an option.
2.4 Language

More terms should be explained in glossary in greater
detail (interactive hint).

Statements should be simplified if possible in order to
make them more comprehensible.
3. Conclusion

Necessity and possibility of change

Habit formation
4. Discussion

The scale

Additional questions
Thank you for your attention