teaching and learning resources, textbook use, digital media.

Traditional printed textbook still remains to be the most widespread educational material. It is used in Czech language lessons for most of the class time and with a high frequency. The contribution brings the answer to the question ‘’What kind of printed and digital resources does the teacher use in the Czech language lessons, to what extent does he used them and for which activities?’’. The theoretical bases were the textbook theory (Pepin, Gueudet & Trouche, 2017) and researches of digital resources (Singer & Alexander, 2017). The aim of the presented research was to find out the type of preferred resource - digital or printed, the frequency of its usage, and also to identify the particular activity with the certain resources while the instruction. The research aims to find out how are all these variables connected to teacher’s professional experience. The research was carried out in a method of a questionnaire and its design was quantitative. The number of respondents was 108, consisting of teachers of Czech language, who lectured at lower secondary schools. The data were assessed by chi-square test. The results show that teachers still tend to use a textbook as a primary learning resource. A textbook was not used at all only by four of our respondents. In the subject of Czech language and Literature, 19 percent teachers use a textbook in every class while 52 percent use it almost every time. The most frequent activity connected to the textbook usage is task-solving, information searching, making notes, observing pictures and other visual elements. As for electronic devices, teachers of Czech language frequently use electronic presentation, on-line exercises and tests, audio and video recordings, learning videos, special PC programmes and illustrations. There was also found a relation between preferred type of learning resource and teacher’s practice length.

Traditional printed textbook still remains to be the most widespread educational material. It is used in Czech language lessons for most of the class time and with a high frequency. The contribution brings the answer to the question ‘’What kind of printed and digital resources does the teacher use in the Czech language lessons, to what extent does he used them and for which activities?’’. The theoretical bases were the textbook theory (Pepin, Gueudet & Trouche, 2017) and researches of digital resources (Singer & Alexander, 2017). The aim of the presented research was to find out the type of preferred resource - digital or printed, the frequency of its usage, and also to identify the particular activity with the certain resources while the instruction. The research aims to find out how are all these variables connected to teacher’s professional experience. The research was carried out in a method of a questionnaire and its design was quantitative. The number of respondents was 108, consisting of teachers of Czech language, who lectured at lower secondary schools. The data were assessed by chi-square test. The results show that teachers still tend to use a textbook as a primary learning resource. A textbook was not used at all only by four of our respondents. In the subject of Czech language and Literature, 19 percent teachers use a textbook in every class while 52 percent use it almost every time. The most frequent activity connected to the textbook usage is task-solving, information searching, making notes, observing pictures and other visual elements. As for electronic devices, teachers of Czech language frequently use electronic presentation, on-line exercises and tests, audio and video recordings, learning videos, special PC programmes and illustrations. There was also found a relation between preferred type of learning resource and teacher’s practice length.