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« Being plurilingual is a gift we make to ourselves. » : amener les étudiants à valoriser et développer leurs compétences plurilingues et pluriculturelles Language Learning in Higher Education Pub Date : 2023-10-17 Kateřina Sedláčková
Résumé L’article présente le concept du cours « International communication and interaction: Play with languages! » réalisé dans le cadre du projet Erasmus + BIP (Blended Intensive Programme) orchestré par l’Université Masaryk auquel ont participé, virtuellement ainsi qu’en présentiel, des étudiants de quatre universités (OTH Regensburg, Université libre de Bruxelles, CY Cergy Université Paris et Université
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International collaborative tasks in language courses for engineers integrated in a multidimensional teaching format Language Learning in Higher Education Pub Date : 2023-10-17 Nathalie Kirchmeyer, Kristina Knauff
The field of language learning has undergone considerable changes with the emergence of new technologies. This digitalization process has led us to reconsider the format of our language courses and has subsequently had an impact on course design, the teacher’s role as well as the student’s role. Language courses at the Royal Institute of Technology, Stockholm (KTH) aim to prepare students for their
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Digital multimodal PechaKucha presentations in ESP: insights from students’ learning experiences Language Learning in Higher Education Pub Date : 2023-10-17 Vicent Beltrán-Palanques
Advances in digital and audiovisual communication have contributed to the remediation and emergence of genres (Luzón and Pérez-Llantada 2022, giving rise to new discourse practices. Against this backdrop, it becomes important to review ESP pedagogy to better prepare students to communicate effectively in professional settings. For this purpose, ESP teachers should move beyond traditional literacy to
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Turning the tables on online exam cheating via language mediation tasks Language Learning in Higher Education Pub Date : 2023-10-17 Barbora Chovancová, Štěpánka Bilová, Alena Hradilová
This article addresses the issue of foreign language testing in the online mode and proposes a strategy to reduce the possibility of academic misconduct, specifically cheating, by designing tasks that assess the language skill of mediation in Legal English exams. Such tasks require test-takers to generate original answers, which can significantly reduce the risk of copying and pasting. Additionally
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Attitudes to Spanish language variation. A study on Portuguese students of Spanish as a Foreign Language Language Learning in Higher Education Pub Date : 2023-10-17 José María Santos Rovira
Drawing on data collected via a web-based survey, this study investigates the attitudes of SFL (Spanish as a Foreign Language) learners in Portugal towards four Spanish varieties. A verbal guise experiment was designed to collect students’ perceptions of language variation. The sample comprised 196 undergraduate students from the School of Arts and Humanities of the University of Lisbon (Portugal)
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Model United Nations: a thematic analysis of Japanese EFL students’ reflections on intercultural communicative competence Language Learning in Higher Education Pub Date : 2023-10-17 Samuel Nfor
This study investigated Model United Nations (Model UN), a simulation of the United Nations that is adapted for academic purposes and includes elements of discussion, negotiation, presentation, and engagement with global issues and international affairs. When students participate in Model UN, they are referred to as country delegates and represent different countries on different committees. As delegates
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Testing English for Medical Purposes: the effects of traditional and distance education on learning outcomes Language Learning in Higher Education Pub Date : 2023-10-17 Anna Barnau
The COVID-19 pandemic brought about new cultural and social phenomena that changed social interaction and communication. In this new situation, teachers teaching English for Medical Purposes (EMP) at the Jessenius Faculty of Medicine of Comenius University in Martin (JFM) had to adapt the courses to the educational needs of the students. This study explores the effects of traditional and distance education
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A critical literacy class: beyond English learning and teaching in Higher Education Language Learning in Higher Education Pub Date : 2023-10-17 Zeynep Mine Derince
This article aims at analyzing the introduction of Critical Literacy as a transformative teaching approach in an English language teaching setting at tertiary level in Turkey. Applying a Freirian understanding of education, the method sought to tap the sociopolitical consciousness brought into the classroom by students and teachers and co-construct knowledge collectively while contributing to identity
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University English-medium instruction in Türkiye – what instructors say Language Learning in Higher Education Pub Date : 2023-10-17 Yavuz Kurt, Yasemin Bayyurt
The rise of English-medium instruction (EMI) and the increasing number of international students in Turkish universities call for a change in the language support programs that prepare students for EMI. English as a lingua franca (ELF) is a promising perspective to achieve a more linguistically and culturally inclusive pedagogy. This paper reports the views of 10 English language instructors who took
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From face-to-face tuition to online classes: ‘Re-styling’ a course of English for academic purposes Language Learning in Higher Education Pub Date : 2023-10-17 Anila R. Scott-Monkhouse
With the outbreak of the COVID-19 pandemic and the ensuing total lockdown in 2020, the EAP course for STEM doctoral students at Parma University (Italy) was suddenly forced to online delivery, like many courses in academic institutions worldwide. Confined at home and with no previous experience in remote teaching, the teacher had to redesign the course and rethink strategies and techniques in a matter
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Using corpora in teaching vocabulary to advanced EFL learners in a higher education context Language Learning in Higher Education Pub Date : 2023-10-17 Hümeyra Can
This study focuses on the development of lexical competence of tertiary level EFL learners who have reached C1 level according to CEFR during their course of study, but who still have difficulty in recognizing and producing academic words in terms of their correct and appropriate use in various contexts. Following a data-driven learning (DDL) approach within an action research paradigm, this study
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Training citizens as users of languages and digital technology. Real-world tasks to tame the digital wilds Language Learning in Higher Education Pub Date : 2023-10-17 Catherine Jeanneau, Christian Ollivier
Developing digital literacy and, more recently, digital citizenship is one of the objectives promoted by the major international organisations involved in the education sector. However, in order to integrate digital citizenship into education a thorough understanding of the intended outcomes is required. This is why a meta-analysis of recent texts was carried out. The paper presents the result of this
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Japanese tertiary students’ perceptions of group work with explicit scaffolding Language Learning in Higher Education Pub Date : 2023-10-17 Emily Morgan
Over several decades, small group work has been studied in first language (L1) and second or subsequent language (L2) education, including English language learning contexts. Group work has been shown to be beneficial to language learning and general learning. L2 English students from non-student-centred educational backgrounds have limited experience of group work and often have poor attitudes towards
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“Mur de paroles” – ou tentative de promotion de l’expression orale en langue française Language Learning in Higher Education Pub Date : 2023-10-17 Joaquim Guerra
Résumé Cette recherche explore l’utilité des technologies mobiles en classe de langue, en se concentrant sur le système de feedback permis par l’application Padlet (ARS) utilisée dans la discipline de Langue et Culture Française VI des cursus en langues. En nous appuyant sur un modèle de recherche-action, nous avons visé à améliorer les compétences orales des étudiants après avoir constaté que les
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Predictors of English Medium Instruction academic success in Vietnamese Higher Education Language Learning in Higher Education Pub Date : 2023-10-17 Duy Van Vu
Recent research has investigated predictors of English Medium Instruction (EMI) academic success in Higher Education in various contexts; however, mixed findings have been reported, and empirical research in emerging contexts like Vietnam is relatively scarce. In addition, little is known about the associations between tertiary EMI outcome, gender, and high school performance. To fill these research
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Dialogic co-creation in English language teaching and learning: a personal experience Language Learning in Higher Education Pub Date : 2023-06-01 Henry Finch
This report will discuss the development and implementation of a dialogic co-creation model for English language teaching in the Language Resource Centre at the Technical University of Darmstadt, Germany. The focus of this report will be on the impact of content co-creation and its impact on learner and teacher autonomy in English language learning and teaching. This collaborative, dialogic model draws
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Communication course for future engineers – effective data presentation and its interpretation during LSP courses Language Learning in Higher Education Pub Date : 2023-06-01 Katarzyna Matuszak, Liliana Szczuka-Dorna
This activity report describes a sample unit (Effective Data Presentation) from a communication course prepared as part of an Intellectual Output within the BADGE Project, which was carried out by 12 partner universities from 10 countries during 3 academic years (2019–2022). The article first describes the results of a survey which show that language and communication classes need to integrate more
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Seeing innovation from different prisms: university students’ and instructors’ perspectives on flipping the Spanish language classroom Language Learning in Higher Education Pub Date : 2023-06-01 Ana García-Allén, Shelley K. Taylor
This article focuses on the implementation of a flipped classroom approach in two different levels of Spanish foreign By foreign language (FL), the authors mean modern language (ML), as strongly suggested by the European Commission. language university courses for beginner and intermediate learners. The flipped classroom approach delivers course content that prioritizes both digital technology and
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Tackling the elephant in the language classroom: introducing machine translation literacy in a Swiss language centre Language Learning in Higher Education Pub Date : 2023-06-01 Sara Cotelli Kureth, Elana Summers
University students, especially language learners, have increasingly been using machine translation (MT) systems in the last decade and for all kinds of texts, including homework, assignments and exams. This ubiquity does not translate into visibility as few teachers address the subject in class. Several researchers have shown that MT systems, while technically very easy to access and use, are not
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The (im)possibility of breaking the cycle of rippling circularities affecting Australian language education programs: a Queensland example Language Learning in Higher Education Pub Date : 2023-06-01 Adriana R. Díaz, Naomi Fillmore, Marisa Cordella
The state of language education in Australia has long been described as paradoxical. Oscillating between periods of increased attention and seeming invisibility, over the last thirty years, the language learning sector has been punctuated by a succession of aspirational declarations and funding injections with little long-term impact on its overall standing. Despite the increasingly multilingual makeup
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Gamification and learning Spanish as a modern language: student perceptions in the university context Language Learning in Higher Education Pub Date : 2023-06-01 Jaume Batlle Rodríguez, María Vicenta González Argüello
Gamification is a methodological strategy that has been applied for several years in the field of modern language learning. It is employed primarily to increase students’ motivation by incorporating game elements into an otherwise didactic context. Research into the use of gamification in language teaching has focused largely on characterizing the specific practices involved and on determining the
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Is individual competition in translator training compatible with collaborative learning? The case of the MTIE Translation Award Language Learning in Higher Education Pub Date : 2023-06-01 Laura Tallone, Sandra Ribeiro, Alexandra Albuquerque
In past years, translation education has shifted from a “transmissionist approach” to the unchallenged use of collaborative learning, with extensive recourse to teamwork and Project-based Learning. Students are encouraged to develop their translation and interpersonal skills in collaborative environments, focusing on translation as a process. Throughout this process, mistakes are valued as learning
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The effect of collaborative activities on tertiary-level EFL students’ learner autonomy in the Turkish context Language Learning in Higher Education Pub Date : 2023-06-01 Demet Turan-Ozturk, Cagri Ozkose-Biyik
This quasi-experimental study investigates the effects of collaborative activities on tertiary-level EFL students’ learner autonomy in Turkey. To achieve this aim, both quantitative and qualitative data were collected with the help of a learner autonomy questionnaire, index cards filled out by the students, the instructor’s journal, and an interview with the instructor of the experimental group. Two
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The story of becoming an autonomous learner: a case study of a student’s learning management Language Learning in Higher Education Pub Date : 2023-06-01 Martina Šindelářová Skupeňová
When asked about the impact of language advising sessions that our students attend, they report various positive effects. These sessions are a crucial part of the English Autonomously course at Masaryk University. As they were introduced to support students in their self-regulated learning, they should primarily foster course attendees’ abilities to manage their learning. This paper is based on research
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Digital storytelling as practice-based participatory pedagogy for English for specific purposes Language Learning in Higher Education Pub Date : 2023-06-01 Margarida Morgado, Tanja Vesala-Varttala
English for Specific Purposes (ESP) teachers in Higher Education struggle with introducing variation and meaning into courses, while addressing 21st century skills development for global employment markets. Digital storytelling in its many forms constitutes fertile ground for engaging students while learning the specific academic and professional languages for their fields of knowledge, through using
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Aspiring multilinguals or contented bilinguals? University students negotiating their multilingual and professional identities Language Learning in Higher Education Pub Date : 2023-06-01 Hillamaria Pirhonen
An increasingly multilingual working life expects university graduates to possess multilingual competences, but at the same time many European students study fewer languages than before. As they learn about field-specific linguistic practices and contemplate their future, university students negotiate their identities as language learners and future professionals. Supporting them in acquiring a multilingual
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Lernen mit LMOOCs im universitären Deutschunterricht: Entscheidungshilfen für Deutschlehrende Language Learning in Higher Education Pub Date : 2023-06-01 Renata Asali-van der Wal
Digitale Lernplattformen haben durch die Coronapandemie deutlich an Relevanz gewonnen. Die Hochschulen mussten in kurzer Zeit ihr Angebot komplett auf digitales Lernen umstellen. Dies galt auch für Hochschulen in Jordanien. Einsatzmöglichkeiten für LMOOCs (Language Massive Open Online Courses) für den universitären Unterricht „Deutsch als Fremdsprache“ (DaF) sowie Vorschläge zur Erstellung von Lernvideos
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Institutionalised autonomisation of language learning in a French language centre Language Learning in Higher Education Pub Date : 2023-06-01 Anne Chateau, Nicolas Molle
The UFR Lansad (Language centre teaching languages to specialists of other disciplines) was created in 2014 at the University of Lorraine. The process leading to its creation was led by a small number of teachers and researchers, from the pre-existing teams of the previous Lorraine universities (Molle et al. 2019). It is the result of didactic reflection and expertise, which convinced the University
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Using Google Docs for guided Academic Writing assessments: students’ perspectives Language Learning in Higher Education Pub Date : 2023-06-01 Francesco Screti
This paper studies undergraduate students’ perceptions about using Google Docs® for guided writing of the final assessment in an Academic Writing course at a Higher Education level. Qualitative data have been collected through a Moodle survey and analysed employing Thematic Analysis. The aim is to see if students’ perceptions matched with their teacher’s aims, which were to reduce assessment anxiety
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Investigating syntactic complexity and language-related error patterns in EFL students’ writing: corpus-based and epistemic network analyses Language Learning in Higher Education Pub Date : 2023-06-01 Nang Kham Thi, De Van Vo, Marianne Nikolov
Students’ writing proficiency is measured through holistic and analytical ratings in writing assessment; however, recent studies suggest that measurement of syntactic complexity in second language writing research has become an effective measure of writing proficiency. Within this paradigm, we investigated how automated measurement of syntactic complexity helped distinguish the writing proficiency
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Lehre am Sprachenzentrum der UZH und der ETH Zürich: Positionspapier Language Learning in Higher Education Pub Date : 2023-06-01 Sabina Schaffner
This activity report This Activity Report is a follow up of reflections and ideas based on a paper by Sabina Schaffner. 2022. Lehre am Sprachenzentrum der UZH und ETH Zurich: Positionspapier. In Anna Maria De Bartolo & Jean M. Jimenez (eds.), Approccio Umanistico e Creativo nella Didattica Universitaria: Riflessioni e Best Practice. Studi in onore di Carmen Argondizzo. Quaderni del Dipartimento di
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Ethics, Dialogue and English as a Lingua Franca for ESD in Higher Education Language Learning in Higher Education Pub Date : 2022-12-06 Mirja Hämäläinen
The urgency for education to participate in the plan of action of the UN 2030 Agenda for Sustainable Development (SD) poses challenges to language education in university language centers. This paper discusses the potential of Higher Education (HE) language center courses to provide students with the knowledge and skills of inclusive, respectful, and equal communication needed in promoting SD and global
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On a journey towards Education for Sustainable Development in the foreign language curriculum Language Learning in Higher Education Pub Date : 2022-12-06 Odette Gabaudan
With Education for Sustainable Development (ESD) gathering momentum in Irish universities and elsewhere, this paper provides insights into a language curriculum re-designed around the Sustainable Development Goals, thus responding to the urgency of the global challenges encapsulated in Agenda 2030 (UNESCO. 2016. Transforming our world: the 2030 agenda for sustainable development. https://documents-dds-ny
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Exploring the relationship between foreign language anxiety and students’ online engagement at UK universities during the Covid-19 pandemic Language Learning in Higher Education Pub Date : 2022-12-06 Jelena O’Reilly, Verónica García-Castro
Although foreign language anxiety (FLA) and student engagement have both been found to have significant effects on a number of behavioural and academic outcomes for language students (Awan et al. 2010, Gargalianou et al. 2016). FLA is poorly understood in university students studying English as a second language. However, limited research shows it is present (Haley et al. 2015). Additionally, the relationship
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The implementation of plurilingual language policies in Higher Education – the perspective of language learning students Language Learning in Higher Education Pub Date : 2022-12-06 Joana Duarte
It is undeniable that English has become the worldwide lingua franca for the academic world. Many countries have therefore opted for Higher Education programmes fully in English, of which the Netherlands is the frontrunner. Language policies that include drawing on students plurilingual repertoires could offer the opportunity to employ several languages in the classroom (Duarte and van der Ploeg 2019)
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Bibliographical review on sustainable literacy in language learning and teaching Language Learning in Higher Education Pub Date : 2022-12-06 Pilar Molina
Sustainable literacy in language learning and teaching is a relatively new area of research. The majority of volumes and articles have been published since 2010. This bibliographical review traces the main factors influencing the development of sustainable literacy in foreign language (FL) learning and teaching: ecolinguistics, the ecology movement, and environmental humanities. The author delves into
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The native speaker teacher. Theoretical considerations and practical implications Language Learning in Higher Education Pub Date : 2022-12-06 Thomas Wulstan Christiansen
In this paper, we will examine the problematic concept of the native speaker, which is central to much linguistic theory, to studies of language acquisition, and to language teaching and assessment. It is a notion which can have ramifications when it comes to the recruitment of language teachers in schools and in university language centres. Often, in private language schools or in the case of language
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Embed sustainability in the curriculum: transform the world Language Learning in Higher Education Pub Date : 2022-12-06 Kashmir Kaur
This paper is an activity report that draws on the experience of embedding sustainability into the mainstream curriculum in the Language Centre, School of Languages, Cultures and Societies at the University of Leeds, UK. It describes and reflects on programmes that delivered the concept of sustainability and how learners developed their academic and sustainability literacies. The programmes in question
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Descriptive and inferential statistical analysis of expectations and needs of engineering students and graduates: a case study at the University of West Bohemia Language Learning in Higher Education Pub Date : 2022-12-06 Bartłomiej Wróblewski, Olesya Petrenko
A good command of English for Specific Purposes (ESP) among Czech engineers seems to be of crucial importance since the engineering field has been developing rapidly and the Czech labour market is becoming increasingly international (Eurostat 2020). The authors of this article, who supervise the ESP courses offered to the students of the Faculty of Mechanical Engineering (FST) at the University of
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Cultural literacy and sustainable development through English: a look from CLIL in pharmacy Language Learning in Higher Education Pub Date : 2022-12-06 Monika Woźniak
This paper considers the cultural aspects of Content and Language Integrated Learning (CLIL) in Higher Education and its contribution towards cultural literacy and sustainable development in health sciences. It reports on a study conducted within a pharmacy degree programme at a Spanish university which seeks to examine the study plan and CLIL activities and explore pharmacy lecturers’ insights into
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Data-driven and research-based learning approaches to environmental education in university contexts: two case studies in Italy and Germany Language Learning in Higher Education Pub Date : 2022-12-06 Vanessa Marcella, Yuliya Samofalova
This work is a contribution to the usefulness of climate-related authentic material for pedagogical purposes in Higher Education. The two case studies had the aim of raising environmental awareness of a sustainable future among university students, while encouraging them to explore language use and draw their own conclusions and considerations through different methodologies. Specifically, we highlight
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The relationship between language learning strategies, affective factors and language proficiency Language Learning in Higher Education Pub Date : 2022-12-06 Marga Stander
Students with a mother tongue other than English often struggle with the demands of an academic programme at tertiary institutions where the medium of instruction is English. If their English language proficiency is inadequate, it may hamper their academic progress. Students feel that their command of English is unsatisfactory, and this causes tension and anxiety. This influences their motivation,
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Clausal complexity of expert and student writing: a corpus-based analysis of papers in social sciences Language Learning in Higher Education Pub Date : 2022-12-06 Elizaveta Smirnova
Syntactic complexity has been extensively approached in the fields of corpus linguistics and academic discourse studies. However, works focusing on disciplinary variation in terms of linguistic complexity and comparison of professional and novice academic writing are scarce. Addressing these issues is likely to have important implications for EAP/ESP practitioners in terms of selection of target structures
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Raising concepts and awareness of sustainability and the environment in higher education through French foreign language teaching: a multidisciplinary didactic proposal Language Learning in Higher Education Pub Date : 2022-12-06 Ariane Ruyffelaert
Our society is affected by the climate crisis, which is largely a consequence of human activity. For this reason, the education and awareness of society plays a fundamental role. Spain and Andalusia are committed to the 17 sustainable development goals established by the United Nations and their fulfilment by 2030, representing an important part of the Challenges of Andalusian Society (CAS). One of
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University student perceptions of English language study changes: reactions to remote emergency teaching during the COVID-19 emergency Language Learning in Higher Education Pub Date : 2022-12-06 Sharon Hartle
The implementation of emergency remote teaching (ERT) in many institutions has led to radical changes in both teaching and studying approaches in Higher Education institutions worldwide. This pilot study examines the changes in study strategies from the first to the second term in the 2019–2020 academic year in the Foreign Languages and Literatures Department at the University of Verona. A survey was
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Frontmatter Language Learning in Higher Education Pub Date : 2021-10-01
Article Frontmatter was published on October 1, 2021 in the journal Language Learning in Higher Education (volume 11, issue 2).
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Wellbeing in language learning and teaching Language Learning in Higher Education Pub Date : 2021-10-01 Carmen Argondizzo, Gillian Mansfield
Article Wellbeing in language learning and teaching was published on October 1, 2021 in the journal Language Learning in Higher Education (volume 11, issue 2).
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CercleS survey: impact of the COVID-19 pandemic on foreign language teaching in Higher Education Language Learning in Higher Education Pub Date : 2021-10-01 Katarína Zamborová, Isabella Stefanutti, Blanka Klimová
The pandemic may well have totally changed the way foreign languages are now being taught. In March 2020 language centres (LCs) in universities needed to adjust abruptly to online teaching with minimal resources or training for teachers. Research on the topic of the impact of the pandemic on teaching started from Day 1 and to date there have been contradictions about whether online learning is effective
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Personality traits as predictors of language learner engagement Language Learning in Higher Education Pub Date : 2021-10-01 Tanja Angelovska, Sarah Mercer, Kyle Read Talbot
Engagement is seen as a highly desirable outcome and process contributing to successful learning. In second language acquisition (SLA), we know comparatively little about the nature of engagement for learning a language, in particular the kind of individual differences in learners that account for variations in engagement. In this study, we investigate whether a relationship exists between the engagement
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Evaluating a collaborative and responsive project to develop language assessment literacy Language Learning in Higher Education Pub Date : 2021-10-01 Claudia Harsch, Sibylle Seyferth, Salomé Villa Larenas
We report on research conducted during a language assessment literacy (LAL) project set up for employees at a university language centre. Teachers, students and an external accreditation body requested a revision of the end-of-course exams to increase comparability, transparency and alignment to course aims. We used a collaborative approach where stakeholders involved in test development, quality control
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Translingual transcultural competence: student agency, teacher guidance, and program support Language Learning in Higher Education Pub Date : 2021-10-01 Claudia Kunschak
An increasingly interconnected world requires people to become versatile communicators in a variety of different settings. Language centers have a critical role to play in this process by offering language and culture training in multiple languages to students, professionals and the wider community alike. They may do so from the perspective of developing plurilingual pluricultural competence, translingual
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Analyse des besoins en français de spécialité pour étudiants étrangers en stage professionnel en France Language Learning in Higher Education Pub Date : 2021-10-01 Hana Delalande
In order to make teaching of French for specific purposes more effective, a needs analysis is a necessary step to determine the real needs of students who prepare to use French language at work on a regular basis. Therefore, cooperation between universities and companies or authorities active in labour market is very important. A detailed needs analysis enables us to identify various communication
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Shifting towards the action-oriented approach in Higher Education: language learners’ perceptions Language Learning in Higher Education Pub Date : 2021-10-01 Evelina Jaleniauskiene
In the updated version of the Common European Framework of Reference for Languages: Learning, Teaching, Assessment – Companion Volume (Council of Europe 2020), the Action-Oriented Approach is highlighted as the most viable approach for learning languages. The present study explored students’ reflections on the collaborative project based on this approach. The project was offered to the learners at
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The importance of the self: using online diaries in the EFL classroom Language Learning in Higher Education Pub Date : 2021-10-01 Micòl Beseghi
Learner journals, diaries, and logs have been used in a variety of learning contexts, including foreign language learning. This paper investigates how diary writing can be used in the EFL classroom to encourage students to express their identities through the language they are learning; it is also a way of supporting them in their quest for greater autonomy, with a view to exploring the interconnections
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The impacts of reading strategy instruction on improving the reading comprehension of students with different learning styles Language Learning in Higher Education Pub Date : 2021-10-01 Mojtaba Tadayonifar, Mohammadreza Valizadeh, Mahnaz Entezari, Mosfata Bahraman
The current study explores the short- and long-term impacts of explicit reading strategy instruction for improving reading comprehension of students with different learning styles. Sixty Iranian EFL learners took part in this study. They took the Cambridge ECCE reading test as the pre-test and were divided into five groups according to learner type based on Flemings’s VARK questionnaire. The participants
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Acquiring business knowledge through Business English reading materials: pre-experience students’ perspective Language Learning in Higher Education Pub Date : 2021-10-01 Jolanta Łącka-Badura
The paper investigates how the type of business content found in the reading materials offered by a popular Business English course book as well as the degree of the content’s relevance and usefulness, are perceived by pre-service students learning Business English as part of their university curriculum. Twelve groups of first year undergraduate students at the University of Economics in Katowice,
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Googleology for second language learning Language Learning in Higher Education Pub Date : 2021-10-01 Patrizia Giampieri
The World Wide Web has often been considered too vast to be consulted for linguistic purposes or for language learning. This paper will explore whether second language learners can be taught how to navigate the web (i.e., how to perform Google linguistic research, or “Googleology”), in order to improve their language skills. To this aim, a 2 h trial lesson was organized. The trial lesson was delivered
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Fostering autonomy in learners with special needs: a specialized e-learning course Language Learning in Higher Education Pub Date : 2021-10-01 Lenka Tóthová, Jitka Sedláčková
International engagement has become a priority and is regarded as a means to improve the quality of students’ education and their future social and professional success. It may, however, pose a major challenge for some higher education students. One of the vulnerable groups is that of learners with special needs, and particularly Deaf, deaf and hard of hearing students. These learners are limited in
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The application of eye movement desensitization and reprocessing treatment (EMDR) on adults with foreign language anxiety Language Learning in Higher Education Pub Date : 2021-10-01 Tugba Elif Toprak-Yildiz, Tugba Seda Colak, Mustafa Koc, Betul Dusunceli
The present study aimed to apply Eye Movement Desensitization and Reprocessing (EMDR) treatment to foreign language (FL) anxiety, a complex and multidimensional phenomenon that has been found to exert profound effects on many aspects of FL learning and performance. EMDR originally emerged as a treatment for post-traumatic stress disorder (PTSD), and a great number of studies demonstrated empirically
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Investigating teaching assistants’ participation in a simulated meeting in a United States University English course Language Learning in Higher Education Pub Date : 2021-10-01 Justin E. Freedman, Benjamin H. Dotger, Denis Samburskiy
In countries such as the United States and Canada, an increasing number of non-native English speaking graduate students work in the capacity of university teaching assistants. Over the past several decades, a number of communication challenges between non-native English speaking International Teaching Assistants (ITAs) and native English-speaking undergraduate students have emerged. Universities have