Shifting the Balance: promoting autonomy and self-reflection in ESP

Barbora Chovancová and Štepánka Bilová Masaryk University Language Centre, Brno, Czech Republic barbora.chovancova@law.muni.cz, stepanka.bilova@law.muni.cz Abstract The modern trend in language teaching emphasises the need to develop skills that enable students to become self-sufficient in their future life with a foreign language. We describe two different learning situations in which learner autonomy is promoted; the first being…

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Improving motivation and language attitudes: The post-it experience

Marike Dewina MEM, Desiree Mannens M.A. and Elena Vilanova M.A. The Hague University of Applied Sciences, The Netherlands m.dewina@hhs.nl, d.mannens@hhs.nl, e.vilanovaescrig@hhs.nl Abstract Giving oral corrective feedback to our students’ oral production could sometimes interrupt the oral production and disrupt the student’s focus and their confidence. In our paper we would like to highlight the advantages of…

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An experiment with cooperative learning in two Business English classrooms – the students’ perspective

Eszter Sandor Budapest Business School, Hungary sandor.eszter@uni-bge.hu Abstract This paper presents the results of a small-scale pilot study of 33 students who participated in an experiment with cooperative learning in a Hungarian business school. The participants filled in a questionnaire and were interviewed about their cooperative classroom learning experience. The paper focuses on the students’…

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Developing presentation skills in a foreign language with (very) short presentations

Martin Businger Lucerne University of Applied Sciences and Arts, School of Business, Switzerland martin.businger@hslu.ch Abstract This article suggests classroom activities that aim to develop the presentation skills of foreign language learners at B1 level or higher. Students practise their skills by preparing and delivering very short, but well-structured presentations. Learners in the audience, too, should…

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Transitioning into a blended learning and flipped classroom model: the case of business French at Artevelde University College

Jan Den Haese and Aurélie Welcomme Artevelde University College, Belgium jan.denhaese@arteveldehs.be, aurelie.welcomme@arteveldehs.be Abstract In this paper, we will exemplify how a teachers’ team transformed the course “Business French”, a compulsory course for the first year students of the Bachelor in Business Management at Artevelde University College, from a “classical” language classroom course and setting into a…

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Developing ESP language skills in Business and Economics through business model simulations

Katriona Fraser and Rachel Lindner International Business Studies, University of Paderborn, Germany katriona.fraser@upb.de, rachel.lindner@upb.de Abstract In this paper, we outline the rationale, design and practicalities involved in setting up a business model generation course for students of International Business Studies (IBS) at the University of Paderborn (UPB). This learning scenario aims to help students develop…

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