This paper focuses on the impact of introducing a Group Dynamics Training Activity (GDTA) on learners' reported engagement during the course. The context is a university Common European Framework of Reference for languages (CEFR) B2 French language online course over the course of two semesters. Data was collected in the form of online surveys…

This study investigates whether potential differences in the weight of out-of-school and in-school learning environments affect the acquisition of L2 English by teenagers in two geographical contexts, more and less English-rich, and with less and more linguistic distance to English, respectively. Participants were two groups of 14-15-year-olds,…

The results of a transatlantic survey on technology-mediated Task-Based Language Learning (TBLL) are presented and discussed. The study was conducted within the scope of the European-funded Pan-European Task Activities for Language Learning (PETALL) project. The aim was to determine the teachers' acquaintance with TBLL and with the potential of…

This article discusses the effectiveness of Participatory Action Research-PAR to foster linguistic mudas, transformative processes among young new speakers of Basque leading to linguistic mudas (Pujolar and Gonzàlez. 2013. "Linguistic Mudes and the Deethnicization of Language Choice in Catalonia." "International Journal of Bilingual…

This paper considers the cultural aspects of Content and Language Integrated Learning (CLIL) in Higher Education and its contribution towards cultural literacy and sustainable development in health sciences. It reports on a study conducted within a pharmacy degree programme at a Spanish university which seeks to examine the study plan and CLIL…

This article investigates how engaging students to discuss topics that reflect their ideologies in lingua franca (LF) virtual exchanges can help facilitate global citizenship development. A six-week virtual exchange is explored with students from universities in Mexico, Poland, Spain, and the USA. This study utilizes five key elements of…

This paper focuses on the teaching of pragmatics in English as a Foreign Language classroom and how the traditional way of teaching languages can be challenged. It also aims to highlight the importance of incorporating computer-assisted activities as well as other resources that can be introduced into the classrooms in order to teach pragmatics.…

Drawing on recent conversation-analytic and socio-interactionist research on students' participation in L1 and L2 classroom interaction in teacher-fronted activities, this paper makes a step further by presenting an exploratory study of students' displays of willingness to participate (WTP) in classroom interaction and pedagogical activities…

The goal of this study is to analyze the implication of integrating activities driven from critical pedagogy into the curriculum of a Spanish language classroom using a critical ethnographic research methodology. The activities used in this course were out-of-class activities, multicultural activities, analyses of written and visual texts…

In the field of teaching a second language (L2), technology has always occupied a relevant position. The development of new technological tools has allowed the convergence of two learning environments, traditional face-to-face learning and virtual learning. This convergence has fostered the advantages of both types of instructions and the…

This article reports on the outcomes of a longitudinal case study to gauge the impact of content and language integrated learning (CLIL) on two of the least researched language skills: oral comprehension and production. It worked with 24 students in the fourth grade of Compulsory Secondary Education in a public school in Andalusia (southern Spain)…

Bilingualism and its reference methodology: CLIL are spreading at a very fast pace all through educative systems from some years on. The young status of bilingual programmes leads to little research about how bilingualism is influencing real learning contexts and which factors play important roles in that influence. In this way, this study aims to…

The present study explores young learners' awareness of foreign language learning and of their learning conditions. The participants were 76 Catalan-Spanish children who were learning English at primary school. Both cross-sectional and longitudinal data were collected by means of two different interviews that contained questions related to pupils'…

Many people in Spain are studying English in order to find jobs in this country or to migrate as a result of the economic crisis. Language classes, however, are limited in duration and are often not enough to enable students to progress as much as they would like to. Language learners have to spend a considerable amount of time out of class…

With the emergence of Web 2.0, the incorporation of internet-based social networking tools is becoming increasingly popular in the foreign language classes of today. This form of social interaction provides students with the opportunity to express and share their views with their peers, and to create profiles as well as online communities of…