A substantial body of research shows that various types of audiovisual (AV) input such as videos and videos with second language (L2) subtitles can facilitate language learning. However, language teachers' day-to-day practices with regard to multimodal input is less understood. To bridge the gap in language education, this study investigates…

This article presents a research work that is aimed at developing a gamified system and a questionnaire to analyse, in a subsequent phase, how the motivation of university students of Spanish as a second language changes in a gamification context. The article is part of the data-collection phase for a doctoral thesis. Here, we discuss the…

Verbal interaction has been the subject of a growing interest among language professionals in Europe since the CEFR was published in 2001; in linguistics, verbal interaction has long been studied. In the Bakhtinian approach, it is even considered "the fundamental reality of language". All types of interaction share the fact that they are…

The aim of the research and investigation methodology was based on an expert survey, using questionnaires translated into German, English, French, Spanish and Portuguese languages. The experts, interviewed in this study as part of the international community, represent institutions or organizations, that are involved in educational policy or in…

The pedagogies that are currently being put forward within a broad multilingual paradigm in languages education endorse the general principle that learning is a collaborative and dialogic process engaging learners and teachers as partners that bring diverse linguistic, cultural and other knowledge into the classroom. The plurilingual approach to…

This research aims to examine Spanish-speaking students' attainment to improve our knowledge about students at the end of secondary school in England. The sample consisted of students who completed the General Certificate of Secondary Education (GCSE) in inner London Local Authority. The findings of the analysis of GCSE results by language spoken…

This paper studies how transnational children and their distantly located but emotionally close family members recreate their relationship using applications for online video calling. The focus is on the interaction of bodies and language, and if/how proximity of any kind is enabled. A critical posthumanist applied linguistics is embraced and…

In past years, translation education has shifted from a "transmissionist approach" to the unchallenged use of collaborative learning, with extensive recourse to teamwork and Project-based Learning. Students are encouraged to develop their translation and interpersonal skills in collaborative environments, focusing on translation as a…

To date, several studies have investigated the potential benefits of using Quizlet and podcasts for vocabulary development. However, they have mainly focused on the use of available material, and its effects on receptive vocabulary acquisition and students' motivation. In contrast, relatively little has been done to study the effects of…

The United States Military Academy at West Point is a four-year, undergraduate institution that educates and trains its students (cadets) to become future leaders in the US Army officer corps. The Department of Foreign Languages (DFL) at West Point plays an integral role in developing cadets' cultural and linguistic competencies in preparation for…

Despite the contributions language centres across the globe have made to language education and higher education in general, few publications have a specific focus on research work produced by language centre faculty. The purpose of this reviewed, edited volume entitled "Tertiary Education Language Learning: A Collection of Research,"…

Measuring the quality of information and communication technology (ICT) tools and their impact on learning outcomes is not an easy task. Carol Chapelle, the leading authority on the evaluation of computer-assisted language learning (CALL) tools, wrote in 2008: 'Evaluation of innovation is perhaps the most significant challenge teachers and…

The World Bank's focus on foundational skills requires that issues of language and Language of Instruction be brought to the forefront of education policy discussions. Poor Language of Instruction policies harm learning, access, equity, cost-effectiveness, and inclusion. Yet nearly 37% of students in low- and middle-income countries are taught in…