Language Learning in Higher Education最新文献_第6页

Seeing innovation from different prisms: university students’ and instructors’ perspectives on flipping the Spanish language classroom 从不同的角度看创新：大学生和教师对西班牙语课堂翻转的看法

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Language Learning in Higher Education Pub Date : 2023-05-01 DOI: 10.1515/cercles-2023-2004

Ana García-Allén, Shelley K. Taylor

{"title":"Seeing innovation from different prisms: university students’ and instructors’ perspectives on flipping the Spanish language classroom","authors":"Ana García-Allén, Shelley K. Taylor","doi":"10.1515/cercles-2023-2004","DOIUrl":"https://doi.org/10.1515/cercles-2023-2004","url":null,"abstract":"Abstract 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 active learning. Despite its potential advantages in the language classroom, empirical research in this area remains limited. The present study addresses the gap by investigating the effects of the flipped classroom approach on Spanish as a foreign language by comparing student attitudes in flipped and traditional classrooms in beginner and intermediate Spanish courses at a university level. Specifically, this research explores the use of the flipped classroom approach in a second language classroom as a way to present grammar content prior to the in-class lesson and compares the results to those of a traditional, lecture-like delivery of the same grammar content. Drawing on data elicited from students and instructors in these course levels, this study investigates student and instructor perceptions, as well as student autonomy, engagement, and achievement through a qualitative lens.","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":"43440279","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

University student perceptions of English language study changes: reactions to remote emergency teaching during the COVID-19 emergency 大学生英语学习观念的变化:对疫情期间远程应急教学的反应

IF 0.5

Language Learning in Higher Education Pub Date : 2022-10-01 DOI: 10.1515/cercles-2022-2056

S. Hartle

{"title":"University student perceptions of English language study changes: reactions to remote emergency teaching during the COVID-19 emergency","authors":"S. Hartle","doi":"10.1515/cercles-2022-2056","DOIUrl":"https://doi.org/10.1515/cercles-2022-2056","url":null,"abstract":"Abstract 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 conducted with a group of 19 language students, all of whom studied English as a foreign language. They completed a questionnaire, which consisted of both closed and open-ended questions, as part of a mixed methods study of their perceptions of ways in which their learning strategies had changed from the first to the second term. They were also asked to identify which elements of the ERT experience they considered effective. The aim of the study was primarily to examine the changing strategies with an eye to determining elements to be integrated into our pedagogical approach in the future: to establish which factors had been positive and where the problems lay. This paper focuses mainly on the findings from the qualitative analysis of the open-ended questions section of the questionnaire, which underline the changes that came about as a consequence of the emergency. Whilst many strategies remained the same, a positive evaluation of the blending of asynchronous online resources with synchronous online lessons held in video-conferencing contexts also emerged. A partially mixed message, however, was noted. This was because, despite their endorsement of social interaction when studying in groups during streamed lessons, a preference for “studying alone” to prepare for their exams was also highlighted by participants.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48751844","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

Cultural literacy and sustainable development through English: a look from CLIL in pharmacy 从英语看文化素养与可持续发展——从CLIL在药学中的启示

IF 0.5

Language Learning in Higher Education Pub Date : 2022-10-01 DOI: 10.1515/cercles-2022-2065

M. Woźniak

{"title":"Cultural literacy and sustainable development through English: a look from CLIL in pharmacy","authors":"M. Woźniak","doi":"10.1515/cercles-2022-2065","DOIUrl":"https://doi.org/10.1515/cercles-2022-2065","url":null,"abstract":"Abstract 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 the cultural impact of the integration of English in their content subjects. As one of the main components of the conceptual framework of CLIL, culture by default is an integral part in any activity in a foreign language and thus has the potential to foster intercultural competence and cultural literacy. This literacy, in turn, is essential for the attainment of the United Nations’ 2030 Agenda and each of the 17 Sustainable Development Goals (SDGs). Although science subject lecturers may have reservations about the contribution of English towards cultural literacy and tend to treat culture as merely transmitting knowledge about other cultures, they recognise its significance regarding the pursuit of SDGs. CLIL activities and support from English teachers clearly internationalised the contents of their subjects, which abound with opportunities for the development of cultural literacy and sustainability awareness. Further collaboration and joint actions between content and language specialists can help to exploit them more fully in class and reinforce the role of languages and language teachers at university.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49024418","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: 1

The relationship between language learning strategies, affective factors and language proficiency 语言学习策略、情感因素与语言能力的关系

IF 0.5

Language Learning in Higher Education Pub Date : 2022-10-01 DOI: 10.1515/cercles-2022-2053

Marga Stander

{"title":"The relationship between language learning strategies, affective factors and language proficiency","authors":"Marga Stander","doi":"10.1515/cercles-2022-2053","DOIUrl":"https://doi.org/10.1515/cercles-2022-2053","url":null,"abstract":"Abstract 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, self-confidence, self-image, and self-efficacy and serves as an affective filter which prevents comprehensible input necessary for successful learning. Therefore, a study amongst first-year university students was carried out to establish the relationship between language learning strategies, affective factors, and language proficiency. The aim was to find a connection between these three elements and to see whether they have an impact on each other. A combination of Krashen’s Affective Filter Hypothesis and the Comprehensible Input Hypothesis was used as the theoretical framework for this study. The data were collected using a quantitative and qualitative method, a language proficiency test and a questionnaire based on language learning strategies and affective factors. The results show a positive correlation between compensation and affective strategies and language proficiency, which are directly linked to affective factors. It is essential for teachers to be aware of these factors, because they have a huge bearing on second language learning, academic development, and success. The conclusion is that affective factors can either enhance or hinder language proficiency, and that the use of language learning strategies have an influence on the outcome. This study contributes to the field of second language acquisition by creating an awareness of these factors in language education.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49067994","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

Clausal complexity of expert and student writing: a corpus-based analysis of papers in social sciences 专家和学生写作的小句复杂性：基于语料库的社会科学论文分析

IF 0.5

Language Learning in Higher Education Pub Date : 2022-10-01 DOI: 10.1515/cercles-2022-2052

E. Smirnova

{"title":"Clausal complexity of expert and student writing: a corpus-based analysis of papers in social sciences","authors":"E. Smirnova","doi":"10.1515/cercles-2022-2052","DOIUrl":"https://doi.org/10.1515/cercles-2022-2052","url":null,"abstract":"Abstract 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 and learning material design. This study is a corpus analysis of the use of clausal complexity features in two social sciences, management and economics. The research is based on two kinds of corpora: expert corpora which comprise articles published in peer-reviewed journals, and learner corpora of L2 undergraduate students’ research papers. This work aims at answering two questions: Do clausal complexity features vary in the texts in management and economics? What are the differences in syntactic use between the academic texts written by professional authors and learner writing? The data showed that economists and managers tend to use the structures under consideration with significantly different frequencies. The professional writing was found to demonstrate more signs of clausal complexity than the learners’ texts.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43280989","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: 1

The implementation of plurilingual language policies in Higher Education – the perspective of language learning students 高等教育中多语政策的实施——以学生语言学习为视角

IF 0.5

Language Learning in Higher Education Pub Date : 2022-10-01 DOI: 10.1515/cercles-2022-2058

J. Duarte

{"title":"The implementation of plurilingual language policies in Higher Education – the perspective of language learning students","authors":"J. Duarte","doi":"10.1515/cercles-2022-2058","DOIUrl":"https://doi.org/10.1515/cercles-2022-2058","url":null,"abstract":"Abstract 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). Although the attitudes of lecturers have been studied before, students are often overlooked when creating language policies and in particular students in language-related courses. This mixed-method study aimed to map the affordances and constraints associated with the implementation of a plurilingual policy from the students’ perspective. First, 20 h of classroom observations showed that plurilingual approaches were used when explaining concepts, yet were refrained from when struggling with the language of instruction. Second, a survey with 103 students attending language-related courses showed general positive attitudes towards using plurilingual approaches, in which being proficient in a large number of languages played a significant role. Overall, the affordances of a plurilingual policy, such as new ways of thinking, and the use of a student’s full linguistic repertoire, surpassed the constraints, such as the lack of inclusion, and as a result, the advantage for Dutch students was mentioned.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44910907","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: 2

Exploring the relationship between foreign language anxiety and students’ online engagement at UK universities during the Covid-19 pandemic 探索新冠肺炎大流行期间英国大学外语焦虑与学生在线参与度之间的关系

IF 0.5

Language Learning in Higher Education Pub Date : 2022-10-01 DOI: 10.1515/cercles-2022-2054

Jelena O’Reilly, Verónica García-Castro

{"title":"Exploring the relationship between foreign language anxiety and students’ online engagement at UK universities during the Covid-19 pandemic","authors":"Jelena O’Reilly, Verónica García-Castro","doi":"10.1515/cercles-2022-2054","DOIUrl":"https://doi.org/10.1515/cercles-2022-2054","url":null,"abstract":"Abstract 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 between FLA and student engagement has seldom been explored. Therefore, the present exploratory study investigated the relationship between FLA and online learning in university students, particularly focusing on online learning as the new mode of instruction since the start of the COVID-19 pandemic. We wanted to explore to what extent FLA is present among international students studying in L2 English at UK universities and whether FLA affects engagement with online learning. We tested 65 international students, studying at UK universities, using two newly developed scales for measuring FLA and student engagement with online learning. Participants completed an online questionnaire with background questions, the FLA scale, and the students’ engagement scale. The results of our multiple linear regression analyses suggest that FLA has a significant negative influence on students’ engagement with online learning.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46382356","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: 1

Embed sustainability in the curriculum: transform the world 将可持续性融入课程：改变世界

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Language Learning in Higher Education Pub Date : 2022-10-01 DOI: 10.1515/cercles-2022-2061

Kashmir Kaur

{"title":"Embed sustainability in the curriculum: transform the world","authors":"Kashmir Kaur","doi":"10.1515/cercles-2022-2061","DOIUrl":"https://doi.org/10.1515/cercles-2022-2061","url":null,"abstract":"Abstract 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 are Language for Engineering and Language in Context Sustainability module. These programmes are developed and delivered in the context of English for Academic Purposes to pre-sessional postgraduate and undergraduate international students. The former programme prepares students for their postgraduate studies in the receiving schools, such as Engineering, Computer Science and Transport. The latter is an elective programme for a cross-discipline student cohort primarily to develop language specific to the concept of sustainability. Both programmes focus on expanding subject specific lexis and developing criticality skills. Positive student engagement and response – student feedback – is an effective indicator that there is a demand for programmes in the mainstream curriculum that promote sustainability literacies. It is time for sustainability to move from the margins and occupy its place at the forefront in language learning.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44248858","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

Bibliographical review on sustainable literacy in language learning and teaching 语言学习和教学中可持续识字的文献综述

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Language Learning in Higher Education Pub Date : 2022-10-01 DOI: 10.1515/cercles-2022-2059

P. Molina

引用次数: 0

Research on sustainable development literacy and affective learning and teaching actions 可持续发展素养与情感学习与教学行为研究

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Language Learning in Higher Education Pub Date : 2022-10-01 DOI: 10.1515/cercles-2022-2066

C. Argondizzo, Gillian Mansfield

引用次数: 0