Karmen Pižorn
Biographic Data
| ID | 4029272 |
|---|---|
| NAME | Karmen Pižorn |
| GIVEN NAMES | Karmen |
| FAMILY NAME | Pižorn |
| SIGNATURE | PIŽORN K |
| AFFILIATIONS | University of Ljubljana |
| ORCID | 0000-0001-5080-8284 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The Role of Social Factors in EFL Writing with Year 6 Students
Well-developed writing performance in students’ first and additional languages is the key to their future professional success, but due to its complexity, it is difficult to achieve. In the period from 2021 to 2025, approximately half of Year 6 students, as the upper-age of young learners consistently showed low results in EFL writing proficiency in the EFL national Sandars assessment tests in Slovenia. To predict the relationship between the soc…
Cartoons as a Tool for Incidental Vocabulary Acquisition in Year 6 EFL Pupils
Children today encounter English in various contexts, with cartoons serving as a particularly influential medium. Beyond their entertainment value, cartoons also promote incidental foreign language acquisition. This article presents the findings of a study involving 240 sixth-grade pupils from Slovenian primary schools. Employing a quantitative approach, the study utilised both a questionnaire and a knowledge test to explore the relationship betw…
Več- in raznojezičnost v predšolskem obdobju
Monografija skozi perspektive različnih akterjev in analizo dejavnikov in elementov pouka osvetljuje razvijanje razno- in večjezičnosti v predšolskem obdobju. V posameznih prispevkih so tematizirani: oris možnosti razvijanja večjezičnosti v vrtcih, kompetence za poučevanje tujih jezikov v predšolskem obdobju, stališča vzgojiteljic do zgodnjega učenja tujih jezikov in večjezičnosti, stališča in izkušnje učiteljic z dodatnim usposabljanjem za zgodn…
The Role of Low-level First Language Skills in Second Language Reading, Reading-While-Listening and Listening Performance
Our study investigated the differences in low-level L1 skills and L2 reading, listening, and reading-while-listening outcomes between young dyslexic and non-dyslexic Slovenian learners of English. The research, in which children completed four language assessment tasks in three modes in a carefully counter-balanced order, also examined the relationship between low-level L1 skills and L2 reading, listening, and reading-while-listening performance.…
The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners
One of the special arrangements in testing contexts is to allow dyslexic students to listen to the text while they read. In our study, we investigated the effect of read-aloud assistance on young English learners’ language comprehension scores. We also examined whether students with dyslexia identification benefit from this assistance differently from their peers with no official identification of dyslexia. Our research was conducted with young S…
The development of a Cefr-based scale for assessing young foreign language learners’ writing skills
The Common European Framework of Reference (CEFR) was designed with adults in mind, which is clearly reflected in the six levels encompassing a range of proficiency that represents lifelong learning. Therefore, any use of the CEFR levels as a basis for describing the ability of young learners requires adapting the content of each level, as well as identifying which levels on the scale are appropriate for children.The present article examines the …
Progress and problems in reforming public language examinations in Europe
Contributions from seven European countries pinpoint major projects, problems, and prospects of reforming public language assessment procedures. Each country has faced unique problems in the reform process, yet there have also been several common themes emerging, such as a focus on multilingualism, communicative skills, standardization, reference to the CEFR and certification. Future work needs to develop these themes further and to study impact …
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Progress and problems in reforming public language examinations in Europe
Contributions from seven European countries pinpoint major projects, problems, and prospects of reforming public language assessment procedures. Each country has faced unique problems in the reform process, yet there have also been several common themes emerging, such as a focus on multilingualism, communicative skills, standardization, reference to the CEFR and certification. Future work needs to develop these themes further and to study impact …
The development of a Cefr-based scale for assessing young foreign language learners’ writing skills
The Common European Framework of Reference (CEFR) was designed with adults in mind, which is clearly reflected in the six levels encompassing a range of proficiency that represents lifelong learning. Therefore, any use of the CEFR levels as a basis for describing the ability of young learners requires adapting the content of each level, as well as identifying which levels on the scale are appropriate for children.The present article examines the …
The Role of Low-level First Language Skills in Second Language Reading, Reading-While-Listening and Listening Performance
Our study investigated the differences in low-level L1 skills and L2 reading, listening, and reading-while-listening outcomes between young dyslexic and non-dyslexic Slovenian learners of English. The research, in which children completed four language assessment tasks in three modes in a carefully counter-balanced order, also examined the relationship between low-level L1 skills and L2 reading, listening, and reading-while-listening performance.…
The effect of read-aloud assistance on the text comprehension of dyslexic and non-dyslexic English language learners
One of the special arrangements in testing contexts is to allow dyslexic students to listen to the text while they read. In our study, we investigated the effect of read-aloud assistance on young English learners’ language comprehension scores. We also examined whether students with dyslexia identification benefit from this assistance differently from their peers with no official identification of dyslexia. Our research was conducted with young S…
Več- in raznojezičnost v predšolskem obdobju
Monografija skozi perspektive različnih akterjev in analizo dejavnikov in elementov pouka osvetljuje razvijanje razno- in večjezičnosti v predšolskem obdobju. V posameznih prispevkih so tematizirani: oris možnosti razvijanja večjezičnosti v vrtcih, kompetence za poučevanje tujih jezikov v predšolskem obdobju, stališča vzgojiteljic do zgodnjega učenja tujih jezikov in večjezičnosti, stališča in izkušnje učiteljic z dodatnim usposabljanjem za zgodn…
Cartoons as a Tool for Incidental Vocabulary Acquisition in Year 6 EFL Pupils
Children today encounter English in various contexts, with cartoons serving as a particularly influential medium. Beyond their entertainment value, cartoons also promote incidental foreign language acquisition. This article presents the findings of a study involving 240 sixth-grade pupils from Slovenian primary schools. Employing a quantitative approach, the study utilised both a questionnaire and a knowledge test to explore the relationship betw…
The Role of Social Factors in EFL Writing with Year 6 Students
Well-developed writing performance in students’ first and additional languages is the key to their future professional success, but due to its complexity, it is difficult to achieve. In the period from 2021 to 2025, approximately half of Year 6 students, as the upper-age of young learners consistently showed low results in EFL writing proficiency in the EFL national Sandars assessment tests in Slovenia. To predict the relationship between the soc…
Psychology (5 works) · Linguistics (3 works) · Pedagogy (3 works) · Dyslexia (2 works) · EFL/ESL Teaching and Learning (2 works) · Language proficiency (2 works) · Literacy (2 works) · Mathematics education (2 works) · Reading and Literacy Development (2 works) · Second Language Learning and Teaching (2 works)