Stavovi učenika i nastavnika o temama i sadržajima popularne kulture te njihovim načinima predstavljanja na nastavi engleskog jezika

This thesis explores the use of popular culture topics in English as a Foreign Language (EFL) classrooms, focusing on attitudes of both teachers and learners. Through surveys conducted among these groups (N=110), the study examines the interest levels in various popular culture topics, modes of presentation, and the discrepancies between teachers’ perceptions and learners’ actual preferences. The responses show that learners do have a positive attitude towards popular culture topics, with a preference for engaging and interactive methods, but even more so, they enjoy variety in their lessons. Teachers tend to overestimate learners’ interest in popular culture in general, while learners do not have strong attitudes towards these topics. The study emphasizes the importance of thoughtful integration of popular culture to enhance motivation, media literacy, and language development. Overall, the results show that increased awareness among teachers regarding students’ interests should be encouraged in order to optimize the effectiveness of pop culture-based activities in the EFL educational context.