Vocabulary learning is a vital part of mastering a language and experience has shown that students often neglect to routinely work on this aspect leading to problems with listening, speaking, reading, and writing skills. This case study describes and evaluates the use of the Moodle glossary to support vocabulary learning in the modern language classroom. First-year students of German added 30 vocabulary items to the glossary each week. All students were encouraged to learn the new contributions on a weekly basis and classroom activities were used to reinforce the new vocabulary. Contributions were expected to follow a certain format, and students received a small percentage of their mark for their contributions. A mixed-method approach using surveys, statistics from Moodle, feedback notes, observation notes, email exchanges, and a focus group with students served to analyse the effectiveness of the Moodle glossary. Results showed that all students contributed to building the tool, though technological support from the instructor was sometimes necessary. Students less regularly read the contributions of others. A comparison of the Moodle activity report and the weekly quiz results suggested that engaging with the tool led to improved quiz results. The tool was successful in promoting independent learning, however extrinsic motivators (such as assessment and quizzes) proved necessary for some students. In general, the Moodle glossary was a useful tool for vocabulary learning and recommendations for a successful implementation are given. This case study will be of interest to language instructors, but also to learners and instructors dealing with specialised terminology.
This article contributes to the debate on what form of preparation and support can enhance the intercultural student experience during a Year Abroad. It presents a credit-bearing and multi-modal module at a UK university designed to both prepare students prior to departure through a series of workshops and activities on an e-portfolio and help them engage in meta-reflection on intercultural issues during their stay. The presentation of the curricular components of the course and instances extracted from student blogs are contextualised within theoretical considerations on intercultural education and a holistic approach to student development. The longitudinal evolution of the module is presented in the context of an iterative approach leading to a cycle of revisions and amendments. With its pragmatic stance, this article aims to address one of the concerns recently expressed about intercultural education, namely that although intercultural theories are suitably incorporated in the latest thinking on communicative competence, there is a lack of evidence-based practice.
Are students at community language classes ready to use more technology for their learning? Although research into the use of technology in many language learning settings is widespread, the particular needs of the diverse body of community classes which are open to all have received little attention. This article reports on a survey on technological preconditions (e-readiness) prior to introducing more technology to community language classes at a large UK university.Results showed that almost all students were extremely e-ready in regard to physical access to computers and competence with basic word processing applications. However, only 50% used more sophisticated applications, such as chat, discussions or gaming. 66% regularly updated their computer skills and were very motivated and confident computer users. There was a strong interest (over 90%) in the introduction of more computer-based resources for language learning. The introduction of blended learning was of interest to 75% of learners.Older participants, and those not in the labour force, displayed a lower degree of e-readiness, particularly regarding their skills and confidence. They were also slightly less interested in the introduction of online resources. Women displayed less confidence than men.Implications for the introduction and choice of technologies for community language learners are discussed.
In this article, we examine an oft-observed ‘interaction problem’ in the internationalising classroom for adding some reflections on universities’ internationalisation-interculturality praxis. Drawing on existing research and examples, we scrutinise the ‘path’ (multicultural interaction) and the ‘goal’ (intercultural learning) entailed in the ‘problem’ through the theoretical lenses of dialogicality, space and boundary. Our exploration suggests that the ‘interaction problem’ is possibly rooted in educators’ discursive construction and runs the risk of promoting an interculturality premised on closure. Students’ experiences show that they may indeed engage with organic processes of intercultural learning whilst interacting with cultural Others, but the knowledge they consciously take away may remain confined to givens. For intercultural learning to be transformative, we suggest that it is crucial for educators to recognise themselves as intercultural actors (rather than experts) and reflexively engage with situated knowledge about interculturality emerging from local practices.
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