Opportunities and concerns regarding the use of Massive Open Online Courses (MOOCs) in higher education have evolved along with them. A concern is how their use could support the higher-order learning appropriate for higher education. Grounded in the conversational framework, this case study explored how reflective practice could be fostered in a…

German university degrees, at least in some countries, offer students only German literature courses in addition to language courses. Linguistics is often not a core component of German degree programmes. As a result, students who are not familiar with basic linguistic terminology do not know how languages work, including their mother tongue, or…

This research aims to address the current gaps in computer-assisted translation (CAT) courses offered in bachelor's and master's programmes in scientific and technical translation (STT). A multi-framework course design methodology is proposed to support CAT teachers from the computer engineering field, improve student engagement, and promote…

The interest in formative assessment, which is highly valued in current conceptualisations of teacher assessment literacy, has led to a renewed focus on initial teacher education (ITE) programmes, as well as on the assessment education domain. The conceptual understanding of the theory and practice of formative assessment has been long advocated…

The report presents the results of an experimentation of an intercomprehension (IC) workshop, delivered in blended mode for Italian and Brazilian PhD students, and activated at the Language Center of the University of Ferrara during the academic year 2021-22. The general objective was for participants to learn a methodology that enables…