Browsing by Author "Duarte, Jane"
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- Can ICT help overcome L1 interference in L2 writing? — implications and challenges for the EFL classroomPublication . Albuquerque, Ana; Duarte, JaneLearning English as a foreign language can posit a number of difficulties to students whose native language is Latin-based and therefore ethymologically different from a Germanic language such as English. Despite the abundance of Latin vocabulary in the English language, syntax and morphology may be difficult to master for a speaker of a Latin language, namely Portuguese students. A number of studies (Silva 1993, Picard 2002, Bhela 1999, for example) have already highlighted how L1 can deeply interfere with the learning of L2 and how some processes of transfer are regularly applied by speakers of a foreign language. The aim of this paper is to identify the most common processes of L1 interference and transfer based on a corpus of 1st year Portuguese university students who are taking English as a Foreign Language (EFL) at a B1/ B2 level. The processes of interference and transfer that constitute mistakes in the target language will be coded for syntax, morphology and/or lexicon and remedial procedures to overcome these difficulties will then be set up for two different control groups. One group of students will be subjected to the flipped approach (Huba & Freed 2000, Crouch & Mazur 2001), whereby they will be given full autonomy to work on the technology-based activities posted on the Moodle platform and which will be designed to help them overcome their specific linguistic short comings, be it syntax, morphology or vocabulary. The second group of students will be exposed to a traditional approach, mostly teacher-centered and will have to submit print handouts to their teacher based on the most common syntax and grammar mistakes they have made. This paper will thus examine the following: the most common mistakes in the target language that may result from L1 interference in the context of tertiary EFL teaching in Portugal; and whether the highly acclaimed flipped approach is an efficient remedial, pedagogic method to help students improve their learning experience and mastering of English as a foreign language. Namely, this paper aims at testing the "flipped" approach to hopefully derive meaningful conclusions as to which it is efficient in terms of empowering students, boosting learning autonomy and develop language awareness.
- Journaling in times of COVID-19: remote emergency learning through the eyes of higher education studentsPublication . Beaufils, Anne France; Duarte, JaneThe COVID-19 pandemic has had a formidable impact on educational institutions worldwide causing the shutdown of many schools, colleges and universities. Simultaneously with online teaching, institutions and educators came together to provide peer support through social network groups, webinars and training. At the end of this tribulated academic year, it is time to look back and reflect. However, with the plethora of information still circulating, not enough feedback has been provided about the target audience’s insights towards remote emergency learning, i.e., the students’ perception of their learning experience within this context. The primary focus of this qualitative study is to present students’ feelings towards remote education by means of one of the Moodle platform’s features: the journal. While the majority of universities have reached out to students by means of questionnaires, the objective here was to provide students with the possibility of expressing their feelings, perceptions, and attitudes towards their online learning experience in a more intimate and open format.The private diary was used with a sample group of 20 undergraduate students enrolled in an Applied Foreign Language course at a Higher Education Institution in Portugal during the COVID-19 lockdown. This exploratory research was carried out by means of content analysis of three journal entries placed at the beginning, middle and end of the second semester, from March to June 2020.The analysis has revealed that the Journal Moodle activity offers valuable benefits to encourage reflective engagement towards the learning process. In other words, the journal is capable not only of stimulating students’ reflective approach to learning but also provides valuable data for all education stakeholders (students, teachers, institutions, governments) in times of remote emergency learning.
- Translators for Ukraine: a pedagogical project in social responsibilityPublication . Duarte, Jane; Moura, Joana; Maia, Rita BuenoThis poster aims at discussing the pedagogical initiative, “Tradutores de LEA pela Ucrânia: tradução colaborativa dos comunicados Pen” organized within the undergraduate courses “Translation of General Texts (English)” and “Translation of Literary Texts (French and German)”. This project was created to foster translation students’ reflection on their social responsibility as agents and mediators within the humanities in relation to the current crisis in the Ukraine. The students translated into Portuguese four statements issued by Pen International (in English), Pen Club France and Pen Club Germany on the different positions taken by these three associations of Poets, Essayists and Novelists in the aftermath of the attack against Ukraine on February 24. The translations were produced following a collaborative method which consisted of dividing students into groups and having them participate in each step of the translation process by writing translation briefs, translating, revising, proofreading and managing the translation project. The four translations which resulted from this project were presented and discussed in an open session that brought together the three classes involved and the president of the Pen Clube Português. The students’ translations – to be published on the Pen Clube Português’ online platforms – and the open session contributed not only to the dissemination of knowledge about this conflict and the role of translation in it, but also in raising students’ awareness about our global present. This initiative marks the first step towards a larger project in service learning that we wish to implement in the aforementioned translation teaching units at FCH.