Language Learning in Higher Education最新文献_第9页

Vers une dynamique collaborative d’enseignement/apprentissage au sein de la démarche communic’actionnelle 在行动交流方法中实现协作教学/学习动态

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Language Learning in Higher Education Pub Date : 2022-05-01 DOI: 10.1515/cercles-2022-2050

F. Baquero, P. Dupont

引用次数: 0

Development of second language productive skills through CLIL in a Japanese university: a pre-experimental longitudinal study 在日本大学通过CLIL教学法发展第二语言生产技能:一项实验前的纵向研究

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Language Learning in Higher Education Pub Date : 2022-05-01 DOI: 10.1515/cercles-2022-2040

Takanori Sato, C. Hemmi

{"title":"Development of second language productive skills through CLIL in a Japanese university: a pre-experimental longitudinal study","authors":"Takanori Sato, C. Hemmi","doi":"10.1515/cercles-2022-2040","DOIUrl":"https://doi.org/10.1515/cercles-2022-2040","url":null,"abstract":"Abstract The benefit of Content and Language Integrated Learning (CLIL) for second language (L2) development has been addressed by second language acquisition theory and investigated by empirical studies. However, previous studies have not demonstrated the effectiveness of CLIL precisely as most of their study participants took CLIL and non-CLIL courses concurrently. Additionally, existing studies have focused on the effectiveness of CLIL in primary and secondary education and rarely addressed it in higher education. The present study considered the limitations of the previous studies and investigated the development of L2 English productive skills (i.e., speaking and writing) through CLIL conducted in a university in Japan. This study employed a pre-experimental pretest-posttest design, in which all participants received CLIL instruction for four months undertaking the pretest and posttest. The results showed that their productive skills improved significantly. The analysis of pretest and posttest scores also revealed the specific areas of productive skills that benefitted from CLIL, such as Task Achievement (speaking and writing), Coherence and Cohesion (writing), and Grammatical Range and Accuracy (writing). However, this study revealed that the degree of improvement was small, and that vocabulary and critical thinking skills did not improve significantly. This study’s findings provide empirical evidence for the effectiveness of CLIL itself on L2 development in higher education.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45453043","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

A pilot course with project-based learning in an intensive English program 英语强化课程中的项目学习试点课程

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Language Learning in Higher Education Pub Date : 2022-05-01 DOI: 10.1515/cercles-2022-2047

M. Ennis, Kim A. Barchi, Alfonso Merello Astigarraga, Andrew Wimhurst

{"title":"A pilot course with project-based learning in an intensive English program","authors":"M. Ennis, Kim A. Barchi, Alfonso Merello Astigarraga, Andrew Wimhurst","doi":"10.1515/cercles-2022-2047","DOIUrl":"https://doi.org/10.1515/cercles-2022-2047","url":null,"abstract":"Abstract Intensive language programs have increased in popularity in recent years. They are perceived as a means to help current or prospective university students improve their language competencies and academic skills in their medium(s) of instruction in a short amount of time prior to enrolment and/or parallel to their degree courses. However, there has been little empirical research on practices and efficacies of such programs. This paper presents a pilot project conducted during a pre-sessional intensive English course for first-year students at a trilingual university in Italy. Specifically, the project employed a mixed-method approach to explore the differences between project-based learning (PBL) and the practice of teaching from a coursebook. The results suggest that while there was no difference in learner engagement and learning outcomes between a pilot group which engaged exclusively in PBL and a control group which was taught from a coursebook, the participants expressed particularly positive attitudes to PBL, although they also expressed a desire for more teacher-led instruction. The findings merit further investigation of PBL in this and similar contexts, including the longitudinal effects of PBL and the trialling of different combinations of PBL with explicit and deductive instruction.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46107291","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: 3

Frontmatter Frontmatter

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Language Learning in Higher Education Pub Date : 2021-10-01 DOI: 10.1515/cercles-2021-frontmatter2

引用次数: 0

The application of eye movement desensitization and reprocessing treatment (EMDR) on adults with foreign language anxiety 眼动脱敏再加工治疗在成人外语焦虑中的应用

IF 0.5

Language Learning in Higher Education Pub Date : 2021-10-01 DOI: 10.1515/cercles-2021-2023

Tugba Elif Toprak-Yildiz, T. Çolak, M. Koc, Betul Dusunceli

引用次数: 0

CercleS survey: impact of the COVID-19 pandemic on foreign language teaching in Higher Education CercleS调查:新冠肺炎疫情对高校外语教学的影响

IF 0.5

Language Learning in Higher Education Pub Date : 2021-10-01 DOI: 10.1515/cercles-2021-2032

Katarina Zamborova, Isabella Stefanutti, B. Klimova

{"title":"CercleS survey: impact of the COVID-19 pandemic on foreign language teaching in Higher Education","authors":"Katarina Zamborova, Isabella Stefanutti, B. Klimova","doi":"10.1515/cercles-2021-2032","DOIUrl":"https://doi.org/10.1515/cercles-2021-2032","url":null,"abstract":"Abstract 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. The CercleS survey aims to study teachers’ reflections on teaching during the pandemic and on the future of foreign language instruction in Higher Education (HE). Data were collected between March 30 and May 5, 2021, and the answers reflect the voices of 725 teachers from CercleS national associations. The findings indicate that the teachers moved flexibly into the online mode of teaching despite limitations in technological resources and the absence of training: 32.4% of the respondents declared no hardware was provided by their institution for working from home and 40.6% were not relieved from other duties. However, 66% of the teachers reported that the learning outcomes were met by modifying specific assessment criteria. Simultaneous group dynamics seemed difficult to achieve in the online format in comparison to face-to-face interactions in the traditional classroom. The acquisition of language skills, mainly speaking, was a challenge. Generally, the respondents see the benefits of a blended/hybrid mode of instruction. Implications for teaching practices and stakeholders are as follows: develop guidelines defining criteria for different formats of delivery in language education, develop workshops for teachers, negotiate conditions needed to carry out efficient and sustainable language teaching with university executive boards, offer training for sustainable online and hybrid teaching and maintain, and develop international collaboration between LCs in HE (e.g. virtual exchange, staff exchange, virtual international classrooms).","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41987093","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: 11

Googleology for second language learning 第二语言学习的谷歌搜索

IF 0.5

Language Learning in Higher Education Pub Date : 2021-10-01 DOI: 10.1515/cercles-2021-2021

Patrizia Giampieri

引用次数: 0

An initial assessment of the academic and professional profile of modern foreign languages’ teachers in UK higher education 英国高等教育中现代外语教师学术和专业状况的初步评估

IF 0.5

Language Learning in Higher Education Pub Date : 2021-10-01 DOI: 10.1515/cercles-2021-2033

M. Coderch

引用次数: 1

The importance of the self: using online diaries in the EFL classroom 自我的重要性：在英语课堂上使用在线日记

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Language Learning in Higher Education Pub Date : 2021-10-01 DOI: 10.1515/cercles-2021-2027

Micòl Beseghi

{"title":"The importance of the self: using online diaries in the EFL classroom","authors":"Micòl Beseghi","doi":"10.1515/cercles-2021-2027","DOIUrl":"https://doi.org/10.1515/cercles-2021-2027","url":null,"abstract":"Abstract 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 between learner autonomy, learner self (L2 self), and learner emotions. More specifically, it will be shown how reflective writing – in the form of online diaries – can offer learners an important tool to explore their thoughts and emotions and reflect on their identity as learners and users of English. Moreover, diaries are a qualitative research tool for teachers and scholars, who can examine metacognitive and affective aspects of language learning. The paper reports a study conducted within a university English Language course, in which the students were encouraged to keep a reflective online diary throughout a semester. The analysis of their personal and expressive writing has shed light on their need to speak as themselves, not just as language learners, and to explore their emotions, both positive and negative. A final questionnaire has revealed that the students were generally positive about the activity, highlighting its usefulness in terms of learner autonomy, self-awareness, and self-regulation.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43797189","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

The impacts of reading strategy instruction on improving the reading comprehension of students with different learning styles 阅读策略教学对提高不同学习风格学生阅读理解能力的影响

IF 0.5

Language Learning in Higher Education Pub Date : 2021-10-01 DOI: 10.1515/cercles-2021-2024

M. Tadayonifar, M. Valizadeh, M. Entezari, Mosfata Bahraman

{"title":"The impacts of reading strategy instruction on improving the reading comprehension of students with different learning styles","authors":"M. Tadayonifar, M. Valizadeh, M. Entezari, Mosfata Bahraman","doi":"10.1515/cercles-2021-2024","DOIUrl":"https://doi.org/10.1515/cercles-2021-2024","url":null,"abstract":"Abstract 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 underwent 12 weeks of explicit reading strategy instruction and took a post-test to determine the immediate effects of reading strategy training. Three months later, they took a delayed post-test to check the long-term effects of the training. The results of paired samples T-Test and ANOVA using SPSS indicated that there were significant differences in the pre-and post-test scores for all groups in all tests. The results of the post hoc analysis indicated that the auditory type showed the most and the visual type showed the least amount of improvement. The study thus suggests equipping students with appropriate reading strategies that are tailored to their perceived learning style in order to lead to better comprehension and subsequently more enjoyment when reading.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42156813","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