The integration of embodied learning in a language learning classroom: conclusions from a qualitative analysis

Embodied Learning (EL) is now an emerging teaching paradigm that takes into consideration the impact of bodily movements into the learning process. This paradigm, in combination with movement-based technologies, provides strategies and methods for delivering a more engaged and interactive lesson. Following previous empirical evidence, this study presents the results of an educational intervention, based on EL, in the context of language learning in mainstream elementary schools. The study aims to examine whether this practice would improve students’ language performance and enhance their engagement in, and motivation for, learning a language. One hundred and eighteen (N=118) elementary students and six teachers were involved in this investigation. Data were collected from video recordings of 12 intervention sessions in the classroom. The analysis of video recordings provided rich information about the engagement of the students in the classroom during the sessions. It revealed that the EL practice enabled students to actively engage in the lesson, increasing their motivation and participation. Finally, the manuscript discusses the use of such an EL approach in language learning and teaching.

The potential of the CEFR for languages descriptors for mediation in an ESP CALL-based context

The present case study investigated the potential of the Common European Framework of Reference (CEFR) for languages: learning, teaching, assessment can-do descriptors for mediation in an English for Specific Purposes (ESP) Computer-Assisted Language Learning (CALL)-based context. Fabricating descriptors for mediation was cardinal for the Council of Europe’s (2018) endeavour in updating the CEFR Companion. Despite surfacing just as a language skill in the 2001 CEFR Companion, mediation is now viewed as a central mode of communication in the New CEFR Companion, both in the receptive and productive modes. As they were just introduced in 2018, the CEFR mediation descriptor scales have not yet been sufficiently explored. The main goal of the present research was to fill some of this gap in the literature by investigating the potential of the CEFR for languages descriptors for mediation in an ESP CALL-based CEFR B2 tertiary level context (a 13 week ESP course specifically designed to meet the needs of university Rehabilitation Sciences students.) Data collection tools included students’ self-assessment against can-do descriptors for mediation, observation, student reflections, and focus group interviews. The findings suggest that the implementation of the existing course activities had the potential to promote mediation processes. The significant role of mediation in carrying out the course activities in addition to the CALL component of the ESP course activities highlighted the potential of CALL technologies to trigger, support, and promote mediation processes; this finding stressed the underlying role of the nature and the structure of the ESP course’s CALL-Based activities in supporting mediation processes.

Technological mediation in a global competence virtual exchange project: a critical digital literacies perspective

The changing cultural and social landscape of our world today, along with the emergence of various technologies, has redefined 21st century societies. In light of these changes, new pedagogical approaches have been implemented to support civic life, education, and communication in our highly complex, digitised era (Pegrum, Dudeney, & Hockly, 2018). One such approach is virtual exchange, a technologically-mediated practice which involves engaging classes in online intercultural interaction and collaboration projects with geographically dispersed partners (O’Dowd, 2007, 2019). Many studies (Helm, 2014; Hauck & Satar, 2018; Vinagre, 2016) have examined the role of technology in virtual exchange projects as well as the development of various digital competences, along with linguistic and intercultural learning. The present study contributes to the discussion pertaining to the role of technology in the virtual exchange context adding a critical digital literacies perspective manifested in the use of technology for global competence development and as a social praxis (Ávila & Pandya, 2013). Specifically, the study aims at exploring the students’ perceptions about digital skills development through their participation in a global competence virtual exchange project, as well as the ways in which students interact with technology in order to develop global competence and active citizenship.

Professional development in English for specific purposes: designing the curriculum of an online ESP teacher education course

Despite the developments in the English for Specific Purposes (ESP) field, the field of ESP Teacher Education (TE) remains neglected. Research in the area of ESP TE has not been given much attention, and the opportunities ESP practitioners have for Professional Development (PD) are very limited. This chapter describes the development of a curriculum for an online ESP TE course, the ReTEESP Online. The process occurred in the context of a Technical Action Research (TAR) study, the purpose of which was to address the needs of a group of 24 language instructors in terms of ESP TE. The course was based on a literature review in ESP and ESP TE, including learning theories and TE models, and recent developments in curriculum design. The course was also informed by an analysis of the 24 language instructors’ needs in ESP TE and a pilot implementation of the course.

Foreword

We live in an era of constant change. Sometimes that change is moderate and steady, such as the growth of social media, online video, and smartphone apps over the past decade or so. At other times, the change is swift and dramatic, as we saw when much of the world suddenly had to shift from predominantly classroom teaching and learning, to predominantly online with the onset of COVID-19. This constant change is true of all fields, and language teaching is no exception. In order to keep up with this change, language teachers need to stay current with (1) developments in second language acquisition theory, research, and pedagogy, and (2) relevant technologies and applications for language learning both inside and outside the classroom. For language teacher educators, knowing how to stay up-to-date is even more important as they are responsible for preparing teacher candidates for a lifetime of teaching in an evolving and unpredictable future...

The pragmatic functions and the interpretations of the particle ‘taha’ (τάχα) in classroom discourse in the Cypriot-Greek dialect: the emergence of a new function

This paper aims to present the pragmatic functions and the interpretations of ‘taha’ (τάχα) (a very commonly used particle in oral Cypriot-Greek interactions) as it is used in classroom discourse. The present study collected and analysed data from a three hour recording of the participants’ speech, and isolated 32 critical episodes that included ‘taha’. Students were also asked to note the functions of ‘taha’ through the use of a questionnaire, and to interpret its functions through a discussion. Following the pragmatic analysis proposed by Tsiplakou and Papapetrou (2020), the current research concluded that the basic meaning of ‘taha’ (‘supposedly/allegedly’) may perform several pragmatic functions, depending on the context. Among others, ‘taha’ functions as a pragmatic marker of (1) dissociation from the associated implicatures, (2) dissociation from the propositional content, (3) request for clarifications, and (4) a hedging device. In addition, ‘taha’ sometimes works as a pragmatic marker of emphasis to the propositional content, a function that has not been reported in the bibliography so far.

Multimodal texts in support of linguistic and critical thinking development in English for specific purposes

In light of widespread recognition of the need to explore new forms of literacy brought by the contemporary semiotic world, this study explores the potential Critical Thinking (CT) may offer in developing learners’ critical literacy in an English for Specific Purposes (ESP) context enhanced with the use of technology. Drawing on research in critical pedagogy that highlights the importance of raising learners’ critical awareness through language, I explore how critical practices of identifying and negotiating the expression of personal opinion in multimodal texts, in an English for the Media context particularly sensitive to issues of criticality, can enhance the development of multimodal literacy. This development is informed by Design-Based Research (DBR) (McKenney & Reeves, 2013), in which iteration and refinement of an intervention designed around these practices leads to the development of principles deriving from the evolution of the design.

The integration of assistive technologies in the SEN EAP classroom: raising awareness

Students with Special Educational Needs (SEN) in universities are a challenging issue of much concern. University students often need to attend English for Academic Purposes (EAP) classes to complete their studies, as it is necessary for their academic progress. According to Gathercole, Alloway, Willis, and Adams (2006), SEN students show low levels of working memory performance. Also, they are often diagnosed with poor concentration (Westwood, 2007), spelling difficulties (dysorthographia), and often have trouble understanding and applying phonic decoding principles (Westwood, 2007). When these struggling skills are not catered for properly they are often the cause for SEN EAP students falling behind in their studies as their lessons increase in their level of difficulty. Subsequently, it is important for these students, instead of being part of regular EAP classes where they may not receive the required attention, to be taught in a specialised learning environment with tools that will attend to their needs and facilitate the language learning process. Moreover, with the continuous growth of technology and the systematic training of educators in the use of technology, it has been widely acknowledged that technology can assist and benefit EAP practice in various ways. Based on students’ needs analysis conducted by the instructor at the beginning of the course, the present study investigates the different Assistive Technologies (ATs) used by an SEN EAP instructor in order to support students’ memorisation, concentration, and spelling. Furthermore, it investigates the SEN EAP students’ attitudes towards the specialised EAP process. The aim of the present chapter is to raise awareness in the type of support given to university SEN EAP students with the use of ATs in SEN EAP contexts.

Introduction

University language centres provide language-based courses to students of all disciplines. The principal raison d’être of a university language centre is to support any number of learner types, with a variety of reasons for learning a second or foreign language at tertiary level. These may include students and staff, external partners, and members of the public as part of a wider outreach strategy (Critchley, 2015). Language centres offer credit-bearing language courses and language enhancement programmes, general education, and service learning subjects. They also offer subjects for postgraduate research students and masters programmes. Qualities of pedagogic innovation, institutional adaptability, and effective use of technology have contributed to language centres’ successful development (Ruane, 2003). Nonetheless, faculties of language centres offer more than their teaching, as many are involved in research activities...

Students’ attitudes towards digital artefact creation through collaborative writing: the case of a Spanish for specific purposes class

Studies on collaborative writing practices are not new (Reynolds, Wooley, & Wooley, 1911), neither is the interest in collaborative writing supported by computers (Sharples, 1993). With the advent of Web 2.0, there has been an immense increase in research examining web-based collaborative writing, particularly in L2 contexts (Cho, 2017; Kessler, 2013; Sevilla-Pavón, 2015; Yim & Warschauer, 2017). The present study follows this research path by analysing perceptions of technology-assisted collaborative writing as well as collaborative writing processes in a Spanish for specific purposes class. Eight students from the Cyprus University of Technology (CUT), Department of Communication and Internet Studies, participated in the study. The data were elicited over five collection times, which included two digital artefact creations (an out-of-class and an in-class collaborative writing task), a pre-Questionnaire (preQ) and post-Questionnaire (postQ), and a focus group interview. The analysis of the data revealed that the students’ perceptions are mediated by task type, which in turn also affects collaborative writing patterns being the out-of-class activity the one that presents a wider variety of writing styles as well as a more balanced participation among students.