Pub Date : 2022-10-01DOI: 10.1515/cercles-2022-2057
Bartłomiej Wróblewski, O. Petrenko
Abstract 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 West Bohemia (UWB) in Pilsen (Czech Republic), attempt to meet the changing needs of the engineering field by conducting needs analyses among students, university graduates and prospective employers, and keeping their ESP courses’ syllabi up-to-date and relevant to their engineering students. This paper presents a comparative analysis of a questionnaire that was distributed in the year 2021 among UWB engineering students and graduates. Having analysed the responses that dealt with graduates’ needs and students’ expectations of using ESP in a workplace, the authors noticed several discrepancies between the answers they received from the students and those they received from the graduates. Based on the analysis, a hypothesis that current students sometimes have misconceptions about their future work life has been formulated. To confirm this hypothesis, in the next stage of the research, selected students and graduates are to be interviewed to gather additional information. The authors also wish to examine this hypothesis by having prospective engineering employers reply to the same survey questions.
{"title":"Descriptive and inferential statistical analysis of expectations and needs of engineering students and graduates: a case study at the University of West Bohemia","authors":"Bartłomiej Wróblewski, O. Petrenko","doi":"10.1515/cercles-2022-2057","DOIUrl":"https://doi.org/10.1515/cercles-2022-2057","url":null,"abstract":"Abstract 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 West Bohemia (UWB) in Pilsen (Czech Republic), attempt to meet the changing needs of the engineering field by conducting needs analyses among students, university graduates and prospective employers, and keeping their ESP courses’ syllabi up-to-date and relevant to their engineering students. This paper presents a comparative analysis of a questionnaire that was distributed in the year 2021 among UWB engineering students and graduates. Having analysed the responses that dealt with graduates’ needs and students’ expectations of using ESP in a workplace, the authors noticed several discrepancies between the answers they received from the students and those they received from the graduates. Based on the analysis, a hypothesis that current students sometimes have misconceptions about their future work life has been formulated. To confirm this hypothesis, in the next stage of the research, selected students and graduates are to be interviewed to gather additional information. The authors also wish to examine this hypothesis by having prospective engineering employers reply to the same survey questions.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"477 - 494"},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47288823","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}
Pub Date : 2022-10-01DOI: 10.1515/cercles-2022-2055
T. Christiansen
Abstract 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 assistants in university language centres and in state schools, whether applicants can describe themselves as native speakers may even determine the fact that they are considered as qualified for a position. In recent years in many areas of linguistic research, the relevance of the native speaker has been increasingly questioned. In the case of international lingua francas, such as English, it has been argued that the contribution of non-native speakers is not to be underestimated (Kachru 1985, Seidlhofer 2005, 2011). Problems regarding the status of native speaker arise within the specific context of language teaching because the concept itself is often conflated with other issues such as language competence and the questionable advocacy of the so-called direct method. In this paper, we will look at the fundamental differences between native and non-native speakers and the place of each on assessment scales such as the CEFR (Council of Europe 2001). We will examine the arguments that have been made against treating the native speaker as the only legitimate point of reference for language teaching and assessment (Cook 1999, Rinvolucri 2001, Graddol 2007). We will also comment on the role of the native speaker in language teaching.
{"title":"The native speaker teacher. Theoretical considerations and practical implications","authors":"T. Christiansen","doi":"10.1515/cercles-2022-2055","DOIUrl":"https://doi.org/10.1515/cercles-2022-2055","url":null,"abstract":"Abstract 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 assistants in university language centres and in state schools, whether applicants can describe themselves as native speakers may even determine the fact that they are considered as qualified for a position. In recent years in many areas of linguistic research, the relevance of the native speaker has been increasingly questioned. In the case of international lingua francas, such as English, it has been argued that the contribution of non-native speakers is not to be underestimated (Kachru 1985, Seidlhofer 2005, 2011). Problems regarding the status of native speaker arise within the specific context of language teaching because the concept itself is often conflated with other issues such as language competence and the questionable advocacy of the so-called direct method. In this paper, we will look at the fundamental differences between native and non-native speakers and the place of each on assessment scales such as the CEFR (Council of Europe 2001). We will examine the arguments that have been made against treating the native speaker as the only legitimate point of reference for language teaching and assessment (Cook 1999, Rinvolucri 2001, Graddol 2007). We will also comment on the role of the native speaker in language teaching.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"495 - 512"},"PeriodicalIF":0.5,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45420272","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}
Pub Date : 2022-05-01DOI: 10.1515/cercles-2022-2049
Stefan O’Grady, Özgür Taşkesen
Abstract An important aspect of language assessment development is to create tasks that engage the competencies required in the target situation. For this reason, English-medium university entrance tests increasingly feature integrated reading-into-writing tasks as a way of enhancing target domain representation. Despite increased use of this task type, studies outlining the development of rating scales designed specifically for integrated assessments are rare. To this end, the study reports on the development of a rating scale to assess performance on an integrated reading-into-writing task as part of an English-medium university entrance test in Turkey. The authors discuss an iterative process of rating scale development involving examiner feedback, a focus group and many-facet Rasch measurement to validate the rating scale. The results indicate that the scale represents the integrated construct appropriately and reliably separates test candidates into different levels of ability.
{"title":"Developing a rating scale for integrated assessment of reading-into-writing skills","authors":"Stefan O’Grady, Özgür Taşkesen","doi":"10.1515/cercles-2022-2049","DOIUrl":"https://doi.org/10.1515/cercles-2022-2049","url":null,"abstract":"Abstract An important aspect of language assessment development is to create tasks that engage the competencies required in the target situation. For this reason, English-medium university entrance tests increasingly feature integrated reading-into-writing tasks as a way of enhancing target domain representation. Despite increased use of this task type, studies outlining the development of rating scales designed specifically for integrated assessments are rare. To this end, the study reports on the development of a rating scale to assess performance on an integrated reading-into-writing task as part of an English-medium university entrance test in Turkey. The authors discuss an iterative process of rating scale development involving examiner feedback, a focus group and many-facet Rasch measurement to validate the rating scale. The results indicate that the scale represents the integrated construct appropriately and reliably separates test candidates into different levels of ability.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"159 - 183"},"PeriodicalIF":0.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47579337","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}
Pub Date : 2022-05-01DOI: 10.1515/cercles-2022-2038
Ahmed Masrai, Dina Abdel Salam El-Dakhs, Hisham Al Khawar
Abstract The current study aimed to examine the contribution of general and specialist vocabulary knowledge to undergraduate students’ academic achievement in university courses which are delivered in English as a medium of instruction (EMI) in non-English speaking countries. To this end, the scores of 106 Arab undergraduates on a general vocabulary test (GVT) and on a computer science specialist vocabulary test (CSSVT) were examined in comparison with their final grades on a university-level computer science course, which they studied in English. The results showed a significant and positive correlation between the students’ scores on the GVT and the CSSVT and their final course grades. Additionally, it was found that the combined scores of the two tests can explain 16.1% of the variance in the students’ final course grades. Hence, the general and specialist vocabulary knowledge can predict students’ academic achievement in EMI courses. The results are discussed in relation to the existing literature. Pedagogical implications are presented and directions for future research are recommended.
{"title":"General and specialist vocabulary knowledge as predictors of academic success in EMI university programs","authors":"Ahmed Masrai, Dina Abdel Salam El-Dakhs, Hisham Al Khawar","doi":"10.1515/cercles-2022-2038","DOIUrl":"https://doi.org/10.1515/cercles-2022-2038","url":null,"abstract":"Abstract The current study aimed to examine the contribution of general and specialist vocabulary knowledge to undergraduate students’ academic achievement in university courses which are delivered in English as a medium of instruction (EMI) in non-English speaking countries. To this end, the scores of 106 Arab undergraduates on a general vocabulary test (GVT) and on a computer science specialist vocabulary test (CSSVT) were examined in comparison with their final grades on a university-level computer science course, which they studied in English. The results showed a significant and positive correlation between the students’ scores on the GVT and the CSSVT and their final course grades. Additionally, it was found that the combined scores of the two tests can explain 16.1% of the variance in the students’ final course grades. Hence, the general and specialist vocabulary knowledge can predict students’ academic achievement in EMI courses. The results are discussed in relation to the existing literature. Pedagogical implications are presented and directions for future research are recommended.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"273 - 289"},"PeriodicalIF":0.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47216689","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}
Pub Date : 2022-05-01DOI: 10.1515/cercles-2022-2042
Matthew Y. Schaefer, Samuel Reid, Anna Bordilovskaya
Abstract Students leaving the Japanese secondary education system have typically spent hundreds of hours studying English grammatical structures and memorizing vocabulary lists but relatively little time putting that knowledge to communicative use. This lack of language practice can result in feelings of anxiety when faced with compulsory university courses that focus on speaking skills, such as participating in discussions and debates. This study examines first year Japanese student responses to an end-of-semester survey for a course employing a student-centered approach to developing academic Discussion Skills. The authors analyze students’ comments from an open-ended item on the questionnaire asking for feedback regarding any aspect of the course. The results show that many students reported a journey from initial resistance towards speaking English to feelings of confidence and enjoyment. The features of the course that students identified as lowering this resistance included: the enjoyment that came about through pair and group work with classmates; the cognitive discourse functions that provided scaffolding for taking part in discussion; and the consistent and coherent lesson structure that lowered the cognitive load to allow for more focus on communicating and co-constructing ideas. While this study focuses on the Japanese context, it contributes to knowledge across any language center seeking to help students transition to courses with a greater emphasis on spoken communication.
{"title":"“My resistance disappeared”: Japanese university learners’ feedback to a student-centered English discussion course","authors":"Matthew Y. Schaefer, Samuel Reid, Anna Bordilovskaya","doi":"10.1515/cercles-2022-2042","DOIUrl":"https://doi.org/10.1515/cercles-2022-2042","url":null,"abstract":"Abstract Students leaving the Japanese secondary education system have typically spent hundreds of hours studying English grammatical structures and memorizing vocabulary lists but relatively little time putting that knowledge to communicative use. This lack of language practice can result in feelings of anxiety when faced with compulsory university courses that focus on speaking skills, such as participating in discussions and debates. This study examines first year Japanese student responses to an end-of-semester survey for a course employing a student-centered approach to developing academic Discussion Skills. The authors analyze students’ comments from an open-ended item on the questionnaire asking for feedback regarding any aspect of the course. The results show that many students reported a journey from initial resistance towards speaking English to feelings of confidence and enjoyment. The features of the course that students identified as lowering this resistance included: the enjoyment that came about through pair and group work with classmates; the cognitive discourse functions that provided scaffolding for taking part in discussion; and the consistent and coherent lesson structure that lowered the cognitive load to allow for more focus on communicating and co-constructing ideas. While this study focuses on the Japanese context, it contributes to knowledge across any language center seeking to help students transition to courses with a greater emphasis on spoken communication.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"19 7","pages":"87 - 104"},"PeriodicalIF":0.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41306730","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}
Pub Date : 2022-05-01DOI: 10.1515/cercles-2022-2041
Sayeed Naqibullah Orfan, Muhammad Yaqoob Seraj
Abstract The study investigated students’ views of reasons for the adoption of English medium instruction (EMI) in Afghan Higher Education, EMI effects on official languages and students’ preference of medium of instruction. It also explored whether students’ gender, first language and English proficiency had any significant impact on their responses. The data were collected from 840 students by means of an online questionnaire from four public universities based in northeastern Afghanistan. The dataset was analyzed using descriptive and inferential statistics. The results showed that students had a positive attitude towards EMI in higher education. They believed that the universities should adopt EMI for various reasons, e.g., internationalization of universities. They were aware of the negative effects of EMI on the official languages of Afghanistan. They were more likely to select a combination of English and official languages for the medium of instruction. Students’ gender and first language did not have a significant impact on their attitudes towards EMI; however, their English proficiency significantly impacted their attitudes towards EMI. Moreover, their gender and first language, and English proficiency had significant effects on their preference of language of instruction. The study suggests a policy for gradual transition to bilingual education in Higher Education.
{"title":"English medium instruction in Higher Education of Afghanistan: students’ perspective","authors":"Sayeed Naqibullah Orfan, Muhammad Yaqoob Seraj","doi":"10.1515/cercles-2022-2041","DOIUrl":"https://doi.org/10.1515/cercles-2022-2041","url":null,"abstract":"Abstract The study investigated students’ views of reasons for the adoption of English medium instruction (EMI) in Afghan Higher Education, EMI effects on official languages and students’ preference of medium of instruction. It also explored whether students’ gender, first language and English proficiency had any significant impact on their responses. The data were collected from 840 students by means of an online questionnaire from four public universities based in northeastern Afghanistan. The dataset was analyzed using descriptive and inferential statistics. The results showed that students had a positive attitude towards EMI in higher education. They believed that the universities should adopt EMI for various reasons, e.g., internationalization of universities. They were aware of the negative effects of EMI on the official languages of Afghanistan. They were more likely to select a combination of English and official languages for the medium of instruction. Students’ gender and first language did not have a significant impact on their attitudes towards EMI; however, their English proficiency significantly impacted their attitudes towards EMI. Moreover, their gender and first language, and English proficiency had significant effects on their preference of language of instruction. The study suggests a policy for gradual transition to bilingual education in Higher Education.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"291 - 308"},"PeriodicalIF":0.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44891830","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}
Pub Date : 2022-05-01DOI: 10.1515/cercles-2022-2044
Son Van Nguyen, A. Habók
Abstract The study investigated the perceptions among non-English major students of autonomous language learning (ALL) of their responsibilities, ability to act autonomously, motivation to learn English, and autonomous activities within and outside of class. The data were collected using questionnaires and follow-up interviews. Nearly 300 students at a university in Hanoi, Vietnam, participated, 11 of whom were later interviewed. The analysis suggested that students preferred shared responsibilities. They were relatively confident in their abilities to act autonomously and were moderately to highly motivated to learn English. Nevertheless, ALL activities were conducted only on an irregular basis. Our results indicated that gender did not affect the implementation of ALL. The more motivated the students, the more frequently they practiced ALL activities. A relatively strong positive correlation was observed between self-perceived ALL abilities and activities. Some pedagogical implications were also extracted.
{"title":"Non-English major students’ perceptions of aspects of their autonomous language learning","authors":"Son Van Nguyen, A. Habók","doi":"10.1515/cercles-2022-2044","DOIUrl":"https://doi.org/10.1515/cercles-2022-2044","url":null,"abstract":"Abstract The study investigated the perceptions among non-English major students of autonomous language learning (ALL) of their responsibilities, ability to act autonomously, motivation to learn English, and autonomous activities within and outside of class. The data were collected using questionnaires and follow-up interviews. Nearly 300 students at a university in Hanoi, Vietnam, participated, 11 of whom were later interviewed. The analysis suggested that students preferred shared responsibilities. They were relatively confident in their abilities to act autonomously and were moderately to highly motivated to learn English. Nevertheless, ALL activities were conducted only on an irregular basis. Our results indicated that gender did not affect the implementation of ALL. The more motivated the students, the more frequently they practiced ALL activities. A relatively strong positive correlation was observed between self-perceived ALL abilities and activities. Some pedagogical implications were also extracted.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"231 - 253"},"PeriodicalIF":0.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42268451","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}
Pub Date : 2022-05-01DOI: 10.1515/cercles-2022-2046
Attila M. Wind, Annuska Zolyomi
Abstract Although several studies have investigated the self-assessment (SA) of writing skills, most research has adopted a cross-sectional research design. Consequently, our knowledge about the longitudinal development of SA is limited. This study investigated whether SA instruction leads to improvement in SA accuracy and in second language (L2) writing. A total of 33 English as a foreign language (EFL) students composed and self-assessed two argumentative essays, one at the beginning (Time 1) and one at the end (Time 2) of a semester-long advanced writing (AW) programme at a Hungarian university. About half of the participants received SA instruction (experimental group), while the other half did not (control group). The essays were scored by two teachers and analysed for linguistic complexity. The results showed improvements in SA accuracy in both groups. However, the SA-teacher assessment (TA) correlation for the total score was statistically significant only in the experimental group at Time 2 (post-instructional phase). Furthermore, the TA total scores and a few linguistic complexity indices showed improvements in L2 writing in both groups. The pedagogical implications of these findings emphasising the importance of SA in EFL writing courses are also discussed.
{"title":"The longitudinal development of self-assessment and academic writing: an advanced writing programme","authors":"Attila M. Wind, Annuska Zolyomi","doi":"10.1515/cercles-2022-2046","DOIUrl":"https://doi.org/10.1515/cercles-2022-2046","url":null,"abstract":"Abstract Although several studies have investigated the self-assessment (SA) of writing skills, most research has adopted a cross-sectional research design. Consequently, our knowledge about the longitudinal development of SA is limited. This study investigated whether SA instruction leads to improvement in SA accuracy and in second language (L2) writing. A total of 33 English as a foreign language (EFL) students composed and self-assessed two argumentative essays, one at the beginning (Time 1) and one at the end (Time 2) of a semester-long advanced writing (AW) programme at a Hungarian university. About half of the participants received SA instruction (experimental group), while the other half did not (control group). The essays were scored by two teachers and analysed for linguistic complexity. The results showed improvements in SA accuracy in both groups. However, the SA-teacher assessment (TA) correlation for the total score was statistically significant only in the experimental group at Time 2 (post-instructional phase). Furthermore, the TA total scores and a few linguistic complexity indices showed improvements in L2 writing in both groups. The pedagogical implications of these findings emphasising the importance of SA in EFL writing courses are also discussed.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"185 - 207"},"PeriodicalIF":0.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41614648","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}
Pub Date : 2022-05-01DOI: 10.1515/cercles-2022-2036
Riccardo Amorati, E. Ferrari, J. Hajek
Abstract This study explores the effectiveness of podcasting as an approach to project-based and experiential learning implemented in an intermediate Italian studies unit at an Australian university. In the project, students are asked to write and record a podcast script on a topic related to their experience as university students or to events concerning Italian culture or the Italian community in Australia. The podcasts are then used in class as learning material and some are also made available to an Australian Italian language radio service. The findings of our mixed-method study on students’ evaluation of the project show that the activity is effective in helping students develop, reflect on and gain more confidence in their L2 skills (particularly pronunciation), and it also fosters the acquisition of non-linguistic skills, such as time management, problem solving, interpersonal abilities and autonomy. The results offer some important insights for future implementations of the project and further confirm the benefits of project-based experiential learning, and of podcasting specifically, as a learning tool in language teaching.
{"title":"Podcasting as project-based learning and its effect on the acquisition of linguistic and non-linguistic skills","authors":"Riccardo Amorati, E. Ferrari, J. Hajek","doi":"10.1515/cercles-2022-2036","DOIUrl":"https://doi.org/10.1515/cercles-2022-2036","url":null,"abstract":"Abstract This study explores the effectiveness of podcasting as an approach to project-based and experiential learning implemented in an intermediate Italian studies unit at an Australian university. In the project, students are asked to write and record a podcast script on a topic related to their experience as university students or to events concerning Italian culture or the Italian community in Australia. The podcasts are then used in class as learning material and some are also made available to an Australian Italian language radio service. The findings of our mixed-method study on students’ evaluation of the project show that the activity is effective in helping students develop, reflect on and gain more confidence in their L2 skills (particularly pronunciation), and it also fosters the acquisition of non-linguistic skills, such as time management, problem solving, interpersonal abilities and autonomy. The results offer some important insights for future implementations of the project and further confirm the benefits of project-based experiential learning, and of podcasting specifically, as a learning tool in language teaching.","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"7 - 28"},"PeriodicalIF":0.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43514866","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}
Pub Date : 2022-05-01DOI: 10.1515/cercles-2022-2051
C. Argondizzo, Gillian Mansfield
Aswe compile eachnew Issue and endeavour to identify a common thread running through the papers, there is usually at least one word that springs to mind, either because it is already the focus of a title or because it emerges as an underlying theme. This discovery helps us to create a coherent order to the Table of
{"title":"Empowering learners in their critical, creative and autonomous thinking: from a good language learner to a better world citizen","authors":"C. Argondizzo, Gillian Mansfield","doi":"10.1515/cercles-2022-2051","DOIUrl":"https://doi.org/10.1515/cercles-2022-2051","url":null,"abstract":"Aswe compile eachnew Issue and endeavour to identify a common thread running through the papers, there is usually at least one word that springs to mind, either because it is already the focus of a title or because it emerges as an underlying theme. This discovery helps us to create a coherent order to the Table of","PeriodicalId":53966,"journal":{"name":"Language Learning in Higher Education","volume":"12 1","pages":"1 - 6"},"PeriodicalIF":0.5,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48107969","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}
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