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Aiming to contribute towards the ongoing reflection on the potential of experiential learning and how it can enhance students’ employability, this paper focuses on the role English language teaching and learning can play within this scope, outlining a practical example focusing on tourism and hospitality education. Drawing from notes from the field, this experience report describes a set of activities focusing on careers and job applications, which are not only aligned with current market and recruitment trends, but also support the development of key skills such as communication, critical-thinking and creativity.  Part of a comprehensive teaching and learning strategy, whose key outputs comprised a digital portfolio and a simulated job interview, these activities are framed by a theoretical rationale taking into account a set of pre-defined learning outcomes and syllabus, as well as the specific application setting and target audience (3rd year students preparing for their work placements/about to conclude their undergraduate degree in tourism). In addition to describing this rationale and the actual strategy, the paper will put forward a fresh and comprehensive outlook on the affordances of experiential learning, paving the way for future work.

Aiming to contribute towards the ongoing reflection on the potential of experiential learning and how it can enhance students’ employability, this paper focuses on the role English language teaching and learning can play within this scope, outlining a practical example focusing on tourism and hospitality education. Drawing from notes from the field, this experience report describes a set of activities focusing on careers and job applications, which are not only aligned with current market and recruitment trends, but also support the development of key skills such as communication, critical-thinking and creativity.  Part of a comprehensive teaching and learning strategy, whose key outputs comprised a digital portfolio and a simulated job interview, these activities are framed by a theoretical rationale taking into account a set of pre-defined learning outcomes and syllabus, as well as the specific application setting and target audience (3rd year students preparing for their work placements/about to conclude their undergraduate degree in tourism). In addition to describing this rationale and the actual strategy, the paper will put forward a fresh and comprehensive outlook on the affordances of experiential learning, paving the way for future work.

Motivation has been understudied in English for Specific Purposes (ESP), as opposed to English for General Purposes (EGP) courses, especially in countries like Spain, where students still struggle in achieving full mastery of the L2. This study aims to compare undergraduates’ motivation when learning ESP and EGP courses by ranking several motivational variables for 120 university students from a public university in Madrid in the academic years 2021-22 and 2022-23 using a validated questionnaire (Brady, 2019). Group 1 includes first-year Economics students who only took EGP in pre-university education. Group 2 consists of second-year Commerce learners who also took EGP courses in primary and secondary education and in their first year of studies at university. Group 3 comprises third-year Tourism students who have taken EGP courses at pre-university levels and in their first year of university studies but have also done an ESP course in their second year. The results indicate that Group 2 was the most motivated toward English, probably due to their upcoming first-time exposure to ESP, which directly aligned with their main interest. Regarding variables, the ideal self was rated the highest in all three groups, whereas attitudes toward past L2 learning experiences were ranked the lowest., Depto. de Estudios Ingleses: Lingüística y Literatura, Fac. de Filología, TRUE, pub

Este artículo aborda el proceso de enseñanza-aprendizaje del IFE por medio de actividades colaborativas mediadas por TIC. A partir de datos obtenidos entre 51 estudiantes, el estudio combina estrategias cuantitativas y cualitativas a fin de dar respuesta a tres preguntas de investigación: 1) ¿qué percepción tienen los estudiantes de su experiencia con el aprendizaje colaborativo mediado por TIC? 2) ¿qué percepción tienen de sus habilidades técnicas y tecnológicas en tiempos de pandemia, y qué herramientas TIC utilizan? 3) ¿qué problemas surgen durante el desarrollo de las actividades? Los resultados reflejan una valoración positiva de la experiencia y una preferencia por el aprendizaje colaborativo. El alumnado percibe sus habilidades técnicas y tecnológicas positivamente y se muestra interés en las videoconferencias como herramienta de trabajo. Surgen, no obstante, dificultades que indican que es necesario que el docente proporcione una guía a la hora de distribuir las funciones y responsabilidades en los equipos.

The applied disciplines of architecture and civil engineering (A&CE) require students to communicate multimodally and to manipulate meaning across media and modes. In their disciplinary studies for example, students must be able to transform the language of lectures and textbooks into diagrams; in their future workplaces, to transform reports into floor plans and 3D models. Such multimodal literacy, however, is not typically reflected in their related subject-specific English language courses, which are aimed at civil engineering and architecture track students for whom English is a second or additional language (L2). Rather than incorporating multimodal literacy skills, these courses tend to focus on the acquisition of discipline-specific written and spoken language. As such, to better reflect their academic and professional practice, students in two university courses of English for A&CE were tasked with creating digital, multimodal artefacts to explain a concept from either of these fields to a lay audience. These artefacts, and subsequent interviews with the students as both composers and audience members, were examined through lenses drawn from the fields of social semiotics and multimodality. Three main results have emerged, firstly, that multimodal assessment tasks such as these promote the communication of technical concepts, encourage opportunities for language development and also develop the students as social agents. Secondly, that A&CE models occurred frequently in the dataset, suggesting that models make meaning within a system of signs and have specific affordances which are observable when students ‘transduce’ between modes. Lastly, that interpersonal meaning was surprisingly important to the students, with 78% of artefacts featuring some kind of ‘mediated focalisation’, a framing technique more common to narrative than to the genres of STEM and architecture. These three emergent directions have profound implications for educators wishing to incorpor

The proliferation of digital media technologies has led to fundamental changes in the way that we communicate, changes that have also been felt in the realm of scholarly communication. One underresearched scholarly digital genre is the “video methods article” (VMA) in experimental science, which is published by the Journal of Visualized Experiments (JoVE), and whose purpose is to share advances in scientific methods with members of the scientific community. The genre draws on the medium of digital video in order to communicate new methods through multiple modes (e.g., spoken, written and visual), making it possible for scientists not only to read about but also to see new scientific methods as they are demonstrated on screen. In addition, the genre opens up possibilities for interpersonal engagement with the audience (such as the ability to speak directly to the camera) that are not present in traditional methods articles. This article draws on a corpus of 11 VMAs (1 per year from 2006 to 2016) in order to provide a multimodal analysis of key sections. It aims to show how stance and engagement are realized in VMAs through a complex multimodal interplay constructed by multiple individuals. Semiotic resources identified include elements of the researcher’s video recorded performance such as speech, gesture, facial expression, gaze, dress, and body; elements of the setting, such as chosen location, represented human and non-human participants and represented action; use of scientific visuals and animations; filmic elements such as camera angle, movement, and distance.

This chapter describes how a language teacher developed and implemented a new infographic assignment to answer the changing language and information needs of a group of university students with the help and support of an instruction librarian.

Self-directedness is vital to adult learners as it allows them to stay motivated and achieve effective results while learning online and balancing between family and work. This research aims to determine Lithuanian adult learners perceived self-directedness while learning English for Specific Purposes (ESP) in non-formal online courses. To this end, their approaches towards the factors of self-directedness were investigated. The indicators defined by Khiat (2015), including Goal Setting, Time Management, Procrastination Management, Assignment Preparation, Final Test Preparation, Note-taking Capability, Research Capability, Technical Readiness, Online Class Readiness, and Stress Management were involved in a detailed analysis to establish which variables were the most meaningful ones in terms of learners’ self-directedness. The study revealed that adult students are highly self-directed while learning Business English in non-formal online courses at a language school. The findings confirmed that the application of self-directedness and its development in learning processes leads to higher levels of motivation and successful learning outcomes. Based on the findings, these adult learners’ perspectives could contribute to larger-scale surveys in formal and informal forms of education to enhance learners’ self-directedness and achieve successful learning results.

The Varieties of English for Specific Purposes dAtabase (VESPA first release) is the result of an international corpus compilation project that aims to address the lack of large-scale, open access, multi-L1, multi-discipline and multi-register learner corpora. This corpus report provides a detailed description of VESPA and illustrates possible uses of the corpus for register exploration of learner data. Specifically, it first offers an overview of the makeup of the corpus and the online interface that can be used to search and download the corpus. It then gives an illustrative example of a study where multi-dimensional analysis was used to investigate the relative importance of register vis-à-vis other factors in learner academic writing. In the concluding remarks, we identify priorities for future developments in the VESPA project, including the addition of more L1 components, more disciplines and more registers, as well as the compilation of a comparable corpus of native student writing.

The current study aimed at exploring the effect of using mind mapping strategy on learning ESP vocabulary. The research design is quasi-experimental. The sample of the study consisted of an experimental group (33 students) and a control group (41 students). The experimental group received mind mapping instruction whereas the control group received traditional instruction. The impact of the mind mapping strategy was measured using a pre-test and a post-test. The results of the study revealed that there was a significant difference in the mean scores between the pre-test and the post-test results in the experimental group. There was no significant difference in the mean scores of the post-test between the experimental group and the control group which implies that both mind mapping and traditional vocabulary teaching techniques had similar effects on language learning.

This quasi-experimental study examines the effectiveness of gamified and interactive activities in the teaching and learning of grammar in an English for Specific Purposes course aimed at reading academic texts. The research was carried out in 2020 with the participation of 26 students in the area of Education (undergraduate and graduate) of the Federal University of Pará-Brazil. The course was created following the guidelines coming from studies on the insertion of gamified and interactive activities in teaching and learning and the instructional design. The learning activities were made available in the university Moodle (including the tools H5P and Hot Potatoes) and on the free Duolingo for Schools website/app. Data were collected before (pretest) and at the end of the course (posttest and Duolingo for Schools Spreadsheet). The statistical analyses comparing the means scores showed favorable results regarding the effects of the technologies used for student learning. The study was finalized with the obtaining of positive answers regarding the hypotheses investigated on learning English grammar., Este estudio cuasi-experimental examina la efectividad de las actividades gamificadas e interactivas en la enseñanza y el aprendizaje de la gramática en un curso en línea de Inglés para Fines Específicos destinado a la lectura de textos académicos en el campo de la educación. La investigación, realizada en 2020, contó con la participación de 26 estudiantes del área de Educación (graduación y posgrado) de la Universidad Federal de Pará-Brasil. El curso fue creado siguiendo lineamientos originarios de investigaciones sobre la inserción de actividades gamificadas e interactivas en la enseñanza y el aprendizaje y sobre el diseño instruccional. Las actividades de aprendizaje estuvieron disponibles en el Moodle de la universidad participante (incluidas las herramientas H5P y Hot Potatoes) y en el sitio web/aplicación gratuito Duolingo for Schools. Los datos fueron recogidosantes (pretest) y al final del curso (posttest y hoja de trabajo de Duolingo for Schools). Los análisis estadísticos que comparan las medias revelaron resultados beneficiosos sobre los efectos de las tecnologías utilizadas para el aprendizaje de los estudiantes. El estudio finalizó con respuestas positivas respecto a las hipótesis investigadas sobre el aprendizaje de la gramática inglesa., Este estudo quasi-experimental examina a efetividade de atividades gamificadas e interativas no ensino e aprendizagem de gramática em um curso online de Inglês para Fins Específicos dirigido para a leitura de textos acadêmicos na área de Educação. A investigação, realizada em 2020, contou com a participação de 26 estudantes da área de Educação (graduação e pós-graduação) da Universidade Federal do Pará-Brasil. O curso foi criado seguindo as orientações provenientes de pesquisas sobre a inserção de atividades gamificadas e interativas no ensino e aprendizagem e sobre design instrucional. As atividades de aprendizagem foram disponibilizadas no Moodle da universidade participante (incluindo as ferramentas H5P e Hot Potatoes) e no site/app gratuito Duolingo for Schools. Os dados foram coletados antes (pré-teste) e ao final do curso (pós-teste e Planilha do Duolingo for Schools). As análises estatísticas comparando as médias revelaram resultados benéficos sobre os efeitos das tecnologias utilizadas para a aprendizagem dos estudantes. O estudo foi finalizado com a obtenção de respostas positivas referentes às hipóteses investigadas sobre a aprendizagem de gramática inglesa.

Todos los sectores, incluyendo la industria, los negocios y la educación superior, tienen la obligación de formar en materia de Educación para el Desarrollo y Ciudadanía Global (EpDyCG), y, por tanto, en temas de justicia social, políticas de equidad o la gestión del medio ambiente y la sostenibilidad. Sin embargo, no existen modelos universales para implementar la EpDyCG en los grados universitarios, por lo que nuestra propuesta educativa explica cómo llevar a cabo una formación de calidad en el ámbito de la docencia del inglés de fines específicos en la Universitat Politècnica de València (UPV), a través del diseño y ejecución de un videojuego serio, que forme a los y las usuarias tanto en ciudadanía global como en proyección internacional.

La Agenda 2030 para el desarrollo sostenible es la hoja de ruta que promueve un cambio a nivel global fomentando la sostenibilidad y la resiliencia. A través de los 17 objetivos para el desarrollo sostenible y las 169 metas que se derivan de los mismos, se emplaza a la ciudadanía a emprender una serie de acciones globales que integran aspectos sociales, económicos y medioambientales en pro de la sostenibilidad. El ODS número 4 y la meta 4.7 establecen la necesidad de formar al estudiantado en conocimientos y habilidades que impulsen el desarrollo sostenible y la ciudadanía global. En consecuencia, nuestra propuesta integra los ODS en la clase de inglés para fines específicos en el contexto de educación superior universitaria. Se presenta un proyecto que integra los ODS y el aprendizaje del inglés basado en la secuenciación de tareas comunicativas., The 2030 Agenda for Sustainable Development seeks to provide the road map to shift humankind onto a sustainable and resilient path. It is through the 17 Sustainable Development Goals and 169 objectives that global action has been called upon to transform the world we live in by integrating the economic, social and environmental dimensions for sustainable development. In particular, SDG4 target 4.7 calls for the need to ensure that students acquire the necessary knowledge and skills to boost sustainable development and global citizenship. In line with this objective, our pedagogical proposal integrates the SDGs into the English for Specific Purposes curriculum in the Higher Education context. Thus, we present a project that merges the implementation of the SDGs and the task based language teaching approach

Language teaching for specific purposes aims to prepare students to act linguistically in a given scientific area, for academic or industry professions. This article addresses the teaching of a foreign language (English) to a group of students from the São João de Deus Nursing School, in Évora, Portugal. The presentation and application of the strategies and collaborative methods used took place in the 1st semester of the 2015/2016 academic year. A descriptive-interpretative methodology was chosen, since the aim of the present investigation is to monitor how the strategies and methods listed are seen by students, that is, if they are perceived as enhancing the learning of English for Specific Purposes (EFP). We also aim to determine if the use of cooperative methods increase the efficiency of the strategies, consequently bringing an improvement in the domain of language skills in the vocational area of ​​nursing., O ensino de línguas para fins específicos tem como objetivo preparar os alunos para agir linguisticamente numa determinada área científica, seja com propósitos académicos ou laborais. O presente artigo aborda o ensino de uma língua estrangeira (inglês) para um grupo de alunos da Escola Superior de Enfermagem São João de Deus, em Évora, Portugal. A apresentação e aplicação das estratégias e dos métodos cooperativos utilizados decorreram no 1º semestre do ano lectivo 2015/2016. Optou-se por uma metodologia de carácter descritivo-interpretativo, uma vez que a finalidade da presente investigação é monitorizar a forma como as estratégias e métodos elencados são vistos pelos alunos, isto é, se são percecionados como potenciadores da aprendizagem do Inglês para Fins Específicos (IFP) e se os métodos cooperativos aumentam a eficiência da estratégia, consequentemente trazendo uma melhoria no domínio das competências linguísticas, em inglês, na área vocacional da enfermagem.

El pensamiento crítico se considera un componente clave en cualquier proceso de enseñanza-aprendizaje. De forma específica, en la clase de inglés para fines específicos, esto resulta importante para la mejora de la competencia lingüística. En este sentido, los medios audiovisuales pueden ser de gran importancia y utilizarse para su desarrollo. Este estudio tiene como objetivo analizar las percepciones de los estudiantes sobre el sistema financiero estadounidense y su influencia en el resto del mundo con una actividad que fue diseñada utilizando una metodología trifásica. El estudio se enmarca en la clase de Traducción Financiera en la que se presta especial atención a las habilidades de pensamiento oral y crítico. El documental de Netflix utilizado para la actividad fue Dirty Money, que trata sobre diferentes temas financieros relacionados con la economía estadounidense y su influencia en países de todo el mundo. Los resultados muestran que las actividades de este tipo pueden contribuir de una forma dinámica e interesante al desarrollo de las habilidades de pensamiento crítico, al mismo tiempo que mejoran la competencia oral de los estudiantes y el uso de terminología especializada., Critical thinking skills are considered a key component of any teaching-learning process. Specifically, in the English for Specific Purposes class, these are important to enhance language skills. In this sense, audiovisual media can play a fundamental role and can be used for their development. Thus, this study aims to analyze students’ perceptions of the American financial system and its influence on the rest of the world with an activity that was designed using a three-phase methodology. The study is framed in the Financial Translation class in which special attention was also paid to oral as well as critical thinking skills. The Netflix documentary used for this purpose was Dirty Money, which deals with different financial issues related to the US economy and its influence in countries around the world. Results show that activities of this kind can contribute dynamically and engagingly to the development of critical thinking skills while enhancing students’ oral competency and the use of specialized terminology at the same time.

Content and language integrated learning (CLIL) has a long tradition in European countries, especially in primary and secondary education. In this paper we draw attention to the limited use of the term in higher education, especially at (post-)graduate level. By describing and discussing a course entirely taught in English to students in a program titled Education for Science in Brazil, the authors expect to contribute to a broader understanding of the interrelations between specialized content and advanced communicative skills in English for academic purposes. By focusing on qualitative data on the collaborative writing of a paper in English, it is expected that this kind of classroom-based case study will contribute to better informed decisions related to internationalization of (post-)graduate programs among institutions that underscore the importance of English to help promote visibility and cooperation., A aprendizagem integrada de conteúdos e de línguas (AICL) tem grande tradição na educação básica europeia. Neste artigo chamamos atenção para o uso indevidamente limitado do termo no ensino superior, sobretudo na pós-graduação. Ao descrever criticamente ações em uma disciplina num programa de pós em Educação para a Ciência, integralmente realizadas em inglês, buscamos contribuir para uma compreensão mais ampla das inter-relações entre conteúdos especializados e competências comunicativas avançadas em inglês acadêmico. Com base em dados qualitativos sobre a escrita colaborativa deste artigo em inglês, esperamos que o estudo de caso em sala de aula possa promover decisões mais amadurecidas quanto à internacionalização de programas de pós nas instituições que enfatizam a importância da língua inglesa para a visibilidade e cooperação acadêmica.

The article presents the results of comparing the belief in information conspiracies in connection with personality traits among representatives of Generations Y and X, nationalities – the Russians and the Kumyks. We call information conspiracies those that are presented in the information space and are presented as close to reality. Therefore, users who get acquainted with information conspiracies do not doubt and believe in them. The sample was presented by the Russian university students and middle-aged working people. The questionnaire of conspiracy mentality (CMQ) (Bruder, Haffke) and the FPI technique (Farenberg, Zarg and Gampel) have been applied. It was revealed that the older the generation, the more it believes in the state conspiracy; generations have stable beliefs about the presence of a political conspiracy; the representatives of the Kumyk group are more prone to exaggeration of the importance of conspiracy than the group of the Russians generation Y; the personality trait “irritability” correlates with the scale of belief in public conspiracy; there was a negative dependence of emotional lability and belief in a political conspiracy. The results are compared with the data of foreign studies on the samples of representatives of the USA, Great Britain, Turkey, Germany. It was concluded that it is possible to observe cultural and intergenerational differences in expression of conspiracy mentality. Representatives of Generation Y believe more in political and public conspiracies. Representatives of Generation X believe more in public conspiracy and secret organizations.

The paper studies the student experiences related to online teaching of English for Specific Purposes (ESP) in order to determine which computer-mediated learning practices were perceived as purposeful and should be incorporated in traditional in-person teaching. The sample comprised of 60 students from two faculties of the University of Belgrade, Serbia. Descriptive statistics were obtained. The gathered data were subjected to qualitative and quantitative data analysis. The results indicate that the positive experiences are related primarily to synchronous conferencing in the form of real-time written communication as an integral part of the classes offered via videoconferencing. The use of video content and availability of various learning materials uploaded to the learning platforms proved to be helpful. Loss of concentration, technical difficulties and a lack of in-person communication were perceived as obstacles to effective learning. The most salient conclusion of the study refers to the necessity of incorporating real-time comment writing in the traditional classroom. The results also urge the need for addressing the issues of large classes and inadequate auditoriums in the traditional mode of teaching. The conclusions provide the guidelines for the improvement of in-person teaching of ESP based on specific computer-mediated learning practices that were found facilitative of the development of the students’ language competencies.

This paper reports the findings of a case study carried out in an English for specific purposes class with student tour guides at an Argentinean university. The main objective of this research project was to analyse how the teaching practices in the English language classes favoured intercultural exchanges. Data were gathered through document analysis, surveys, and interviews with students and with core-subject professors. Results were analysed qualitatively. We conclude that we must foster a friendly and safe learning environment to give voice to learners from native communities so that they can express their own identities and thus give way to enriching intercultural dialogue.

The issue of teaching and learning English for specialties or ESP (English for Specific Purposes) is an issue that has been mentioned and discussed for many years among Teaching Methods, linguistic and specialized teachers (Le, 2010). From the perspective of linguists and English teachers, specialized English teaching is an area of English language teaching (Hutchinson and Waters) rather than specialized teaching in English as envisioned by the specialized students and professional lecturers. Therefore, Specialized English teaching methods are also the method of teaching English in general applied to specialized English classes. However, the real issue is still controversial because no matter who teaches or the content and orientation, there is an existing fact that our students are still limited in using the language. They are both in general and specialized fields, unable to express themselves in the English language. Presentation skills or the ability to express opinions and evaluate problems in a hypothetical working environment are generally unsatisfactory. In this respect, it can be seen that specialized English teaching and learning is going in the direction of communication in teaching and learning to meet the needs of society (Kenedy, C, and Bolitho, R,). These two scholars emphasize that it is important not to consider English as a specialty as an area of development separate from English language teaching. It is part of a transformation in the English language teaching sector, from general purpose English to specialized purposes. Within the scope of this article, I only focus on introducing some positive assessments and learning methods that have been applied in specialized English teaching.

Self-directedness is vital to adult learners as it allows them to stay motivated and achieve effective results while learning online and balancing between family and work. This research aims to determine Lithuanian adult learners perceived self-directedness while learning English for Specific Purposes (ESP) in non-formal online courses. To this end, their approaches towards the factors of self-directedness were investigated. The indicators defined by Khiat (2015), including Goal Setting, Time Management, Procrastination Management, Assignment Preparation, Final Test Preparation, Note-taking Capability, Research Capability, Technical Readiness, Online Class Readiness, and Stress Management were involved in a detailed analysis to establish which variables were the most meaningful ones in terms of learners’ self-directedness. The study revealed that adult students are highly self-directed while learning Business English in non-formal online courses at a language school. The findings confirmed that the application of self-directedness and its development in learning processes leads to higher levels of motivation and successful learning outcomes. Based on the findings, these adult learners’ perspectives could contribute to larger-scale surveys in formal and informal forms of education to enhance learners’ self-directedness and achieve successful learning results.

The paper studies the student experiences related to online teaching of English for Specific Purposes (ESP) in order to determine which computer-mediated learning practices were perceived as purposeful and should be incorporated in traditional in-person teaching. The sample comprised of 60 students from two faculties of the University of Belgrade, Serbia. Descriptive statistics were obtained. The gathered data were subjected to qualitative and quantitative data analysis. The results indicate that the positive experiences are related primarily to synchronous conferencing in the form of real-time written communication as an integral part of the classes offered via videoconferencing. The use of video content and availability of various learning materials uploaded to the learning platforms proved to be helpful. Loss of concentration, technical difficulties and a lack of in-person communication were perceived as obstacles to effective learning. The most salient conclusion of the study refers to the necessity of incorporating real-time comment writing in the traditional classroom. The results also urge the need for addressing the issues of large classes and inadequate auditoriums in the traditional mode of teaching. The conclusions provide the guidelines for the improvement of in-person teaching of ESP based on specific computer-mediated learning practices that were found facilitative of the development of the students’ language competencies.

The objective of this article is to show the potential of audiovisual translation (AVT), in particular of subtitling, in the development of oral comprehension, as well as its possible use as the backbone for the design of didactic units for the teaching of English for Specific Purposes (ESP). While it is true that a lot of progress has been made thanks to extensive research and the fact that numerous hypotheses have been confirmed regarding the benefits of the use of AVT in language teaching at a general level, research into the possibilities that AVT can offer in language teaching for specific purposes is still scarce. This is why this article aims to contribute to this line of research by adding to previous studies carried out on the specialities of business English by Talaván (2006) and Ávila-Cabrera (2021) or military English by Fuentes-Luque and Campbell (2020). After providing a theoretical framework and critical review of the extant literature, the study of an experimental case based on a didactic unit is presented. The didactic unit in question,created as part of a national research project focused on the benefits of the use of the different AVT modes in language teaching, formed part of a technical English subject. A comparative analysis has been conducted between the results obtained in an experimental group and a control group after the implementation of a didactic unit that sought to enhance the socializing function of language. The didactic unit is conceived for use in both face-to-face and virtual teaching environments; in this particular case, it was carried out in the online class format due to health restrictions. The study also looks at the viability of implementing teaching units based on AVTas an alternative to those designed with a communicative approach but that continue torely on conventional resources., Este artículo tiene como objetivo mostrar el potencial de la aplicación de la traducción audiovisual (TAV), en particular de la modalidad de subtitulación, para el desarrollo de la comprensión oral, así como su posible uso como elemento vertebrador en el diseño de unidades didácticas para la enseñanza del Inglés para Fines Específicos (IFE). Si bien es cierto que gracias a una extensa investigación se ha conseguido avanzar mucho y se han confirmado numerosas hipótesis sobre los beneficios del uso de la TAV en la enseñanza de la lengua a un nivel general, la investigación sobre su aplicación en la enseñanza de lenguas para fines específicos (LFE) es todavía escasa. Es por esto que este artículo desea contribuir a esta línea de investigación sumándose a estudios previos realizados en el campo del inglés empresarial por Talaván (2006) y Ávila-Cabrera (2021) o del militar por Fuentes-Luque y Campbell (2020). Tras proporcionar un marco teórico y revisión crítica de la bibliografía existente, se expone el estudio de un caso experimental basado en una unidad didáctica elaborada como parte de un proyecto nacional de investigación donde se analizan los beneficios del uso de las distintas modalidades de TAV en la enseñanza de idiomas y que ha sido puesta en práctica dentro de una asignatura de inglés técnico. Se trata de un análisis comparativo entre los resultados obtenidos en un grupo experimental y otro de control tras la implementación de una unidad didáctica donde se buscaba fomentar la función socializadora de la lengua. La unidad didáctica diseñada está concebida tanto para entornos de enseñanza presencial como virtual y, en este caso en concreto, y debido a las restricciones sanitarias, se ha desarrollado en el formato de clase online. El estudio planteará asimismo la viabilidad de implantar unidades didácticas basadas en la TAV como alternativa a las diseñadas con un enfoque comunicativo pero que siguen basándose en recursos convencionales.

The potential of audiovisual translation (AVT) in foreign language (FL) didactics has been demonstrated by several authors (Lertola, 2019) and projects, such as LeViS (Sokoli, 2006) or ClipFlair (Baños and Sokoli, 2015). However, their usefulness in the development of the plurilingual and pluricultural competence (PPC) is still relatively unexplored (Baños et al., 2021). This competence –which is included in the Common European Framework of Reference for Languages (CEFR) and the Framework of Reference for Pluralistic Approaches to Languages and Cultures (FREPA)–advocates moving away from the exclusive use of the FL and bets on plural approaches in the classroom. It is in this scenario that PluriTAV (Audiovisual translation as a tool for the development of plurilingual competences in the classroom, 2017-2019) emerged, a research project whose aim was to boost multilingualism through AVT in three areas: the improvement of competences in FLs and mother tongues, and the development of PPC.This article presents the theoretical basis of PluriTAV, as well as the design and results of the empirical implementation ofa didactic sequence (DS) focused on interlingual dubbing. This DS includes examples of activities that explore the impact of intra-and interlingual transfers on the development of PPC by university students of English for specific purposes with a B2 level of English. The article concludes with some reflections on the results of the design and implementation of the DS, on the possibilities of adapting it to other educational contexts and levels, and on the potential of AVT in the acquisition of PPC in higher education., El potencial de la traducción audiovisual (TAV) en la didáctica de la lengua extranjera (LE) ha sido demostrado por diversos autores (Lertola, 2019) y proyectos, como LeViS (Sokoli, 2006) o ClipFlair (Baños y Sokoli, 2015). Sin embargo, su utilidad en el desarrollo de la competencia plurilingüe y pluricultural (CPP) aún está relativamente inexplorada (Baños et al., 2021). Esta competencia —reco gida en el Marco Común Europeo de Referencia para las Lenguas (MCER) y el Marco de Referencia para los Enfoques Plurales de las Lenguas y de las Culturas (MAREP)— aboga por alejarse del uso exclusivo de la LE y apuesta por los enfoques plurales en el aula. En este escenario surgió PluriTAV (La traducción audiovisual como herramienta para el desarrollo de competencias plurilingües en el aula, 2017-2019), un proyecto de investigación cuyo objetivo fue trabajar el enfoque multilingüe mediante la TAV en tres ámbitos: el perfeccionamiento de competencias en la LE y las lenguas maternas, y el desarrollo de la CPP.Este artículo presenta las bases teóricas de PluriTAV, así como el diseño y los resultados de la implementación empírica de una secuencia didáctica (SD) centrada en la modalidad de doblaje. Esta SD incluye ejemplos de actividades que exploran el impacto de la transferencia intra e interlingüística en el desarrollo de la CPP por parte de estudiantes universitarios de inglés para fines específicos con un nivel de inglés B2. El artículo concluye con unas reflexiones sobre los resultados del diseño e implementación de la SD, sobre las posibilidades de adaptarla a otros contextos y niveles educativos, y sobre el potencial de la TAV en la adquisición de la CPP en la educación superior.

This paper reports the findings of a case study carried out in an English for specific purposes class with student tour guides at an Argentinean university. The main objective of this research project was to analyse how the teaching practices in the English language classes favoured intercultural exchanges. Data were gathered through document analysis, surveys, and interviews with students and with core-subject professors. Results were analysed qualitatively. We conclude that we must foster a friendly and safe learning environment to give voice to learners from native communities so that they can express their own identities and thus give way to enriching intercultural dialogue.

As future service providers, students in the Degree of Tourism need to adequately perform in their L2 in very specific professional settings. One of them is that of service encounters, whose mediated nature has become predominant nowadays. The present study aims to contribute to the existing body of research on the review response genre by analyzing how Spanish students of tourism respond to a group of complaints from TripAdvisor (Vásquez, 2011; Zhang and Vásquez, 2014). This will be done by placing the focus on the moves (Ho, 2017a) employed by the students, as well as the sequence in which they are used. The ultimate goal is to determine if these potential service providers’ selection of moves and their order coincide with those normally used by actual hotel representatives (Ho, 2017a)., Como futuros proveedores de servicio, los estudiantes del Grado en Turismo tienen que saber expresarse adecuadamente en su L2 en contextos profesionales específicos. Entre ellos están los encuentros de servicio, cuya naturaleza mediatizada ha ganado auge en los últimos años. Este estudio busca contribuir a la literatura existente sobre el “review response genre” al analizar cómo los estudiantes de turismo españoles responden a un grupo de quejas de TripAdvisor (Vásquez, 2011; Zhang y Vásquez, 2014). El enfoque se pondrá en los “moves” (Ho, 2017a) empleados por los estudiantes, así como en la secuencia elegida. El objetivo final es determinar si tanto la selección de “moves” de estos proveedores de servicio en ciernes como su orden coinciden con aquellos que usan normalmente los proveedores de servicio (Ho, 2017a).

The current study aimed at exploring the effect of using mind mapping strategy on learning ESP vocabulary. The research design is quasi-experimental. The sample of the study consisted of an experimental group (33 students) and a control group (41 students). The experimental group received mind mapping instruction whereas the control group received traditional instruction. The impact of the mind mapping strategy was measured using a pre-test and a post-test. The results of the study revealed that there was a significant difference in the mean scores between the pre-test and the post-test results in the experimental group. There was no significant difference in the mean scores of the post-test between the experimental group and the control group which implies that both mind mapping and traditional vocabulary teaching techniques had similar effects on language learning.

The article presents the results of comparing the belief in information conspiracies in connection with personality traits among representatives of Generations Y and X, nationalities – the Russians and the Kumyks. We call information conspiracies those that are presented in the information space and are presented as close to reality. Therefore, users who get acquainted with information conspiracies do not doubt and believe in them. The sample was presented by the Russian university students and middle-aged working people. The questionnaire of conspiracy mentality (CMQ) (Bruder, Haffke) and the FPI technique (Farenberg, Zarg and Gampel) have been applied. It was revealed that the older the generation, the more it believes in the state conspiracy; generations have stable beliefs about the presence of a political conspiracy; the representatives of the Kumyk group are more prone to exaggeration of the importance of conspiracy than the group of the Russians generation Y; the personality trait “irritability” correlates with the scale of belief in public conspiracy; there was a negative dependence of emotional lability and belief in a political conspiracy. The results are compared with the data of foreign studies on the samples of representatives of the USA, Great Britain, Turkey, Germany. It was concluded that it is possible to observe cultural and intergenerational differences in expression of conspiracy mentality. Representatives of Generation Y believe more in political and public conspiracies. Representatives of Generation X believe more in public conspiracy and secret organizations.

The paper studies the student experiences related to online teaching of English for Specific Purposes (ESP) in order to determine which computer-mediated learning practices were perceived as purposeful and should be incorporated in traditional in-person teaching. The sample comprised of 60 students from two faculties of the University of Belgrade, Serbia. Descriptive statistics were obtained. The gathered data were subjected to qualitative and quantitative data analysis. The results indicate that the positive experiences are related primarily to synchronous conferencing in the form of real-time written communication as an integral part of the classes offered via videoconferencing. The use of video content and availability of various learning materials uploaded to the learning platforms proved to be helpful. Loss of concentration, technical difficulties and a lack of in-person communication were perceived as obstacles to effective learning. The most salient conclusion of the study refers to the necessity of incorporating real-time comment writing in the traditional classroom. The results also urge the need for addressing the issues of large classes and inadequate auditoriums in the traditional mode of teaching. The conclusions provide the guidelines for the improvement of in-person teaching of ESP based on specific computer-mediated learning practices that were found facilitative of the development of the students’ language competencies.

El pensamiento crítico se considera un componente clave en cualquier proceso de enseñanza-aprendizaje. De forma específica, en la clase de inglés para fines específicos, esto resulta importante para la mejora de la competencia lingüística. En este sentido, los medios audiovisuales pueden ser de gran importancia y utilizarse para su desarrollo. Este estudio tiene como objetivo analizar las percepciones de los estudiantes sobre el sistema financiero estadounidense y su influencia en el resto del mundo con una actividad que fue diseñada utilizando una metodología trifásica. El estudio se enmarca en la clase de Traducción Financiera en la que se presta especial atención a las habilidades de pensamiento oral y crítico. El documental de Netflix utilizado para la actividad fue Dirty Money, que trata sobre diferentes temas financieros relacionados con la economía estadounidense y su influencia en países de todo el mundo. Los resultados muestran que las actividades de este tipo pueden contribuir de una forma dinámica e interesante al desarrollo de las habilidades de pensamiento crítico, al mismo tiempo que mejoran la competencia oral de los estudiantes y el uso de terminología especializada., Critical thinking skills are considered a key component of any teaching-learning process. Specifically, in the English for Specific Purposes class, these are important to enhance language skills. In this sense, audiovisual media can play a fundamental role and can be used for their development. Thus, this study aims to analyze students’ perceptions of the American financial system and its influence on the rest of the world with an activity that was designed using a three-phase methodology. The study is framed in the Financial Translation class in which special attention was also paid to oral as well as critical thinking skills. The Netflix documentary used for this purpose was Dirty Money, which deals with different financial issues related to the US economy and its influence in countries around the world. Results show that activities of this kind can contribute dynamically and engagingly to the development of critical thinking skills while enhancing students’ oral competency and the use of specialized terminology at the same time.

The purpose of this study was to look at the difficulties students have when learning English as a foreign language in higher education. This paper reports on the results of an interview of 30 randomly selected students and four professors of the Faculty of Philology and English language department, respectively, at the University “Ukshin Hoti” Prizren. It is critical to provide learners with the best possible support in terms of a helpful learning environment and adequate and meaningful language experience when learning a second language. Furthermore, students of English language can work to enhance their English skills, making language teaching and learning more effective and relevant for both lecturers and students. After identifying some of the challenges in English language learning and use in higher education in the Kosovar context, this study will attempt to address some of the critical issues identified and suggest some measures to deal with them more efficiently than what is currently being done. One of the first principles to consider when planning and designing English language programs is the need to identify the goals of teaching English in the sociocultural context in which the learning is taking place in no uncertain terms. Finally, this research has recommended overcoming these challenges and future research., Bu çalışmanın amacı, öğrencilerin yükseköğretimde iletişimsel yaklaşımlarda yabancı dil olarak İngilizce öğrenirken karşılaştıkları zorlukları incelemektir.Bu makalenin amacı, öğrencilerin İngilizce dil başarısının düşmesine katkıda bulunan faktörleri belirlemekti. Nitel bir yöntem kullanarak araştırmayı yürütmek için bir görüşmenin içerik analizi kullanılmıştır. Bulgular, öğrencilerin konuşma, dinleme, okuma ve yazma becerilerini uygularken karşılaştıkları çeşitli açıklamaları ortaya çıkardı.İkinci bir dil öğrenirken, öğrencilere yararlı ve elverişli bir öğrenme ortamının yanı sıra yeterli ve anlamlı dil deneyimi açısından mümkün olan en iyi desteği sağlamak çok önemlidir.Bu çalışmanın amacı, öğrencilerin İngilizce becerilerini ve iletişimsel yaklaşımlarını geliştirmek için çalışabilmeleri için öğrencileri İngilizce öğrenme konusunda eğitmek, böylece dil öğretimini ve öğrenimini daha etkili ve ilgili öğrenciler haline getirmektir.Bu çalışmanın bulguları, İngilizce Profesörlerinin çeşitli zorluklarla karşılaştıklarını ve öğretmek için ne tür yöntemler kullandıklarını ortaya koydu. Son olarak, bu çalışma, bu engellerin aşılması ve gelecekteki araştırmaların yürütülmesi için önerilerde bulunmuştur.

The growing internationalization of study and work settings has led to increased university internationalization, making it necessary to explore the language and communication skills that higher education students need, and more importantly, how their confidence can be boosted to effectively participate in international academic and professional communication. As universities tend to favor EMI (English-Medium Instruction) as a way of developing students’ disciplinary communication skills and rarely incorporate ESP (English for Specific Purposes) as part of their policies, a question arises about the role of ESP courses and their potential for developing intercultural communication and internationalization skills. This chapter inquires into whether and how ESP courses can be integrated into university internationalization policies with the aim to help students towards the development of disciplinary English. In order to find out what skills students perceive as necessary for international academic and professional communication, this study investigates how these courses are implemented in a technical university, from the perspective of students’ views. Data come from a survey on ESP students’ self-reported preparation (and level of confidence), their EMI/international experience and their use of English for academic and professional purposes. Complementarily, this study also examines the position of ESP in the curriculum and in broader institutional language and internationalization policies. From the results obtained, a proposal is made for aligning ESP with broader institutional internationalization strategies, so that ESP courses can contribute to developing transferable skills that impact on graduates’ international employability, which makes ESP even more relevant in current internationalized scenarios., Postprint (author's final draft)

This chapter describes how a language teacher developed and implemented a new infographic assignment to answer the changing language and information needs of a group of university students with the help and support of an instruction librarian.

The purpose of this study was to investigate the significance of English for Specific Purposes (ESP) approach for the first year Law Degree students at the University of Limpopo. Qualitative, ethnographic research was conducted to determine the views and perceptions of the participants. Data was collected through interviews and questionnaires with a selected sample of respondents, and the data was analysed using thematic analysis. Themes were generated to present the data based on the objectives of the study, which were aligned to the literature review. The study has highlighted how the ESP approach could be used in the existing English module drawing from the participants’ conceptions. The findings revealed that even though the English module is considered important in the law degree by students and lecturers, the content of the module should be designed in a manner that fits the Law field. The study recommends that relevant content be designed to develop essential skills such as problem-solving and critical thinking and the module content should be designed with the specific content that fits the law degree.

Self-directedness is vital to adult learners as it allows them to stay motivated and achieve effective results while learning online and balancing between family and work. This research aims to determine Lithuanian adult learners perceived self-directedness while learning English for Specific Purposes (ESP) in non-formal online courses. To this end, their approaches towards the factors of self-directedness were investigated. The indicators defined by Khiat (2015), including Goal Setting, Time Management, Procrastination Management, Assignment Preparation, Final Test Preparation, Note-taking Capability, Research Capability, Technical Readiness, Online Class Readiness, and Stress Management were involved in a detailed analysis to establish which variables were the most meaningful ones in terms of learners’ self-directedness. The study revealed that adult students are highly self-directed while learning Business English in non-formal online courses at a language school. The findings confirmed that the application of self-directedness and its development in learning processes leads to higher levels of motivation and successful learning outcomes. Based on the findings, these adult learners’ perspectives could contribute to larger-scale surveys in formal and informal forms of education to enhance learners’ self-directedness and achieve successful learning results.

In the European Project Semester (EPS), communication is key. It is through continuous communication that project teams can plan and develop their projects, involving supervisors and companies in internationalized contexts. Furthermore, project outcomes are defined in the form of communication artifacts, typically a written report and an oral presentation, both of which are assessed in terms of their contents and communicative value. Set in the context of the EPS programme at UPC, this chapter situates TPC in engineering education and identifies communication practices as part of the professional practices of engineers. After presenting the main approaches to TPC in engineering, the chapter discusses how TPC is approached from a problem-solving perspective. The rationale and organization of the TPC course are presented, together with examples of tasks based on a practical methodology that promotes familiarization, practice, reflection and dialogue. From the principles discussed, a specific proposal is made for integrating TPC in EPS and similar capstone programmes. From an interdisciplinary perspective, this chapter reflects on the importance of TPC in engineering education, the requirements of globalized professional settings and the pervasiveness of digitalization, to discuss how engineering students can effectively engage in international engineering communication., Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat, Objectius de Desenvolupament Sostenible::4 - Educació de Qualitat::4.3 - Per a 2030, assegurar l’accés en condicions d’igualtat per a tots els homes i dones a una formació tècnica, professional i superior de qualitat, inclòs l’ensenyament universitari, Objectius de Desenvolupament Sostenible::9 - Indústria, Innovació i Infraestructura, Objectius de Desenvolupament Sostenible::9 - Indústria, Innovació i Infraestructura::9.1 - Desenvolupar infraestructures fiables, sostenibles, resilients i de qualitat, incloent infraestructures regionals i transfrontereres, per tal de donar suport al desenvolupament econòmic i al benestar humà, amb especial atenció a l’accés assequible i equitatiu per a totes les persones, Postprint (author's final draft)

This article examines issues concerning ESP teaching and the most productive technologies to use in classes. To get fruitful results in ESP teaching English teacher is recommended to use following groups of components of the teaching technology discussed in this article

This article examines issues concerning ESP teaching and the most productive technologies to use in classes. To get fruitful results in ESP teaching English teacher is recommended to use following groups of components of the teaching technology discussed in this article

This paper aims at verifying whether the students’ phraseological competence on the subject Specialized Translation (English), on the 4th academic year of the BA in Translation and Interpretation during the year 2019-2020, improved utilizing diverse types of tasks through blogging within the Flipped Classroom context. For this, we developed a didactic experience. These tasks were useful for learners to create their blog which focuses on the specialized themes which they studied in the subject of Specialized Translation. To assess this didactic experience, learners answered two questionnaires: an initial diagnostic in order to know about the learners’ previous knowledge on phraseological units as well as their familiarity with blogging and flipped classroom, and a second questionnaire in order to assess the learners’ progress at the end of the experiment. Moreover, we also analysed the quality of the translations utilizing evaluation metrics such as precision, recall, WER and BLEU. In addition, final assessment tools were used in order to evaluate the students’ progress., El objetivo del presente trabajo es averiguar si el aula invertida y el blogging potencian el uso de las unidades fraseológicas en la traducción de textos especializados. Para ello, se implementó un experimento con el alumnado de la asignatura Traducción Especializada (Inglés), del cuarto curso del grado de Traducción e Interpretación en el curso académico 2019/2020. La experiencia didáctica consistió en la creación de un blog por parte de los alumnos con las prácticas realizadas por ellos en un entorno de Aula Invertida. Para evaluar esta experiencia se realizaron dos encuestas, una inicial de diagnóstico con el objetivo de conocer su grado de conocimiento en torno a la adquisición de unidades fraseológicas por medio de blogging en un entorno de Aula Invertida y otra final para analizar el progreso. Además se hizo un estudio de la calidad de las traducciones utilizando métricas de evaluación como la precisión, la exhaustividad, WER y BLEU. También se emplearon las pruebas de evaluación final para evaluar el progreso de los alumnos.

he main objective of this paper is to propose criteria for the selection and sequencing of specialised texts for teaching pu rposes. To achieve this aim, a cor pus of specialised texts in the field of Industrial Design was constructed and analysed on the basis of a multilevel approach. The goal of the analysis was to determine the degree of specialisation of the texts in order to establish sound criteria for text selection and sequencing, which can help provide the basis for creating the teaching materials used in reading comprehension classes in the field of English for Specific Purposes., Este trabajo tiene como objetivo principal proponer criterios para la selección y la secuenciación de textos especializados en un corpus con fines pedagógicos. Para ello, se construyó un corpus ejemplar de textos especializados de la disciplina Diseño Industrial, que se analizó sobre la base de un enfoque multinivel. Este análisis buscó determinar el grado de especialización de los textos para, luego, establecer criterios de selección y de secuenciación textual de aplicación general, que proporcionen una base fundada para los materiales didácticos usados en las clases de comprensión lectora en el ámbito del Inglés con Fines Específicos.

Most current university students are permanently surrounded by multimedia content, especially in their leisure time, and this is affecting their attention span and the way in which they communicate and learn. As teachers/researchers it is both challenging and rewarding for us to create activities that keep them motivated and focused, therefore we must adapt our courses in order to achieve the expected results, trying to take advantage of what interests students whilst ensuring that their skills are clearly developed. Audiovisual translation can be useful in this scenario when it is integrated in the learning process as a tool, with a pedagogical objective: that is, as a means to an end. This is the goal that a group of researchers from UCM, UNED and UAM aimed for when designing this project: to take advantage of the interest of a group of university students in multimedia content and ICT. All the activities were developed with a definite purpose –that of the improvement of writing skills in English and the use of specific vocabulary related to their degree in Tourism–. The students undertook reverse subtitling activities before handing in written compositions at several stages of the project. The researchers gathered data about the effect that these reverse subtitling activities had on the improvement experienced by the students in their writing skills and compared them to the performance of a control group, La mayor parte de los alumnos universitarios están inmersos en contenidos multimedia, en especial durante su tiempo libre, y esto puede afectar su atención, su manera de comunicarse y de aprender. Como docentes/investigadores resulta gratificante, a la vez que un reto, el diseñar actividades que puedan mantenerlos motivados y centrados. Esto nos obliga a adaptar nuestros cursos para que les ayuden a alcanzar una serie de resultados, aprovechando sus intereses y asegurando el desarrollo de sus destrezas. En este contexto, la traducción audiovisual resulta de utilidad cuando se integra como herramienta en el proceso de aprendizaje, con un objetivo pedagógico, es decir, como medio para obtener un fin. Este fue el objetivo de un grupo de investigadores de la UCM, la UNED y la UAM a la hora de diseñar este proyecto: aprovechar el interés por los contenidos multimedia y las TIC de un grupo de alumnos universitarios. Todas las actividades se crearon con un claro objetivo: la mejora de las destrezas de producción escrita en lengua inglesa, así como el uso de vocabulario específico del Grado de Turismo. Los alumnos llevaron a cabo actividades de subtitulación antes de la entrega de actividades de producción escrita a lo largo del proyecto. Los investigadores recopilaron datos sobre el efecto que dichas actividades de subtitulación inversa tuvieron en la mejora de su expresión escrita y compararon los resultados con los de un grupo de control

The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.

The article is devoted to the organization of modern learning process, namely the use of innovative technologies – computerized adaptive testing in educational electronic environment of maritime higher education institutions. The example of educational electronic environment is presented in the article on LMS Moodle. The provided new technological and methodological opportunities are a priority in the developed methods of control and testing of knowledge, skills and abilities of students. Comparative characteristic of using computerized adaptive testing in educational electronic environment is given in the article according to different criteria: the role of tests in the learning process; methods of training; equipment; presence of the problems in educational process; level of its control and learning outcomes. The paper also presents examples of activities to form communicative competency of future maritime professionals. Types of adaptive tests are listed in the paper. The research activities were done by second year cadets of ship engineering department of Maritime College of Kherson State Maritime Academy. The experiment was devoted to the formation of communicative competence with the help of electronic environment of maritime higher education institution. The results of experiment proved positive impact of computerized adaptive testing on communicative competence of future ship engineers. Further investigation of adaptive testing can also be done for learning system of maritime education establishments using simulation technologies of virtual, augmented and mixed realities.

This article examines issues concerning ESP teaching and the most productive technologies to use in classes. To get fruitful results in ESP teaching English teacher is recommended to use following groups of components of the teaching technology discussed in this article

This study aims to explore the use of virtual storytelling as a way to enhance students’ language skills in English for Specific Purposes (ESP) –specifically Business English–, and to develop new literacies they could potentially apply in their future careers. To this end, in the theoretical framework, we review the literature related to the competencies and skills students need nowadays, the evolution of the use of storytelling in the physical classroom to its digital format for online settings, and its application in the ESP classroom. Then we analyze the results obtained from a survey in which respondents provided information on their perceptions after completing a digital storytelling activity. This data allow us to answer the research questions of our study. In the conclusion, we reflect on the importance of conducting this kind of study as a way to adapt training to the competencies and skills that students need to develop in the 21st century., Este estudio tiene como objetivo explorar el uso del storytelling digital como una forma de mejorar las habilidades lingüísticas de los estudiantes en inglés con fines específicos (ESP), particularmente en el caso del inglés del ámbito de los negocios, y desarrollar nuevas alfabetizaciones que podrían aplicarse en su futuro profesional. Para ello, en el marco teórico revisaremos la literatura relacionada con las competencias y habilidades que los estudiantes necesitan en la actualidad, la evolución del uso del storytelling en el aula física hasta su formato digital en entornos de enseñanza online, y su aplicación en el aula de ESP. Posteriormente, analizaremos los resulta-dos obtenidos de una encuesta en la que los participantes aportaron información sobre sus percepciones tras completar una actividad de storytelling digital. Estos datos nos permitirán responder a las preguntas de investigación de nuestro estudio. En las conclusiones reflexionaremos sobre la importancia de realizar este tipo de estudios como forma de adecuar la formación a las competencias y habili-dades que los estudiantes necesitan desarrollar en el siglo XXI

The results of a four-year long doctoral study on the theme of multilingual exchanges and code-switching behavior of second year students, enrolled in the English line of the University of Agricultural Studies and Veterinary Medicine (Cluj-Napoca) have highlighted the relevance of a variety of new issues to be surveilled in the CLIL classroom. Due to the highly diverse linguistic and cultural backgrounds of the case study participants, as well as the wide variety of linguistic strategies used, including English as ‘the classroom Lingua Franca’, the vital importance of the emotional charge of perceived classroom roles and task-sequences have come to surface. The participants’ situated and discourse identities (Zimmerman, 1998) could be clearly indexed through the Language Matrix framework and a plethora of other sociolinguistic markers, in addition to the often used code-switching, observed and recorded in ad-hoc conversations. Other cues amounted to smaller scale ‘switches’ to informal topics of discussion, peer-mediated teaching exchanges and recurrent class-related roles, markers of informality and colorful social dynamics such as: dancing, singing, ‘play-fighting’, repeated jokes, rapping, and ‘camera-directed performances’ to name a few. Therefore, in line with other recent studies on classroom-based discourse, what the current paper aims to offer is an inclusive and interdisciplinary description of multilingual exchanges with a focus on code-switching strategies. These were analysed against the backdrop of contemporary superdiverse micro-communities encouraging the emergence of various forms of hypersubjective expressions 'in transit' (Hall, 2014).

Despite a growing interest in English-medium instruction (EMI), research on students’ English language proficiency advancement in EMI has been scarce. Hence, this study investigates the general and business English language proficiency of EMI and non-EMI students at a Croatian university at the beginning and the end of their BA studies, with the aim of analysing and comparing their English language progress. The data were collected by means of a questionnaire looking at the students’ experiences, expectations and language self-assessment, the Oxford Quick Placement Test, as well as a C-test and a business English test designed by the authors of the study. Interviews with the students were also conducted to further enquire into the data gathered from the questionnaire and the tests. The findings point to greater English language proficiency of EMI students at the beginning and the end of their BA studies, and to their better progress in business English. They also reveal non-EMI students’ greater progress in general English.

The internationalisation process of higher education institutions has prompted the implementation of the Content and Language Integrated Learning (CLIL) approach, where instruction occurs in a language other than students’ mother tongue (Coyle, Hood & Marsh, 2010). Previous research on CLIL focused on learners’ outcomes as a final product (Lahuerta, 2020). Nonetheless, current research delves into the learning process itself (Nikula & Moore, 2016). The aim of this study is to examine translanguaging functions in CLIL seminars delivered in History and Nursing degrees at a Spanish university. These practices have been audio-recorded and transcribed for the purpose of this study. As for the participants, there bilingual and multilingual strategies are expected in the learning environment. Results have been interpreted qualitatively to describe participants’ discourse in detail. The analysis of this corpus shows some similarities and differences in terms of interaction and production. Teacher-student interaction and student-student interaction is determined by participants’ command of the target language. These findings may be useful for scholars and educators concerned with the design of effective CLIL programmes in higher education.

This paper focuses on preliminary findings of a study conducted as part of a teaching innovation project within the subject of English for Pharmacy taught to first-year undergraduate students in Spain. The project seeks to find synergies between content and language learning to better adapt the ESP course to the CLIL context and offer more tailored support to CLIL lecturers and address their new needs arising during the process. We report the findings of a focus group and two questionnaires exploring the needs and perspectives of experienced CLIL lecturers who integrate English in their Pharmacy subjects and of laboratory staff who work with Pharmacy students and lecturers. The results show that although English is omnipresent and seen as natural in Pharmacy by both lecturers and students, it is integrated mainly in less challenging content and is chiefly treated as an occasion to practice English rather than an integral part of evaluated learning outcomes. In this regard, the ESP course seems to be the only occasion when disciplinary language is ‘prescribed’, monitored and evaluated. Participants’ reflections on the development of CLIL in their subjects reveal that English seems to be viewed as an over-the-counter medicine administered for minor problems and without prescription or follow-up, but with effort and additional workload involved. This, in turn, raises doubts among content lecturers about the actual purpose of the integration of English in their subjects.

En este artículo se subraya la importancia que tiene recibir retroalimentación por parte de los estudiantes de cursos en línea. Se comparten los resultados obtenidos de la administración de una encuesta de satisfacción diseñada para evaluar, desde la perspectiva instruccional, el curso en línea Inglés para Ingenieros. Se describe la metodología empleada y los resultados obtenidos. Así mismo, se enfatiza la administración de encuestas de satisfacción en los cursos en línea, principalmente cuando son de nueva creación, como una estrategia para mejorar aspectos tales son: contenido, materiales, tiempo asignado a los temas, evaluación y desempeño del instructor., This article highlights the importance of receiving feedback from students who are enrolled in online courses. The results obtained from administering a satisfaction survey designed to evaluate the English for Engineering course, from an instructional perspective, are shared. It describes the methodology conducted and the results obtained. It also emphasizes the administration of satisfaction surveys in online courses, mainly when they are newly created, as a strategy to improve aspects such as content, materials, and time allocated to topics, evaluation and instructor performance.