Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers

Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections. Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach

Instant messaging and the facilitation of collaborative, student-led learning and teaching-support: The NZCEL EAP scenario

Abstract In the last couple of decades, the increased use of technology in the education sector has led to smartphone use becoming more prevalent in supporting students’ learning. Apart from applications (apps) specifically designed for language educational purposes, such as Duolingo, there are also instant messaging apps that are not specifically designed for education purposes, but that can be useful in supporting learners. These include instant messaging apps such as, WhatsApp and WeChat. Instead of relegating phone app use to merely a source of entertainment and distraction, teachers increasingly use them as a vital form of communication to enhance education, including language learning. Apps have thus shifted from a tangential position to the forefront of the learning space. For the purposes of this research project, WeChat was used as the messaging app. This article focuses on the initial findings of a pilot study and concentrates on the perceived purposes for the participants’ posts as they relate to the use of the app as a tool for collaboration, peer-support, and knowledge sharing. Data was gathered through an online survey, semi-structured interviews, and an analysis of the WeChat posts. Analysis of the posts and comments made by students during the interviews suggest that the tool formed a vital link between them, their classmates and teachers, and, at times, served as a social platform underlying the key educational purposes of the programme

Aprendizado Móvel como Recurso Educacional para Fomentar a Motivação no Aprendizado de Inglês como Língua Estrangeira

Motivation plays a pivotal role when learning a foreign language. It is a relevant factor in determining the willingness of students to learn. This documentary research is aimed at analyzing previous studies regarding the motivation of university students at an intermediate level to learn English as a foreign language (EFL thereafter) using Mobile Learning (also known as M-Learning). This study focused on how mobile learning is used and approached in English classes as well as its influence on students' motivation. This body of information effectively showed that Mobile Learning and its implementation in English lessons contribute to increasing students’ motivation. This type of learning will not replace teachers, but it can become an innovative resource through the current and emerging mobile educational applications.La motivación juega un papel fundamental en el aprendizaje de un idioma extranjero, siendo un factor relevante para determinar la disposición de los estudiantes. Esta investigación documental se enfoca en el análisis de estudios previos sobre la motivación de estudiantes universitarios de nivel intermedio para aprender inglés como lengua extranjera (EFL) a través del aprendizaje móvil (también conocido como M-Learning). Este estudio se centra en cómo se utiliza y aborda el aprendizaje móvil en las clases de inglés, así como en su influencia en la motivación de los estudiantes. Se concluyó que el aprendizaje móvil y su implementación en las clases de inglés contribuyen efectivamente al aumento de la motivación de los estudiantes. Este tipo de aprendizaje no reemplaza a los docentes, pero puede convertirse en un recurso innovador a través del uso de aplicaciones móviles actuales y emergentes.A motivação desempenha um papel fundamental no aprendizado de um idioma estrangeiro. É um fator relevante para determinar a disposição dos alunos. Esta pesquisa documental está focada na análise de estudos prévios sobre a motivação de estudantes universitários de nível intermediário para aprender inglês como língua estrangeira (EFL) através da aprendizagem móvel (também conhecido como M-Learning). Este estudo se concentrou em como o aprendizado móvel é utilizado e abordado nas aulas de inglês, bem como sua influência na motivação dos alunos. Esta pesquisa concluiu que, efetivamente, a aprendizagem móvel e sua implementação nas aulas de inglês contribuem para o aumento da motivação dos alunos. Este tipo de aprendizagem não substituirá os professores, mas pode se tornar um recurso inovador através do uso de aplicativos móveis atuais e emergentes.

Establishing a WhatsApp Conversation: One of Innovations in English Language Teaching

This paper discusses the use of WhatsApp as one of current beneficial devices to assist students in communicative language learning. Based on the writer’s experience in teaching English for Specific Purposes at Information Technology Department, WhatsApp can increase students’ motivation in learning and it offers huge opportunities for them to share and take ideas in the target language to improve their knowledge. It allows them to engage actively in online conversation and create confidence to use English in daily communication through two forms of conversation such as independent and dependent conversation. The first type assists students to interact among themselves to discuss various interesting topics, whereas teachers are not involved in their online dialogues. The latter, however, requires teachers to guide the whole processes, and they are actively participating in the online discussion. This media can help students build their confidence and motivation to learn. Based on the questionnaire distributed to the subjects, it revealed that they felt confident, independency, enthusiasm, and having positive attitude to learn English using the application. Hence, WhatsApp is one of recent technologies that can be used in language teaching especially to motivate non-English major students to learn English. Keywords: whatsapp, conversation, English language teachin

日本の大学生の英語授業におけるFacebook の利用意識と利用状況 : その意味

本研究では，日本人学生のFacebookに対する態度を調査するとともに，こうした代替ソーシャルネットワークプラットフォームを利用することによる言語学習への影響や授業での活用法についても調査した。本研究には，教育学部，法学部，工学部という英語を専門としない3つの学部の合計163名の日本人学生が2年間に渡り参加した。Facebookに対する態度のデータと実際の利用データは， 2つのアンケートによって収集された。その結果，多くの学生はグローバルで本格的なSNSを使った教室活動に価値を見出していたが，彼らの利用データと照らし合わせると，Facebookは必ずしも最良のプラットフォームとして選ばれていた訳ではないことが明らかになった。参加者のうち，今回のプロジェクト以外でFacebookを積極的に利用していると回答したのはわずか6％であった。他方，学生の回答によれば，約98％の学生はLINEを利用しており，73％の学生もYouTubeを頻繁に利用していた。更に，50％以上の学生がInstagramやTwitterを定期的に利用していた。本稿では，現在の文献を参考にしながら，これらの回答とその背景にある理由を詳細に検討した。This study examines not only Japanese students’ attitudes toward Facebook, but also the language learning implications and in-class teaching applications of utilizing alternative social network platforms. A total of 163 Japanese university students participated in the study, drawn across two years and from three non-English faculties, namely Education, Law, and Engineering. Attitudinal and usage data were collected via two questionnaires. It was found that many students did find global, authentic SNS classroom work to be valuable, but when mapped against their usage data, it was revealed that Facebook may not always be the best platform of choice. Only 6% of participants claimed to actively use Facebook outside of the current project, while approximately 98% of students stated that they use LINE, 73% use YouTube frequently, and more than 50% use Instagram and Twitter regularly. Drawing on current literature, the paper examines these responses in detail and the reasons behind them

Chinese EFL Students’ Self-Regulated Learning Through WeChat: An Intervention Case Study in a University

This study explores EFL (English as a foreign language) students’ self-regulated learning (SRL) in the context of social media in a university in China. Informed by Vygotsky’s (1978) sociocultural theory, this study is framed by four theoretical constructs: SRL, Zone of Proximal Development (ZPD), scaffolding, and interaction. An intervention case study design was adopted to examine the following research questions: Q1: What are students’ perceptions of SRL in English learning via WeChat? Q2: How do EFL students engage in self-regulated learning in the new learning environment? Q3: What are the factors impacting EFL students’ self-regulated learning in the new learning environment? Data were collected from questionnaires, discussion records and files on WeChat, and semi-structured focus group interviews. Five key findings addressed the research questions: 1) Students’ SRL awareness was limited at the beginning of this study but they showed enhanced knowledge of SRL strategies after joining the WeChat group. 2) Students’ perceptions changed in regard to advantages of using WeChat as a learning tool. 3) Students were able to apply and adjust different SRL strategies and their SRL ability was improved in general with the support of appropriate intervention. 4) Students used two new SRL strategies (planning and peer support). 5) Scaffolding and interaction were factors closely related to students’ SRL development, which, in turn, contributed to their ZPD. This study provides a new conceptual framework for assessing university students’ self-regulated EFL learning in the context of WeChat. It also contributes to the research literature on SRL via social media in China. The intervention case study design offers methodological contributions that will assist future similar studies. This research also has pedagogical implications for the effective use of social media to enhance EFL learning in a self-regulated mode in similar contexts

CercleS 2022

CHAIRPERSON Manuel Moreira da Silva, Instituto Politécnico do Porto, Portugal EDITORS Ana Gonçalves, Estoril Higher Institute for Tourism and Hotel Studies, Portugal Célia Tavares, Instituto Politécnico do Porto, Portugal Joaquim Guerra, Universidade do Algarve, Portugal Luciana Oliveira, Instituto Politécnico do Porto, Portugal Manuel Moreira da Silva, Instituto Politécnico do Porto, Portugal Ricardo Soares, Instituto Politécnico do Porto, PortugalCercleS 2022 The Future of Language Education in an Increasingly Digital World: Embracing ChangeN/

The use of whatsapp as a collaborative tool in vocabulary learning among tertiary level students

Vocabulary is a central element of language proficiency that offers a strong foundation for students’ language skills. However, an extensive review of previous studies showed that Malaysian students' English proficiency levels are decreasing due to limited vocabulary knowledge despite having been exposed to the vocabulary for more or less than 11 years. In order to tackle students’ eagerness to acquire vocabulary, instructors are to be creative and aware of the current changes in the teaching and learning process. The mushrooming of technologies, including mobile phones, has made them widely used devices in modern society and a great influence in the education field. The use of instant messaging mobile applications has become epidemic among Generation Z (Gen-Z) because they spend a significant amount of their free time browsing through social network applications, such as WhatsApp. Hence, this study explored the use of WhatsApp as a collaborative learning tool to assist tertiary-level students in vocabulary learning. A total of 20 second-semester psychology students from Widad University College were involved in the study. This study aims to examine the effects of WhatsApp instruction and investigate the benefits and obstacles experienced by the students upon the use of WhatsApp in vocabulary learning. Furthermore, the quasi-experimental design employed in this study lasted for six weeks. A vocabulary test was used to gather quantitative data, while a focus group interview was conducted to collect qualitative data. SPSS version 22 was applied to analyse the quantitative data, while NVivo 12 was employed to evaluate the qualitative data. The findings of the quantitative data demonstrated a significant difference in the total mean scores between the pre-test and post-test after the use of WhatsApp in vocabulary learning. The focus group interview showed that the benefits of the use of WhatsApp were present, given that the application facilitated vocabulary learning, promoted collaborative learning, enhanced relationships among teachers and peers, boosted student confidence, and provided the students with technical and educational assistance in mastering the target vocabulary. Overall, the findings imply that WhatsApp is a suitable collaborative learning tool for assisting vocabulary learning. However, some techniques need to be improved to get around the problems and ensure that WhatsApp is a useful tool for vocabulary learning