Abstract This paper studies undergraduate students’ perceptions about using Google Docs® for guided writing of the final assessment in an Academic Writing course at a Higher Education level. Qualitative data have been collected through a Moodle survey and analysed employing Thematic Analysis. The aim is to see if students’ perceptions matched with their teacher’s aims, which were to reduce assessment anxiety toward a new and complex writing assignment such as a Literature Review; help working more effectively and reduce procrastination; and possibly enhance success rate. Results show that overall, students liked the technical features (autosaving, accessibility), the guidelines and examples contained in the template shared, and the role of the teacher as controller and provider of feedback and feedforward. Yet some few divergences between the teacher’s aim and students’ perceptions emerged: some students did not like working on-line, expressed preference for Microsoft Word®, found the procedure time-consuming or constraining, or even too easy. Most importantly, some students felt stressed about being watched. Therefore, if teachers want to adopt the same procedure, they should make sure they explain as clearly as possible the aims of the use of technology to maximize effectiveness and minimize students’ resistance.

Abstract This work is a contribution to the usefulness of climate-related authentic material for pedagogical purposes in Higher Education. The two case studies had the aim of raising environmental awareness of a sustainable future among university students, while encouraging them to explore language use and draw their own conclusions and considerations through different methodologies. Specifically, we highlight how posts from the social networking platform Instagram can help learners with different levels of language proficiency in Higher Education, approach specific topics using authentic language samples and visual data, and simultaneously develop new skills that may be integrated within their field of study. The case studies occurred in a distance learning context at the University of Calabria and Humboldt University of Berlin. They present two possible ways of increasing climate change awareness among university students while applying data-driven and research-based learning interdisciplinary approaches to climate change communication.

Abstract A good command of English for Specific Purposes (ESP) among Czech engineers seems to be of crucial importance since the engineering field has been developing rapidly and the Czech labour market is becoming increasingly international (Eurostat 2020). The authors of this article, who supervise the ESP courses offered to the students of the Faculty of Mechanical Engineering (FST) at the University of West Bohemia (UWB) in Pilsen (Czech Republic), attempt to meet the changing needs of the engineering field by conducting needs analyses among students, university graduates and prospective employers, and keeping their ESP courses’ syllabi up-to-date and relevant to their engineering students. This paper presents a comparative analysis of a questionnaire that was distributed in the year 2021 among UWB engineering students and graduates. Having analysed the responses that dealt with graduates’ needs and students’ expectations of using ESP in a workplace, the authors noticed several discrepancies between the answers they received from the students and those they received from the graduates. Based on the analysis, a hypothesis that current students sometimes have misconceptions about their future work life has been formulated. To confirm this hypothesis, in the next stage of the research, selected students and graduates are to be interviewed to gather additional information. The authors also wish to examine this hypothesis by having prospective engineering employers reply to the same survey questions.

Abstract The current study aimed to examine the contribution of general and specialist vocabulary knowledge to undergraduate students’ academic achievement in university courses which are delivered in English as a medium of instruction (EMI) in non-English speaking countries. To this end, the scores of 106 Arab undergraduates on a general vocabulary test (GVT) and on a computer science specialist vocabulary test (CSSVT) were examined in comparison with their final grades on a university-level computer science course, which they studied in English. The results showed a significant and positive correlation between the students’ scores on the GVT and the CSSVT and their final course grades. Additionally, it was found that the combined scores of the two tests can explain 16.1% of the variance in the students’ final course grades. Hence, the general and specialist vocabulary knowledge can predict students’ academic achievement in EMI courses. The results are discussed in relation to the existing literature. Pedagogical implications are presented and directions for future research are recommended.

Abstract This study explores the effectiveness of podcasting as an approach to project-based and experiential learning implemented in an intermediate Italian studies unit at an Australian university. In the project, students are asked to write and record a podcast script on a topic related to their experience as university students or to events concerning Italian culture or the Italian community in Australia. The podcasts are then used in class as learning material and some are also made available to an Australian Italian language radio service. The findings of our mixed-method study on students’ evaluation of the project show that the activity is effective in helping students develop, reflect on and gain more confidence in their L2 skills (particularly pronunciation), and it also fosters the acquisition of non-linguistic skills, such as time management, problem solving, interpersonal abilities and autonomy. The results offer some important insights for future implementations of the project and further confirm the benefits of project-based experiential learning, and of podcasting specifically, as a learning tool in language teaching.

Abstract The study investigated students’ views of reasons for the adoption of English medium instruction (EMI) in Afghan Higher Education, EMI effects on official languages and students’ preference of medium of instruction. It also explored whether students’ gender, first language and English proficiency had any significant impact on their responses. The data were collected from 840 students by means of an online questionnaire from four public universities based in northeastern Afghanistan. The dataset was analyzed using descriptive and inferential statistics. The results showed that students had a positive attitude towards EMI in higher education. They believed that the universities should adopt EMI for various reasons, e.g., internationalization of universities. They were aware of the negative effects of EMI on the official languages of Afghanistan. They were more likely to select a combination of English and official languages for the medium of instruction. Students’ gender and first language did not have a significant impact on their attitudes towards EMI; however, their English proficiency significantly impacted their attitudes towards EMI. Moreover, their gender and first language, and English proficiency had significant effects on their preference of language of instruction. The study suggests a policy for gradual transition to bilingual education in Higher Education.

Abstract This qualitative study explores how native peers as teaching assistants can support language learning in Higher Education. The data of five semi-structured group interviews of 15 teaching assistants in total were analysed thematically. The results indicate that the assistants embraced multiple roles during the programme and within the lessons. However, in the role of a peer student who collaborated on an equal level with the learners, they could best facilitate learning and communication. As native speakers, they complemented the teacher’s expertise by their regional and up-to-date cultural and linguistic knowledge. This article supports a wide view of mediation adopted by the CEFR Companion Volume and focuses on its two mediation activities. The so-called didactic triangle was used to illustrate how native peers mediated between the teacher, the student and the subject to facilitate the language learning process. The assistants acted as mediators in different ways, interculturally and pedagogically. Nevertheless, a few assistants experienced challenges when assisting at lower CEFR levels. Thus, it is essential to discuss roles and expectations as well as the process together with the teachers, the students and the assistants.

Abstract We report on research conducted during a language assessment literacy (LAL) project set up for employees at a university language centre. Teachers, students and an external accreditation body requested a revision of the end-of-course exams to increase comparability, transparency and alignment to course aims. We used a collaborative approach where stakeholders involved in test development, quality control, use and interpretation brought their experiences, skills, knowledge and needs to the table, following Taylor’s (2013) view of differentiated LAL needs for different stakeholders. The project involves teachers (varying in numbers), five course/assessment coordinators and three researchers with a background in assessment (principal researcher, two research assistants, i.e. the authors). LAL training is needs-based, participant-driven, and evaluated in regular intervals. In response to these participant evaluations, delivery, content and focus of the training are adjusted. We present insights from five evaluation points gained during the first 3 years. We found that the collaborative and responsive LAL project was perceived as useful and effective by the participants, leading to learning gains and positive changes in assessment, teaching and coordination practices. Our insights contribute to a better understanding of the conditions that are conducive to designing and delivering effective LAL development projects.

Abstract The current study explores the short- and long-term impacts of explicit reading strategy instruction for improving reading comprehension of students with different learning styles. Sixty Iranian EFL learners took part in this study. They took the Cambridge ECCE reading test as the pre-test and were divided into five groups according to learner type based on Flemings’s VARK questionnaire. The participants underwent 12 weeks of explicit reading strategy instruction and took a post-test to determine the immediate effects of reading strategy training. Three months later, they took a delayed post-test to check the long-term effects of the training. The results of paired samples T-Test and ANOVA using SPSS indicated that there were significant differences in the pre-and post-test scores for all groups in all tests. The results of the post hoc analysis indicated that the auditory type showed the most and the visual type showed the least amount of improvement. The study thus suggests equipping students with appropriate reading strategies that are tailored to their perceived learning style in order to lead to better comprehension and subsequently more enjoyment when reading.