Abstract This study explores the evolving nature of students’ sense of belonging in Finnish higher education, particularly as learning environments shift between in-person, online, and hybrid modes. While much research has focused on belonging in Higher Education, the experiences of Language Centre students remain underexplored. The aim of this study is to understand how belonging is experienced by these students and how teachers can foster it within diverse learning contexts. Through qualitative interviews with 11 Language Centre students, the study finds that belonging is a multifaceted and dynamic process. Students experience belonging not only through direct participation in the course community but also through connections to broader language communities. Belonging often emerges from brief, purpose-driven interactions centred around shared learning goals. Teachers play a pivotal role in fostering belonging by offering cognitive, social, and emotional support, and by organising inclusive spaces that encourage meaningful interaction. The findings have important pedagogical implications. Educators are encouraged to adopt intentional strategies that promote collaboration, communication, and knowledge-sharing, particularly in hybrid and online settings. This study challenges the traditional view that belonging relies solely on deep emotional connections, emphasising that it can also arise from momentary interactions centred around shared purposes.

Article Language learning across cultures and continents: exploring best practices of dialogue, collaboration and innovation was published on October 1, 2025 in the journal Language Learning in Higher Education (volume 15, issue 2).

Abstract This report presents two attempts made to promote learner autonomy at a Sino-British university in China. The first is a flipped learning approach in a Common European Framework of Reference (CEFR) A1 level module, where approximately 600 students were enrolled. It was introduced to run the module effectively without reducing the number of groups needed while facing a shortage of teachers. Flipped learning activities involved watching a short video created by teachers and completing a relevant quiz before attending class. The pre-task completion rate was 29 % but active and creative ways of engagement were observed amongst high performing students. The second attempt was an introduction of learner portfolio to a CEFR A2 level module involving 77 students. It was incorporated as part of the formative assessment, where students chose topics and methods based upon their interests. Throughout the process, students were encouraged to have “fun learning” and “focus on process” while receiving individual support. As a result, the satisfaction rate was as high as 96 % with many students reflecting their experiences as enjoyable, useful and practical. The students involved demonstrated unique ways of learning although individual differences in the efforts existed. Despite some research claim, it cannot be said categorically Chinese learners have low autonomy.

Abstract 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 understanding of scientific specialized texts in their original language and encourages plurilingual academic interaction in technical-scientific contexts where English is widely used. Since the creation of a collaborative class and the development of socio-affective strategies were particularly important in this context, the two aspects that were primarily observed were the interaction dynamics aimed at text comprehension and the degree of peer collaboration. Data were obtained from direct observation, which included: 1. the degree of interaction among peers with the same L1, 2. the degree of interaction among peers with different L1, 3. the degree of interaction related to different text types. The analysis shows a higher number of interactions among peers with different L1 and a high degree of interaction in the transposition of the specialized texts, whose content familiarity facilitated learners’ comprehension. These results support the adoption of an IC approach in plurilingual academic contexts.

Abstract Dynamic assessment (DA) integrates assessment and instruction between the instructor and learners. It emphasizes the learning process. DA was introduced to 24 undergraduates and 9 graduate students in two academic writing courses in Taiwan. The analysis of the pre- and post-tests, writing portfolios, observations, and interviews reached the following major conclusions. First, participants had a positive attitude toward DA, particularly regarding expert evaluation as the mediation for identifying global and local errors. Secondly, the integration of DA influenced the participants’ academic writing on research proposals, particularly the structure and the use of the APA format. Thirdly, participants regarded the instructor’s model writing and the exemplary journal articles as useful mediations. Suggestions on the effective integration of DA into academic writing courses are provided.

Abstract Schooling practices founded upon the principles of Instructed Second Language Acquisition (ISLA) do not appear to have attained widespread adoption among teachers, consequently hindering the implementation of didactic measures that foster foreign language acquisition. These measures are closely entwined with the classroom climate, wherein the fundamental element often hinges upon the attitude of the teacher. For the most part, foreign language teachers are better equipped to embrace this attitude after having personally experienced it as learners themselves. To explore this matter further, the present study adopts a mixed-methods research design to gather insights from participants (n = 74) who attended the Didactics of Foreign Language in Primary Education – German course within the Bachelor Degree in Primary Education at the University of Cádiz (Spain) during the last nine editions; that is, from 2014/15 to 2022/23. The research findings reveal a near-unanimous consensus among all participants, regardless of nationality, teaching experience, or age, on the influential role of a classroom climate in shaping their teaching attitude. Based on the results, pre-service foreign language teachers must be allowed to acquaint themselves with effective didactic measures, together with a well-defined classroom climate wherein the significance of teaching attitude is accordingly recognized as one of the most influential factors in motivating learners.

Abstract Learning to take effective notes is particularly difficult for non-English-native university students enrolled on English Medium Instruction (EMI) courses. However, time and cost constraints mean that many universities provide no support in English for academic purposes or academic skills. One solution to this problem would be to work closely with subject lecturers to develop training that can be delivered within the framework of the EMI content courses themselves. We developed a pilot programme for training students to take effective notes in English and applied it within the context of a first-year content course in Economics and Business Administration at a Spanish university. The students improved on several measures from the pre-test to the post-test, and provided positive feedback. They particularly appreciated learning how to build outlines, simplify information, and use abbreviations and symbols. Questionnaire responses indicated that they had found the training useful and appreciated the possibilities for direct application of the new skills acquired in their other EMI courses. Further research on how to train students in academic language competences within the ecologically valid setting of the EMI classroom itself could include support with subject-focused academic writing and speaking skills.

Abstract Digitale Lernplattformen haben durch die Coronapandemie deutlich an Relevanz gewonnen. Die Hochschulen mussten in kurzer Zeit ihr Angebot komplett auf digitales Lernen umstellen. Dies galt auch für Hochschulen in Jordanien. Einsatzmöglichkeiten für LMOOCs (Language Massive Open Online Courses) für den universitären Unterricht „Deutsch als Fremdsprache“ (DaF) sowie Vorschläge zur Erstellung von Lernvideos und Beispiele für LMOOCs DaF werden präsentiert. Potentiale und Grenzen von LMOOCs für das universitäre Deutschlernen werden erläutert, um eine Entscheidung zur Etablierung eines LMOOCs DaF zu erleichtern.

Abstract This activity report describes a sample unit (Effective Data Presentation) from a communication course prepared as part of an Intellectual Output within the BADGE Project, which was carried out by 12 partner universities from 10 countries during 3 academic years (2019–2022). The article first describes the results of a survey which show that language and communication classes need to integrate more LSP competences so that students become better acquainted with both general and specific language. Moreover, the report analyses and explains the existing practical difficulties for language and subject teachers alike in maintaining a distinction between “knowledge of a subject” and “knowledge of the language of a subject.” Secondly, the report presents a sample from a communication course prepared for engineers encompassing effective data presentation and its interpretation during LSP courses. Finally, the article reflects on the future challenges for LSP teachers and the reasons why academics should integrate professional knowledge and specialist language within the same course.