Abstract:The importance of using one shared language has been realised as the world becomes more globalised. Moreover, businesses, organisations and multi-companies have acknowledged the importance of using one language as an internal and external communication tool. English language is the common worldwide shared language and has been adopted as a primary communication language in some countries over the years. The key aim of this paper is to focus on the various perspectives about the English language as a practical and communication tool in the global world between the individuals who don't share a common native tongue or culture and those who use the English language as a preferred language for foreign communication. In addition, this article will present the consequences for teaching business English.

Scope: Everybody lies. Plagiarism is pervasive because people are used to lying to succeed. While bringing up someone else's ideas may be an inadvertent case of cryptomnesia, or unintentional plagiarism, academic plagiarism is hardly ever that case. Building on the existing literature, the aim of this paper is twofold. On the one hand, it contributes to the creation of a new framework for the definition of academic plagiarism within the larger scope of academic dishonesty, or academic misconduct; on the other hand, it identifies forms to recognize and discourage it. Aim: Our aim is to provide the basis for a subsequent empirical study on the phenomenon of plagiarism at LABS-ISCAL hoping to help diminish this practice that is deeply rooted in students in general.

Some of the very first Internet technologies to be used for learning or distance education and training were the World Wide Web and e-mail. The World Wide Web allowed multimedia or hypermedia-based instructional content to be loaded on a Web server and browsed using HTML-based browsers, and Internet-based e-mail systems allowed learners and facilitators to correspond asynchronously—anytime, anyplace. However, one of the most significant contributions of Internet-based technologies toward training and collaboration in the last few years has been the introduction of synchronous collaboration technologies. Synchronous collaboration technologies truly create a new medium that brings facilitators and participants together in a dynamic and live environment through which highly interactive communication can occur—closing down the barriers for communication and learning.

This article discusses the question of interaction in corporate e-learning. I will define the three kinds of interaction in Moore’s model, explain the value of interactivity in learning, evaluate the benefits and limitations of using interactions, discuss the differences and similarities among learning through computers, learning from computers and learning with computers. Interaction takes on distinctive meanings in different contexts. Interaction is found in computer games, e-commerce sites, user-interface designs, online media, and education. Users have experienced interactions that set their expectations and definitions. The different experiences create challenges for instructional design experts because they muddy the definition and establish expectations regarding interactions that may not have direct transference to interactive online learning.

The objective of this chapter is to gain a better understanding of the usefulness of massive multiplayer online role-playing games (MMORPGs) for promoting English as a foreign language (EFL) acquisition. To accomplish this goal, the author analyzed specific categories of interaction occurring between English language learners while playing an online game entitled Eve Online. Previous research has proved that there are positive outcomes on EFL acquisition from the interaction that takes place while playing video games known as MMORPGs. These games immerse players in virtual worlds that are inhabited by hundreds and even thousands of other players, and all are partaking in the game in real time. Learners who choose to play the game in a foreign language are exposed to target language input in a context-rich environment where they can interact with native-speakers and other language learners.