Language Learning in Higher Education最新文献_第4页

Training citizens as users of languages and digital technology. Real-world tasks to tame the digital wilds 培训公民成为语言和数字技术的使用者。现实世界的任务是驯服数字世界

Language Learning in Higher Education Pub Date : 2023-10-01 DOI: 10.1515/cercles-2023-2020

Catherine Jeanneau, Christian Ollivier

{"title":"Training citizens as users of languages and digital technology. Real-world tasks to tame the digital wilds","authors":"Catherine Jeanneau, Christian Ollivier","doi":"10.1515/cercles-2023-2020","DOIUrl":"https://doi.org/10.1515/cercles-2023-2020","url":null,"abstract":"Abstract 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 literature review consisting in a structured compilation of all the defining elements that constitute our profile of citizens as users of languages and digital technology. We suggest a way in which to integrate digital citizenship education into language education and describe the socio-interactional pedagogical approach adopted in the context of two projects, elang citizen and Lingu@num. This approach is based on the execution of authentic tasks, referred to as real-world tasks. We also present the results of a questionnaire carried out by teachers who explored these tasks and reported that by engaging in them, language learners can experience authentic communication and action as citizens in the “digital wilds” beyond the classroom walls and develop both their language skills and their digital citizenship.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135810945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The (im)possibility of breaking the cycle of rippling circularities affecting Australian language education programs: a Queensland example 打破影响澳大利亚语言教育项目的涟漪循环的可能性:一个昆士兰的例子

IF 0.5

Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2002

A. Díaz, Naomi Fillmore, Marisa Cordella

{"title":"The (im)possibility of breaking the cycle of rippling circularities affecting Australian language education programs: a Queensland example","authors":"A. Díaz, Naomi Fillmore, Marisa Cordella","doi":"10.1515/cercles-2023-2002","DOIUrl":"https://doi.org/10.1515/cercles-2023-2002","url":null,"abstract":"Abstract 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 of Australian society, language education at all levels has largely remained stuck amidst monolingualising education policies and alarmist discourses. The latest instance of this paradoxical condition is a fee-reduction incentive for university students to study a language, which, in practice, stands to further weaken the language offerings in many Higher Education institutions. In this paper, we use the imagery of circularities and ripples to explore the challenges facing language education across sectors in Australia. Through data collected in Queensland secondary schools, we discuss how these challenges transcend the traditional delineation of macro-, meso-, and micro-levels of language policy and planning. We argue that challenges go both in circles within the same level (circularity) and flow outwards to other levels (ripples), which include Higher Education. For this reason, siloed approaches to funding and scholarly research contribute to a wicked state of inertia and, ultimately, diminish opportunities to break free from these cycles in the future. We conclude by acknowledging our complicit roles and ethical responsibilities as Higher Education scholars in the perpetuation of these cycles, as but a first step in engaging productively with the possibilities of leveraging these rippling circularities.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42594384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The effect of collaborative activities on tertiary-level EFL students’ learner autonomy in the Turkish context 合作活动对土耳其语情境下大专英语学生自主学习的影响

IF 0.5

Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2008

Demet Turan-Ozturk, Cagri Ozkose-Biyik

{"title":"The effect of collaborative activities on tertiary-level EFL students’ learner autonomy in the Turkish context","authors":"Demet Turan-Ozturk, Cagri Ozkose-Biyik","doi":"10.1515/cercles-2023-2008","DOIUrl":"https://doi.org/10.1515/cercles-2023-2008","url":null,"abstract":"Abstract 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 groups of 40 students in total from the preparatory program of a central Anatolian university were appointed as experimental and control groups. The results of the quantitative data analysis revealed that, after the implementation of collaborative activities in three consecutive weeks, there was a statistically significant difference between the groups in terms of their autonomy level; the students in the experimental group scored higher than those in the control group, which implies that they showed more autonomous skills in areas such as motivation, curiosity to learn, risk-taking, problem solving and decision making skills to improve learning. The results of the qualitative data analysis revealed that collaborative activities employed in this study (e.g., problem-solving activity, role-play, games) allowed participants to learn from each other, and gain a sense of responsibility. The overall results suggested that collaborative learning practices could be implemented to help EFL students increase their learner autonomy level. Additionally, curriculum and assessment methods of educational institutions might be revised to include more collaborative activities.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45731931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Investigating syntactic complexity and language-related error patterns in EFL students’ writing: corpus-based and epistemic network analyses 基于语料库和认知网络分析的英语学生写作中的句法复杂性和语言相关错误模式研究

IF 0.5

Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2009

Nang Kham Thi, D. Vo, Marianne Nikolov

{"title":"Investigating syntactic complexity and language-related error patterns in EFL students’ writing: corpus-based and epistemic network analyses","authors":"Nang Kham Thi, D. Vo, Marianne Nikolov","doi":"10.1515/cercles-2023-2009","DOIUrl":"https://doi.org/10.1515/cercles-2023-2009","url":null,"abstract":"Abstract 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 of students from two Higher Education institutions. In addition, we also examined language-related errors in students’ writing to further indicate the differences in the error patterns of the two groups. Data was drawn from a corpus of 1,391 sentences, comprising 58 texts produced by first-year undergraduate students from Myanmar and Hungary. Automated tools were used to measure the syntactic complexity of students’ writing. We performed a corpus-based analysis, focusing on syntactic complexity, while language-related error patterns in writing were investigated through an epistemic network approach. Findings suggested that the Myanmar students tended to write longer essays comprising simpler sentences, whereas the Hungarian students preferred shorter texts with more complex sentences. Most complexity measures were also found to distinguish the texts produced by the two groups: length of production units, sentence complexity, and subordination indices. An examination of the language-related error patterns revealed statistically significant differences in the error patterns in student writing: errors were found to be more prevalent in Myanmar students’ essays. Implications for enhancing teaching L2 writing in educational contexts are discussed.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66802808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Digital storytelling as practice-based participatory pedagogy for English for specific purposes 数字讲故事作为一种基于实践的参与式英语教学法

IF 0.5

Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2014

M. Morgado, Tanja Vesala-Varttala

{"title":"Digital storytelling as practice-based participatory pedagogy for English for specific purposes","authors":"M. Morgado, Tanja Vesala-Varttala","doi":"10.1515/cercles-2023-2014","DOIUrl":"https://doi.org/10.1515/cercles-2023-2014","url":null,"abstract":"Abstract 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 English as a lingua franca (ELF). The article presents and discusses a pedagogical framework for digital storytelling (DST) that promotes purposeful learning through EFL in two different contexts, in Portugal and Finland. The framework consists of five storytelling steps: (1) research and audience insight; (2) concept design; (3) scripting and storyboarding; (4) digital production; and (5) publication and engagement. The framework was piloted during the 2021–22 academic year with two first-year Business English classes in Office Management and one second-year ESP class in Tourism Management in a Portuguese Polytechnic as well as with an advanced-level ELF class in International Marketing and Communication in a Finnish University of Applied Sciences. Learning through DST provided students with rich opportunities for engagement and interaction, while also developing their skills in language and communication, storytelling, teamwork, digital literacy, and critical thinking. The DST framework has the potential to promote purposeful learning and empower students as active participants in media culture.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45788412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Tackling the elephant in the language classroom: introducing machine translation literacy in a Swiss language centre 在语言课堂上解决大象问题：在瑞士语言中心引入机器翻译知识

IF 0.5

Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2015

Sara Cotelli Kureth, Elana Summers

{"title":"Tackling the elephant in the language classroom: introducing machine translation literacy in a Swiss language centre","authors":"Sara Cotelli Kureth, Elana Summers","doi":"10.1515/cercles-2023-2015","DOIUrl":"https://doi.org/10.1515/cercles-2023-2015","url":null,"abstract":"Abstract 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 always employed in a critical manner. They have therefore suggested that users should develop MT literacy skills. As part of a larger Swiss project on digital literacy in university contexts (DigLit), an action research project at the University of Neuchâtel Language Centre (UniNE LC) seeks to investigate whether delivering a 20-min presentation about machine translation in all L2 classes (French, German, English) at the beginning of the semester was sufficient to foster minimal MT literacy in language learners. All LC students were surveyed at the end of the semester. These survey results were compared with those from a survey of Swiss university students carried out in spring 2021 as part of the DigLit project. These results have allowed us to monitor and enhance the teaching of MT literacy skills in our LC.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45516390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Frontmatter 头版头条

Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-frontmatter1

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Institutionalised autonomisation of language learning in a French language centre 法语语言中心语言学习的制度化自主

IF 0.5

Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2013

Anne Chateau, Nicolas Molle

{"title":"Institutionalised autonomisation of language learning in a French language centre","authors":"Anne Chateau, Nicolas Molle","doi":"10.1515/cercles-2023-2013","DOIUrl":"https://doi.org/10.1515/cercles-2023-2013","url":null,"abstract":"Abstract 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 board to set up a structure dedicated to foreign language teaching. After several evolutions, the newly-created structure positioned itself as a policy maker in language teaching. Finally, the university board asked the UFR to set up a language training model that could be implemented throughout the institution. This training model involves blended-learning systems that emphasise the concepts of self-directed learning and autonomy and gives a central role to the EDOlang platform and the self-access centres since “part of the research and practice on learner autonomy is situated in self-access language learning settings” (Chateau and Tassinari 2021: 53). After a brief history of the creation of the UFR, the article focuses on this model, inspired by research carried out within the CRAPEL team (Guèly et al. 2021; Holec 2000). It also describes how the model is the result of the dissemination of innovative training courses implemented through action research over the last ten years (Chateau and Zumbihl 2010, 2012; Chateau and Bailly 2021). Furthermore, the paper explains how the institutional recognition of the training framework illustrates the need to promote a strong link between research and training.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43720561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Gamification and learning Spanish as a modern language: student perceptions in the university context 游戏化与西班牙语作为现代语言的学习:大学背景下的学生认知

IF 0.5

Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2016

Jaume Batlle Rodríguez, María Vicenta González Argüello

{"title":"Gamification and learning Spanish as a modern language: student perceptions in the university context","authors":"Jaume Batlle Rodríguez, María Vicenta González Argüello","doi":"10.1515/cercles-2023-2016","DOIUrl":"https://doi.org/10.1515/cercles-2023-2016","url":null,"abstract":"Abstract 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 degree of motivation elicited in students. There has been little examination of students’ perceptions of gamification or their assessment of its effectiveness for learning a modern language. This study analyses learner perception and motivation among a group of sixteen university students of Spanish as a modern foreign language following participation in a gamified learning experience. Analysis of the information gathered from student perception questionnaires and non-participant observation indicates that the students perceive progress in vocabulary learning but not in grammatical knowledge. The students also report a high level of motivation for the proposed learning activities due to the possibility of working collaboratively with their classmates. The article concludes with reflections on the relevance and didactic implications of gamification as a methodological strategy in modern foreign language teaching at higher education level.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48905405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The fascinating world of language teaching and learning varieties 迷人的语言教学世界

IF 0.5

Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2019

C. Argondizzo, Gillian Mansfield

引用次数: 0