Italian learners’ use of Chinese sentence-final particles

Due to their light-weight appearance and polysemy, the acquisition of Chinese sentence-final particles (SFPs) constitutes a criticality for learners of Chinese as a foreign language (CFL). However, the number of studies addressing SFP acquisition and teaching is still limited. This study investigates the use of SFPs in the interactions between 13 Italian CFL learners and 6 native speakers of Chinese participating in a face-to-face tandem-learning project over a three-month timespan. In particular, it focuses on learners’ production of SFPs marking questions (yes/no or truncated) and analyses the factors that foster or hinder SFP use. The qualitative and quantitative analysis of the transcribed conversations showed that (i) the most frequently produced SFP was ma, whereas other interrogative SFPs were seldom or never used; (ii) the production of SFPs did not vary over time, instead it seemed to be tied to factors such as the presence of (semi-)fixed chunks or the type of task (focused or unfocused) in which the participants were engaged.

Autonomy in language centres: myth or reality?

Autonomy in language learning is for many language centres in higher education a pedagogical goal. However, although autonomy is a concept that has been associated with language learning for almost 40 years, both the understanding of that concept and its implementation in classroom-settings and in self-access language centres vary considerably. In 2017 and 2018 the Cercles Focus Group on Autonomy worked on a survey that was circulated among Cercles language centres, in order to discover to what extent autonomy is part of the language curriculum. Approximately one fifth of the language centres answered the questionnaire, representing 18 different countries. The results of this survey show that autonomous learning schemes are provided in various centres in the form of self-access language learning modalities, blended learning, learning advising as support for independent and cooperative learning, tutoring and tandem learning. However, the understanding of the notion of autonomy and therefore the pedagogical practices vary considerably. In this article, we illustrate the results of the survey, highlight similarities and differences emerging from it, and critically reflect upon issues addressed by the answers. In addition, we briefly discuss the results of some interviews conducted after the survey with stakeholders at different language centres. Recommendations for the future conclude the paper.

e-Tandem jitters: a study of online learners’ foreign language anxiety

Due to the increasing use of technology to enhance Foreign Language (FL) education, research on learners’ emotions in new learning environments is calling for more attention (Beirne, Mac Lochlainn, Nic Giolla, & Mhichíl, 2018). In this study, we focus on Foreign Language Anxiety (FLA), a debilitating emotion; and e-Tandem learning, a telecollaborative Foreign Language Learning (FLL) practice. e-Tandem has a vast potential to foster learners’ FL skills (Cziko, 2013), although it might trigger learners’ FLA as well. Since little research has been carried out, hitherto, on FLA in e-tandem learners, this investigation aims to gain new insights into this topic. First, we want to analyze the appropriateness of the Foreign Language Classroom Anxiety Scale (FLCAS) ( Horwitz, Horwitz, & Cope, 1986) to assess e-tandem learners’ FLA. Second, we want to observe to what extent e-tandem contributes to reduce learners’ FLA over time. Descriptive statistics are carried out and results are discussed.

A Synopsis of the WhatsApp-Based Instruction and ELT Pedagogy: Concept, Challenge and Strategy

Learning system is developing fast. The learning process has become easier than before. Technology has taken the place of an immensely important tool of the learning system. E-mails, Facebook, Instagram, Twitter, Imo, Line App and WhatsApp are some of the most important, common, social, immediate messaging tools. WhatsApp is generally used on the mobile phones. It is one of the most popular tool for immediate messaging, transferring ideas, knowledge and pictures for fun, and, of course, for learning. WhatsApp incorporates an ultimate solution for learners, teachers and teacher educators. It facilitates easier communication among the learners, teachers and teacher educators. It could be another venue for learners, teachers and teacher educators. Learning could be achieved faster through this channel. Technology has been used as a tool for instructions in many interesting ways. Students as well as instructors use mobile in various ways, and feel satisfied, feel to be there, feel to be with one another as well. Technology, in our mobile age, has been incorporated into almost all curricula. “Tandem learning may be found as more compatible than any other kind”. (Khan.2018, P-1) Hence, this paper is going to show how the WhatsApp could be a means of allocating as well as distributing educational resources and information to learners, teachers and teacher educators. Whether, it could be a strategy to enhance the learning process faster and easier. Whether, it could be an interesting experience for learners, teachers and teacher educators. Is it attainable? Is it time-friendly? I hope this research paper will accommodate the responses and will try to find a conclusion. WhatsApp is a mobile instant messaging App, which is used immensely for so many reasons. It is simple, popular and versatile. Therefore, the aim of the study is to discover the influence as well as the waves of the use of mobile, and especially, the ‘WhatsApp’ as a tool in boosting the process of ESL/EFL pedagogy.