1. 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

2. Table of Contents 1. Introduction 2. Suggestions 3. Conclusion
4. Discussion

3. 1. Introduction
Aim
Pre-requirements
Categorization

4. 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.

5. 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.

6. 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 to remind the user to update the E-EPOSTL regularly.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

12. 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. 

13. 3. Conclusion
Necessity and possibility of change
Habit formation

14. 4. Discussion
The scale
Additional questions

15. Thank you for your attention