Language Teaching Tomorrow

Prof. Dr. Renate Link Aschaffenburg University of Applied Sciences, Germany renate.link@th-ab.de Abstract Applying gamification methods in the educational sector has become increasingly popular in recent years in an effort to get and hold the modern generation-Y students’ attention and enhance their commitment. While computer-based gamification tools are more well-known and widespread, the haptic potential of…

Arianna Kitzinger PhD University of Sopron, Hungary kitzinger.arianna@uni-sopron.hu Abstract Although nobody doubts the necessity of learning foreign languages, there are still fierce debates on the age when to start it. This article aims to help the orientation in the jungle of pros and cons and gives a brief overview of different language pedagogical considerations. It…

Dr Mario Pace University of Malta Maltamario.pace@um.edu.mt Abstract Teaching a foreign language is quite challenging. Gone are the days where all students in class spoke the same language, had the same values, came from similar cultural backgrounds. The question is: how can we, as educators, transform the challenges in class into motivational tools? Very often,…

Fatma Nur Kabay & Celile Eren Ökten Yildiz Technical University, Turkey fnurkabay@gmail.com celileokten@gmail.com Abstract This study aims to create curiosity about literary texts in order to understand cultural aspects of language. Participatory action research was conducted with B1 level students from an international boarding school in Istanbul. Theoretical framework was based on intuitive text simplifying…

Marianna Leikomaa and Petri TuohimäkiTampere University of Applied Sciences, Finlandmarianna.leikomaa@tuni.fi petri.tuohimaki@tuni.fi Offering students a chance for international collaboration within an existing language course is often the easiest way to ensure authentic learning situations. However, this requires a bit of time, work and flexibility from all parties. Two English language teachers from Tampere University of Applied…

Tanja PsonderFH JOANNEUM University of Applied Sciences, Austriatanja.psonder@fh-joanneum.at Abstract This contribution briefly introduces the application of non-fictional comics in presentation courses in tertiary education. It aims at demonstrating how easily and well comics can replace the traditional presentation formats while adding structure to the presentation. In addition, the paper looks into the preparative steps and…

Hubertus Weyer, M.A.Hochschule für Angewandte Wissenschaft und Kunst, Germany hubertus.weyer@hawk.de Abstract In online language teaching, making students build communities for collaboration on assignments is particularly challenging because students take online courses from home and do not see their peers very often. I am going to showcase how I have been teaching so far as an…

Õie TähtlaHealth Care College, Tallinn, Estonia oie.tahtla@ttk.ee Abstract There were four options one could use when creating a Kahoot! learning game (see What is Kahoot!?). The quiz-mode was commonly used by the language teachers at Tallinn Health Care College. However, there were other modes, too: jumble, discussion and survey. This paper introduces the possibilities of…

Török Judit & Kétyi András Budapest Business School, Hungarytorok.judit@uni-bge.huketyi.andras@uni-bge.hu Abstract Our university research group has been working on the implementation of the methodology of Project-Based Language Learning (PBLL) into the German business language courses, and action research was conducted as well. Our sample was university students learning German business language either as a first (n=65)…

Ewa HajdaszWroclaw University of Environmental and Life Sciences, Poland ewa.hajdasz@upwr.edu.pl Abstract It is relatively easy to learn how to produce average e-content and how to technically manage courses on e-learning platforms. On the other hand, it is truly challenging to design a brain- friendly course that will enhance the learning process. In this paper I…

Agata Jagiello-Tondera Military University of Technology, Warsaw, Polandagata.jagiello@wat.edu.pl Abstract Teaching foreign languages, and military vernacular in particular, to officer cadets may pose a challenging task. Facilitating the process of military language acquisition and arousing intellectual and cognitive curiosity through film play an essential role in the cadets’ language learning process. Communication skills are of the…

Ana Mihaela Istrate & Elena Museanu Romanian-American University, Romania istrate.ana.mihaela@profesor.rau.romuseanu.elena@profesor.rau.ro Abstract The challenges of teaching foreign languages in the current higher education system worldwide is characterized by continuous changes in the social and economic development of certain areas of the world, but also by the migration process which started a couple of years ago. At…

Marianna Leikomaa & Henri AnnalaTampere University of Applied Sciences (TAMK), Finland marianna.leikomaa@tuni.fi henri.annala@tuni.fi Collaborating with an international partner is often the best way to offer authentic learning experiences for students (Leikomaa & Annala, 2018), but what happens if the international partner is no longer able to continue offering joint courses? Two TAMK teachers encountered this…

Linda Wright Fulda University of Applied Sciences, Germany Termesl@gmail.com Abstract The premise of this short article is that grammar rules become part of an L2 learner’s autonomously applied repertoire when experienced as decisive in comprehending and conveying meaning. An example of such inductive discovery of meaning for a basic grammar rule is followed by an…

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…

Andreas Schmidt Marmara University, Turkey andreas.schmidt@marmara.edu.tr Abstract This article investigates the relationship between purpose in learning and its outcomes with regard to education delivered in a second language. Bilingual education poses specific challenges, because language training and academic specialisation need to be integrated. The CLIL method is proposed as a way to bridge this gap…

Minna Metsäportti and Kirsi Saarinen Tampere University of Applied Sciences, Finland minna.metsaportti@tamk.fi, kirsi.saarinen@tamk.fi Abstract A Fast Track to Professional English (3ECTS) is an online course jointly implemented by two vocational English teachers of Tampere University of Applied Sciences. It is intended for students with relatively high competence in English. The objective is to provide Engineering…

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…

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’…

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…