Language Learning In Higher Education Research Articles

Arabic Language Learning Evaluation in Higher Education with Context Input Process Product (CIPP) Model

Evaluation of Arabic language learning in higher education is needed for quality assurance of a learning system. The evaluation should not assess the mere students’ learning output, but involve all aspects of learning program including objectives, planning, implementation and output. This study aims to uncover the implementation of evaluation of Arabic learning program in higher education with the CIPP model, from the emergence of the idea to the result achieved after the program is implemented. It is a theoretical study, which is not based on empirical data in the field. The application of the CIPP model in evaluating Arabic language learning in higher education is conducted by collecting data and information about context, input, process and products of a learning program comprehensively and continuously. More specifically, context evaluation is directed to assess data concerning the purpose and background of a learning program. Input evaluation is conducted to examine the accuracy of the curriculum, students, lecturers and infrastructures. Meanwhile, process evaluation is carried out to reveal the suitability of the curriculum, teaching materials and media in a learning activity. Product evaluation is intended to provide data and information about the outputs and outcomes of Arabic language learning.

Critical language teaching in a dynamic language policy terrain: lessons from the Brazilian Science without Borders student mobility programme

ABSTRACT This article reports on a case study of English language learning in higher education, considering the impact of language policies embedded within a mobility scholarship programme on the practices of language teachers. Based on a larger ethnographic study following the experiences of several undergraduate members of one cohort of Brazil’s Science without Borders programme for students in science and technological fields, this article describes how several language teachers engaged with the power relations of the frequently shifting policy terrain of the programme. It concludes with a discussion of possibilities for teachers in similar situations who endeavour to take a critical approach to language teaching and explores some of the tactics they might employ against those policies which they see as incompatible with their practices.

ROLE-PLAY AS AN EDUCATIONAL TOOL WITHIN ENGLISH LANGUAGE LEARNING IN HIGHER EDUCATION: STUDENTS� PERCEPTION

Ponte Academic JournalDec 2017, Volume 73, Issue 12 ROLE-PLAY AS AN EDUCATIONAL TOOL WITHIN ENGLISH LANGUAGE LEARNING IN HIGHER EDUCATION: STUDENTS� PERCEPTIONAuthor(s): Olga V. Sumtsova ,Tatiana Yu. Aikina, Olga M. ZubkovaJ. Ponte - Dec 2017 - Volume 73 - Issue 12 doi: 10.21506/j.ponte.2017.12.24 Abstract:In the present investigation the authors consider practical implementation of role-plays in the course of teaching English as a Second Language (ESL) to engineering students. In particular the study aims at exploring students’ perceptions of role-plays as an effective educational tool in acquiring communicative skills in English. The authors outline the procedure for the practical use of role-plays based on relevant social issues. The paper presents a particular role-play devised and conducted in several groups of the first year engineering students. The role-play was followed by conducting a survey related to students’ perception, outcomes and self-evaluation. The authors analyze the results of the survey and present their conclusions based on the students’ feedbacks, suggesting a wide scope of possible implementations of role-plays to meet learning objectives. The role-play presented in the given research is focused on general English rather than professional topics as it was devised as a follow-up of several topics of the first year curriculum for non-linguistic departments. The survey revealed that all the students who took part in the activity managed to reach the learning objectives regardless of their English language proficiency, which gives the authors a reason tо claim that a role-play is an effective tool suitable for enhancing language skills in diverse groups of learners. Another conclusion the authors draw from the results of the conducted survey is that the usage of role-plays has its say in preparing learners for real communication and develop their interest in the language acquisition and self-reflection. Download full text:Check if you have access through your login credentials or your institution Username Password

Welche Sprache(n), wee und woozy linen? Deutschkurs am Intensivfremdsprachenzentrum CEIL Algerischer Universitäten

Which language(s), wee and woozy linen? Deutschcourse at the CEIL intensive foreign language center of Algerian universities
 Foreign language learning has become a must in Algerian universities in recent years due to its concrete importance in the higher education context and at the international level. Algerian students, lecturers (researchers) and university members have become aware in recent years about the need to learn and/or master at least one foreign language. In order to meet the increasing demand for foreign language learning in higher education, many Algerian universities have initiated intensive foreign language centers (des centers d'enseignement intensif des langues étrangères). Several world languages are offered for learning such as French, English, German, Spanish, Chinese, etc. Learning German occupies an important place at these intensive foreign language centers and is requested and/or offered at many settings at Algerian universities. This article first provides a brief overview of the German courses offered at these institutions and then specifically addresses the questions of the teaching and learning materials used, the curriculum and the various learning objectives of learning German. In fact, various steps can be recorded in the design or conception of a specific textbook for German learners at the intensive language centers of Algerian universities, which are briefly presented at the end of this article. First, the language needs and the learning goals of the German learners are considered in more details in order to create a general curriculum. Of course, the necessary basic elements of the German language must be made available to the CEIL German learners in the initial lessons. Later, after an intensification of the German learning in the sense of the intensive course, further linguistic means or competencies from the university area in Germany could be used in the textbook in order to meet the needs of learners. Last but not least, the linguistic requirements and the adequate communication needs should be taken into account in the textbook. Also, the learners’ autonomy should be promoted because the aim of this experiment (creating a specific textbook for the CEIL German learners) is to get the CEIL German learners prepared for independent learning of the German language. Instrumental motivation certainly has a positive influence on the achievements of the CEIL learners. Accordingly, the CEIL German lessons can be improved by the textbook and other practical materials to keep pace with the course developments.

Revitalizing Foreign Language Learning in Higher Education Using a PBL Curriculum

Higher education is frequently criticized for inadequate preparation of students so that they could become successful in their studies, future lives and careers. Students tend to lack higher-order thinking skills, in particular problem solving skills. What the new face of a university foreign language course might be is not simply learning languages but also integrating the development of the most important skills of the 21st century ⿿ higher-order thinking, problem-solving, self-directed learning, communication and collaboration with the ability to demonstrate these skills using a foreign language. Problem-based learning (PBL) is a unique approach that allows achieving this and therefore needs to be more increasingly implemented even in the field of foreign language education. There is much literature that explains curricular change in the field of PBL demonstrating the value of this approach to students, educators and institutions; however, there is little research to date that has explored PBL in foreign language education. Based on the scientific literature review method, this article addresses the issue of why PBL is a relevant approach to be implemented in foreign language education and suggests ways of its implementation. PBL can help revitalize foreign language learning in higher education as it can create meaningful and authentic communication central to the learning process, where language learning is coupled with learning how to solve ill-structured problems. Students move from reproductive to creative and meaningful language use, which undoubtedly contributes to meaningful learning and increased motivation.

Teachers and Studentss Attitudes Towards Using Mobile-Assisted Language Learning In Higher Education

Mobile -assisted language learning (MALL) is considered as a new multidisciplinary field of educational technology. Recently, this new wave of technology has gained its popularity among students due to the widespread of various mobile technologies to enhance learning. The current study endeavors to investigate the attitudes of EFL teachers and learners at the University of Batna 2 towards the effectiveness of mobile- assisted language learning. The research methodology used in this study is the descriptive. Thus, the data were collected by using of questionnaires. The questionnaires were distributed randomly to eighty (80) master students, and fourteen (14) teachers of English at Batna 2 University. From the questionnaire, both quantitative and qualitative data were collected and analyzed. The findings of this study revealed that both teachers and students of English have positive attitude towards the effectiveness of MALL. Likewise, both showed their agreement on the potential of MALL as a promising approach for teaching and learning foreign languages. Listening, speaking, reading, and culture are identified as the main aspects of language that can be taught and enhanced by integrating mobile technologies. Students have shown both their willingness and motivation to adapt their mobile devices for language learning; however, some teachers showed that mainstreaming mobile education is still early. The finding suggests that more time, pedagogical infrastructure, and training is required. Accordingly, the results of this study will serve as a foundation for coming researchers to investigate mobile learning in depth.

SPECIAL ISSUE: Technology-Based Pedagogical Approaches to Language Learning in Higher Education

SPECIAL ISSUE: Technology-Based Pedagogical Approaches to Language Learning in Higher Education

Language learning in higher education: Portuguese student voices

ABSTRACTThis paper begins by reviewing European language education policies in higher education and relating these to the bottom-up language provision practices currently applied in higher education institutions. The paper then focuses on a case study at the University of Aveiro (Portugal) that sets out to identify students’ social representations concerning: (i) the importance of integrating foreign language courses into their degree/master/PhD programmes and (ii) the languages they consider to be more important in their academic training and the reasons for this. The findings indicate that the vast majority of responding students consider the integration of language courses in the curricula to be relevant from a doubly pragmatic perspective. Firstly, English is seen as a pathway to employability, mobility and the accessibility of knowledge, while other foreign languages (Spanish, French and German) are viewed as ‘differentiating assets’ in the professional marketplace.

Language Learners Perceptions and Experiences on the Use of Mobile Applications for Independent Language Learning in Higher Education

With the widespread use of mobile phones and portable devices it is inevitable to think of Mobile Assisted Language Learning as a means of independent learning in Higher Education. Nowadays many learners are keen to explore the wide variety of applications available in their portable and always readily available mobile phones and tablets. The fact that they are keen to take control of their learning and autonomy is thought to lead to greater motivation and engagement, and the link with games-based learning suggests that the fun factor involved should not be overseen. This paper focuses on the use of mobile applications for independent language learning in higher education. It investigates how learners use mobile apps in line with their classes to enhance their learning experience. We base our analysis on a survey carried out in autumn 2013 in which 286 credited and non-credited language students from various levels of proficiency at The University of Manchester express their perceptions on the advantages and disadvantages of the use of mobile applications for independent language learning, together with examples of useful apps and suggestions of how these could be integrated in the language class.

How to Effectively Integrate Technology in the Foreign Language Classroom for Learning and Collaboration

Abstract This project aims to investigate the potential of Web 2.0 tools in the development of communicative competence in English language amongst undergraduate students. The theoretical framework that underpins this study is rooted in national and European policies emerging from the Bologna Process. It focuses first of all on the role of the English language in the fulfillment of Bologna stated goals and, secondly, it analyses the methodological and pedagogical challenges derived from the objectives and guidelines established. Besides this, the Bologna Process is also understood within a changing economic and social landscape, where ongoing innovation in Information and Communication Technologies have generated a rapid production and dissemination of information on a global scale. This new framework has originated new challenges as far as English language teaching and learning in higher education is concerned. These include the creation of a dynamic environment leading to both dialogical and dialectical learning, thus enhancing opportunities to communicate and act through and in English. The methodological approach adopted in this study consisted of an action research project over two semesters in the course units: English II and English III, from the degree course in Tourism at the School of Technology and Management, of the Polytechnic Institute of Viseu. Stemming from the core theme of each course unit and intended learning outcomes, interactional tasks using Web 2.0 tools and involving the construction of collaborative outputs were designed and implemented. The analysis of the information retrieved points to a markedly positive impact of Web 2.0 tools on the implementation of interactional tasks in English language learning in higher education. The students’ active involvement in solving authentic tasks, the encouragement of cultural awareness, and the development of individual and collaborative (meta) competences all attest to the importance of social networks, wikis and podcasts in English language learning. This study represents an innovative and very positive contribution for applied linguistics studies, legitimizing Web 2.0 applications as an exceptional strategy in meeting the goals raised by Bologna.

Mind and material: The interplay between computer-related and second language factors in online communication dialogues

With a growing demand for learning English and a trend of utilizing computers in education, methods that can achieve the effectiveness of computer-mediated communication (CMC) to support language learning in higher education have been examined. However, second language factors manipulate both the process and production of CMC and, therefore, attention is required when discussing factors influencing CMC in a second language setting. This paper discusses text-based cmc in an English-as-a-foreign-language (EFL) context and examines correlations between items included in CMC measures via a second language. Results show that CMC measures and second language proficiency are statistically correlated at a significant level. Some key points raised here are (1) a computer user’s second language writing proficiency influences the computer communicative skills that he or she applies to the online dialogues; (2) a computer user’s second language proficiency is related to his or her self-perception of the achievement on online dialogues; and (3) an EFL computer user’s motivation for CMC is connected to his or her second language writing ability.

Cross-cultural analysis of users' attitudes toward the use of mobile devices in second and foreign language learning in higher education: A case from Sweden and China

The present study examined the current state of students' attitudes toward mobile technology use in and for second and foreign language learning in higher education. Moreover, the study investigated if age, gender or cultural factors affect these attitudes. A total of 345 students from two in many aspects different countries, China (Yunnan University) and Sweden (Dalarna University) participated in this study. To access learners' perceptions toward mobile technology use, we employed Kearney's pedagogical framework to mobile learning from a socio-cultural perspective (Kearney, Schuck, Burden, & Aubusson, 2012). Hofstede's cultural dimensions were used to approach students' cultural views, as these dimensions represent some values – aspects of culture – that may affect attitudes toward technology and learning individually as well as in combination. The findings show the respondents' attitudes toward mobile learning are very positive with individualization being most positive (83%) followed by collaboration (74%), and authenticity (73%). The statistical analysis indicates that Hofstede's factors cannot explain the differences in mobile-assisted language learning (MALL) attitudes in the chosen sample. Among the personal factors, gender is identified to be a predictor to explain the differences in students' attitudes toward MALL. This study shows that technology itself seems to be the most important culture-shaping factor, more important than culture inherited from the physical environment, and more important than age.

The Common European Framework of Reference for Languages and the European Language Portfolio: Some history, a view of language learner autonomy, and some implications for language learning in higher education

The Common European Framework of Reference for Languages and the European Language Portfolio: Some history, a view of language learner autonomy, and some implications for language learning in higher education

Blended learning and disciplinarity: negotiating connections in French Studies in regional universities

In this article, we outline the challenges facing French Studies in regional Australian universities resulting from an increasingly vocational curriculum and doubts about the cost-effectiveness of language learning in higher education. These pressures have resulted in a process of discipline restructuring and significant cuts in the numbers of staff teaching French Studies. The other major consequence outlined is the dislocation that has taken place in the link between teaching and research as academics with interests in the traditional aspects of French Studies have found their roles restricted to the delivery of low-level communicative language classes. Despite these considerable challenges, we offer a hint of optimism to colleagues in the discipline based on evidence from an increasing body of research into the impact of approaches to language teaching that combine traditional face-to-face instruction and online learning. In our opinion, this blended approach offers French Studies in the regions, not to mention other language disciplines, an opportunity to address the efficiency agenda and, at the same time, help to rebuild disciplinary breadth by re-establishing the link between teaching and research.

Community Languages: Mapping Provision and Matching Needs in Higher Education in England

This article presents the main findings and recommendations from a study investigating provision for community language learning in higher education in England (McPake & Sachdev, 2008). Changing attitudes towards the value of community languages – defined as ‘all languages in use in a society, other than the dominant, official or national language’ (McPake, 2006) – have led to increased opportunities for schoolchildren to study and acquire formal qualifications in some of the most widely spoken community languages in England. However, earlier research (McPake et al, 2007a) indicated that opportunities to continue these studies at university level are currently only patchily available. The aim of the study reported here was therefore to map provision in this sector and to consider how it might be developed to meet emerging demand.

The Common European Framework of Reference for Languages, the European Language Portfolio, and language learning in higher education

This article explains the relevance of the Common European Framework of Reference for Languages (CEFR) and the European Language Portfolio (ELP) to language learning in higher education, especially as regards the definition of aims and learning outcomes and the promotion of students' capacity to manage their own learning. After providing some historical background, the article expounds the CEFR's action-oriented approach, explores it conceptualisation of progression in language learning and its implications for language teaching, and suggests how it can be applied to the design, implementation and assessment of language learning programmes in higher education. It then introduces the ELP, explains how it can be used in conjunction with the CEFR to support coherent programme delivery while promoting reflective learning and student autonomy, and concludes by considering the role of self-assessment in the university's assessment framework. The article ends with a cautionary tale.

Teachers’ Changing Rolein Computer Assisted Language Learning in HigherEducation in China

Teachers’ Changing Rolein Computer Assisted Language Learning in HigherEducation in China

Technology‐Mediated Learning 10 Years Later: Emphasizing Pedagogical or Utilitarian Applications?

Abstract: In recent years, educational technology has come a long way. Technological advancements and significant investments in computer equipment and training have opened new opportunities for foreign language teachers. In addition, instructional technology (IT) is now an accepted component of teacher training and foreign language teaching. This study addresses the question how IT actually is being used for foreign language learning in higher education. It reports the findings of an online survey, which was completed by 173 college foreign language teachers. Results suggest that the vast majority of participants do use computer technology for their teaching, but at a very basic level. Teachers' IT use seems to be motivated largely by utilitarian reasons, followed by a variety of pedagogical benefits.

Teacher training and ‘quality’ in higher education language teaching: strategies and options

The article focuses on the training of higher education language teachers from a quality enhancement perspective. After a brief discussion of the nature of quality in higher education, the article considers the implications which the expansion of language learning in higher education in Europe has for the teachers involve in designing and delivering language programmes. The main body of the article is then devoted to a discussion of the strategies and options in the field of the training of language teachers which emerged from reports on quality enhancement in higher education language studies prepared in 18 European countries. The reports were prepared within the framework of Thematic Network Project 2, organised by the European Language Council. The article concludes by highlighting the crucial role of teacher training in the ‘quality cycle’ with respect to both teaching and student learning. L'article traite de la formation d'enseignants de langue travaillant dans l'enseignement supérieur d'une perspective axée sur l'amélioration de la qualité. Suite à une brève discussion de la notion de qualité dans l'enseignement supérieur, l'article examine les implications de l'expansion de l'apprentissage des langues dans l'enseignement supérieur en Europe pour les enseignants responsables de la conception et de la réalisation pédagogique de programmes de langue. La partie principale de l'article est alors consacrée à l'analyse des choix et stratégies dans le domaine de la formation d'enseignants de langues qui se sont dégagés de rapports sur l'amélioration de la qualité dans le domaine des langues dans l'enseignement supérieur dans 18 pays de l'Europe. Ces rapports furent préparés dans le cadre du Projet de Réseau Thématique 2, organisé par le Conseil Européen pour les Langues. En conclusion, l'article souligne le rôle crucial joué par la formation des enseignants par rapport à la qualité autant de l'enseignement que de l'apprentissage des langues par les étudiants. El artículo trata de la formación de profesores de lengua que trabajan en la enseñanza superior, desde la perspectiva de la mejora de la calidad. Tras una breve discusión acerca de la nociœn de calidad en la enseñanza superior, el artículo examina las implicaciones de la expansión del aprendizaje de las lenguas en la enseñanza superior en Europa para los profesores responsables de la concepción y de la realización pedagógica de programas de lengua. La parte principal del artículo se consagra por tanto al análisis de las elecciones y estrategias en el campo de la formación de profesores de lenguas, tal como se desprenden de los informes sobre la mejora de la calidad en el campo de las lenguas en la enseñanza superior en 18 países de Europa. Estos informes fueron preparados en el marco del Proyecto de Red Temática 2, organizado por el Consejo Europeo para las Lenguas. En conclusión, el artículo subraya el papel crucial desempeñado por la formación de los profesores en la calidad tanto de la ensepanza como del aprendizaje de las lenguas por los estudiantes. Der Artikel behandelt die Ausbildung von Sprachlehrkräften an Hochschulen aus der Sicht der Qualitätsverbesserung. Nach einer kurzen Erörterung der Spezifität der Qualität in der Hochschulbildung, befasst sich der Artikel mit den Konsequenzen des verstärkten Lehrens und Lernens von Sprachen an Hochschulen für die mit der Planung und Umsetzung von Sprachlehrprogrammen betrauten Lehrkräfte. Der Hauptteil des Artikels ist der Analyse von Strategien und Möglichkeiten im Bereich der Ausbildung von Sprachlehrkräften gewidmet, die aus 18 europäischen Länderberichten über Qualitätsverbesserung im Sprachenbereich an Hochschulen hervorgingen. Diese Berichte wurden innerhalb des vom Europäischen Sprachenrat organisierten Thematischen Netzwerkprojekts Sprachen II (TNP2) erstellt. Am Schluss des Artikels wird die entscheidende Rolle der Ausbildung der Sprachlehrkräfte für die Qualität des Lehrens und Lernens von Sprachen an Hochschulen hervorgehoben.

Reconceptualizing roles and responsibilities in language learning in higher education

This paper addresses the theme of the special issue by looking at the development of student autonomy in learning in the French programme at the University of the West Indies St Augustine, Trinidad and Tobago. The paper explains why a focus on autonomy is apt to meet both the programme's linguistic goals and its larger societal goal of preparing language specialists for the country and the region. Data from questionnaires and learning journals of first year students allow us to compare student attitudes to learning and autonomy with what is documented in the literature. These data show why there is a need to help students revise their interpretation of learning in a higher education context. The paper suggests that a learning environment that allows participants to reconceptualize their roles and responsibilities in learning is one which creates the conditions for transformative learning to occur. The higher education sector optimally provides such environments.