New technologies are changing the way of learning foreign languages. However, one of the main challenges for software developers and mobile assisted language learning designers remains the creation of learning environments for students' language immersion in and outside the classroom. This paper describes the design and evaluation of a VR-based…

The present case study investigated the potential of the Common European Framework of Reference (CEFR) for languages: learning, teaching, assessment can-do descriptors for mediation in an English for Specific Purposes (ESP) Computer-Assisted Language Learning (CALL)-based context. Fabricating descriptors for mediation was cardinal for the Council…

This paper presents an innovative project-based learning activity meant to support language beginner students to develop, via their core curriculum, five enterprise capabilities ("authentic problem-solving;" "innovation and creativity;" "risk-taking;" "taking action;" and "true collaboration"),…

This research aims to explore how English for Specific Purposes (ESP) teachers and practitioners utilise new technologies, e.g. Massive Open Online Courses (MOOCs), webinars, online platforms, etc. as a means of self-scaffolding in order to exceed their threshold in pedagogical, linguistic, and discoursal competencies in various ESP domains. The…

This study presents the way Parmaxi and Zaphiris's (2015) social constructionist framework was used in order to teach and learn vocabulary in an Italian for Specific Academic Purposes (ISAP) tertiary course. The participants (beginner students) were guided to build in groups an artifact, i.e a specific academic vocabulary collection. To do so,…

Interacting with peers can be difficult for some students, due to their personality as well as to their learning styles. This paper shows how the Task-Based Approach (TBA) can be implemented and how digital resources can be used in language teaching and learning to enhance the students' experience and foster autonomy. To do so, I describe tasks I…

Language learning in tandem exchanges offers students a wealth of learning opportunities that are characterised by reciprocal and autonomous learning and foster authentic communication (Brammerts, 2001). Increasingly, these encounters take place online and, in this context, the EU-funded European University Tandem (EUniTa) project developed an…

According to the Agence Universitaire de la Francophonie (AUF), since 2016 many French universities have set up French language teaching programmes for refugees and people with subsidiary protection to respond to their need of linguistic support in French before starting or resuming their higher education studies. Welcoming such students however…

While translation has been used for centuries for the purpose of language learning, there is no doubt that recent approaches in the area of language and translation pedagogy have helped re-conceptualise -- and re-operationalise -- translation in radically new ways. In the last two decades, the role of translation in language teaching and learning…

Institution-Wide Language Programme (IWLP) modules are a popular option for international students at the University of Reading. Student feedback and module results show that some of these students face particular challenges in relation to their peers. In this paper, we describe how a team teaching Beginners French -- Common European Framework of…

This paper explores how a transnational approach to university language classes may help develop students' intercultural competence. Researchers have shown that the integration of literature in the language class has the potential to raise intercultural competence (Deardorff, 2006), especially when migrant and travel literatures are used (Matos,…

This chapter presents and discusses the results of a large-scale pilot study carried out in the context of a task-based, blended-learning Business English programme in the Foreign Languages and International Trade department of a French University . It seeks to explore the effects of pre-task planned Focus on Form (FonF) on accuracy in students'…

This chapter examines whether commonality can be found across different institutions' approaches to assessment in language teacher education, and whether elements of individuality in these unique settings can be incorporated into a common framework, which can then be used as a model to be adapted to suit each partner's needs and requirements.…

This paper discusses the rationale and structure of two Massive Open Online Courses (MOOCs) created as part of the EU-funded Move-Me project, which aims to develop two MOOCs and open educational resources for university learners participating in mobility programmes in Europe. The MOOCs are designed to help learners develop the skills necessary to…

This paper sets out to construct and present the evolving conceptual framework of the SpeakApps projects to consider the application of learning analytics to facilitate synchronous and asynchronous oral language skills within this CALL context. Drawing from both the CALL and wider theoretical and empirical literature of learner analytics, the…