Articles publicats (Llengües i Literatures Estrangeres)

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Browsing Articles publicats (Llengües i Literatures Estrangeres) by Author "Aguilar Pérez, Marta"

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    EMI lecturers' practices in correcting English: Resources for language teaching?
    (John Benjamins Publishing Company, 2020) Mancho Barés, Guzmán; Aguilar Pérez, Marta
    Research on English-medium instruction (EMI) has pointed to lecturers’ refusal to teach or correct English. This study seeks empirical evidence to investigate the extent to which content lecturers’ assessment practices align with their expressed beliefs regarding language teaching. Drawing on three types of data – a questionnaire, interviews and students’ exams – we aimed at finding and exploring EMI lecturers’ written corrective feedback (WCF) as part of language assessment practices. Findings suggest that while EMI content lecturers repeatedly express their refusal to teach English, their actual teaching practices show evidence of some provision of language-related feedback. These findings are discussed against university language education policy. A gate opener lecturer profile is identified whose corrective feedback creates opportunities for correctly using disciplinary English.
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    Studying the impact of academic mobility on intercultural competence: a mixed-methods perspective
    (Taylor & Francis, 2016) Llanes, Àngels; Cots Caimons, Josep Maria; Mas-Alcolea, Sònia; Aguilar Pérez, Marta
    This paper contributes to the study of the impact of academic mobility on the development of students’ intercultural competence (IC). Following Byram, IC is seen as comprising the three components of knowledge, behaviour and attitude. The study adopts a mixed-methods approach, analysing the results of a quantitative pre-stay post-stay survey administered to 110 students from 2 universities in Catalonia (Spain), as well as one student’s discursive construction of this impact during her study abroad (SA). The analysis explores the potential complementarity of the two perspectives. Findings show that for this group of students, SA of between 5 and 10 months had a stronger impact on the knowledge component of IC than on the behaviour and attitude components. The analysis of an individual student’s experiential narratives is used to shed light on the challenge of personal ‘change’ in adapting to the ‘difference’ of the SA context.