Resumen: El dominio del inglés es esencial para lograr una carrera académica y profesional exitosa, lo que motiva al alumnado universitario a perfeccionar sus competencias al respecto. Sin embargo, algunos estudiantes únicamente buscan cumplir con los requisitos exigidos por las instituciones educativas sin desarrollar habilidades lingüísticas sólidas. Ante esta situación, el presente estudio, bajo un método mixto secuencial explicativo con una primera fase cuantitativa y otra segunda cualitativa, tiene como objetivo analizar los factores que influyen en el aprendizaje del inglés como lengua extranjera durante la etapa universitaria. Para lograrlo, se ha realizado una triangulación de datos entre las respuestas proporcionadas por el alumnado, recopiladas mediante un cuestionario, y la perspectiva docente, obtenida a través de entrevistas semiestructuradas. Los resultados muestran que la titulación, el tiempo y la motivación son factores clave en el perfil estudiantil. Asimismo, se torna un momento idóneo para aumentar las exigencias en las enseñanzas de lenguas extranjeras, aunque es necesario prestar especial atención a las Titulaciones de Grado que presentan un perfil bajo. Finalmente, si se pretende mejorar la calidad del aprendizaje, resulta imprescindible emplear las TIC fuera del aula junto con metodologías activas que optimicen el tiempo disponible.

Resumo: A proficiência em inglês é essencial para alcançar uma carreira académica e profissional bem-sucedida, o que motiva os estudantes universitários a aprimorarem as suas competências linguísticas. No entanto, alguns estudantes buscam apenas cumprir os requisitos exigidos pelas instituições educativas sem desenvolver habilidades linguísticas sólidas. Diante dessa situação, o presente estudo, sob uma abordagem metodológica mista sequencial explicativa, com uma primeira fase quantitativa e uma segunda fase qualitativa, tem como objetivo analisar os fatores que influenciam a aprendizagem do inglês como língua estrangeira durante o período universitário. Para alcançar esse objetivo, foi realizada uma triangulação de dados entre as respostas fornecidas pelos alunos, coletadas por meio de um questionário, e a perspectiva dos professores, obtida por meio de entrevistas semiestruturadas. Os resultados mostram que a titulação, o tempo dedicado e a motivação são fatores-chave no perfil do estudante. Além disso, é um momento oportuno para aumentar as exigências no ensino de línguas estrangeiras, embora seja necessário prestar especial atenção aos cursos de graduação que apresentam um nível mais baixo de proficiência no idioma. Por fim, para melhorar a qualidade da aprendizagem, é imprescindível utilizar as TIC fora da sala de aula, juntamente com metodologias ativas que otimizem o tempo disponível.

Abstract: English proficiency is essential for achieving a successful academic and professional career, which motivates university students to perfect their language skills. However, some students merely aim to meet the requirements set by educational institutions without developing strong linguistic abilities. Faced with this situation, the present study, using a sequential explanatory mixed-method approach with a first quantitative phase and a second qualitative phase, aims to analyze the factors influencing the learning of English as a foreign language during the university stage. To accomplish this, data triangulation has been conducted between the student responses gathered through a questionnaire and the teacher's perspective obtained through semi-structured interviews. The results reveal that the degree program, time invested, and motivation are key factors in the student profile. Additionally, it is an opportune moment to increase demands in foreign language education, although special attention must be given to Bachelor's Degree programs with a lower language proficiency level. Finally, to enhance the quality of learning, it is crucial to employ ICT outside the classroom along with active methodologies that optimize available time.

Abstract COVID-19 has prompted many educational institutions to transition to virtual learning environments. One of the main issues in doing so has been the types of interactions that are possible online. Considering the importance of interaction in second language acquisition, it is relevant to understand how EFL teachers are facing the challenge of fostering interaction in virtual classrooms. The purpose of this study was twofold: First, we explored EFL Chilean university teachers’ use of digital tools in their virtual classrooms to promote interaction. Secondly, we analyzed the obstacles they have faced when promoting interaction. To do this, we conducted a survey and a semi-structured interview with 10 EFL university teachers who have taught in traditional contexts as well as online. Our findings show that although EFL teachers have not had difficulties implementing different digital tools and platforms, interactions among learners are lacking. Students keeping microphones and cameras off has become a variable that reduces the possibility of knowing whether students are paying attention, monitoring their work, and setting up groupwork. An alarming finding was that this issue may increase EFL teachers’ feeling of isolation in the virtual classroom. We suggest universities offer opportunities for teachers to systematize the digital tools they use as well as explicitly discuss how oral interaction is being scaffolded and motivated in the classroom, so that effective teaching practices can be shared and established.

Resumen El COVID-19 ha hecho que muchas instituciones educativas transiten hacia entornos de aprendizaje virtuales. Uno de los principales problemas que ha traído este cambio se relaciona con los tipos de interacciones que se dan en ambientes de aprendizaje en línea. Considerando la importancia de la interacción en la adquisición de una segunda lengua, se hace relevante conocer cómo los profesores de ILE enfrentan el desafío de impulsar interacciones en las clases virtuales. El presente estudio tuvo dos objetivos: primero, exploramos el uso de herramientas digitales por parte de los docentes chilenos universitarios de ILE en sus aulas virtuales para promover la interacción; en segundo lugar, analizamos los obstáculos que han enfrentado para promover la interacción en el aula virtual. Para este fin, realizamos una encuesta y una entrevista semiestructurada a 10 profesores universitarios de inglés, los cuales han enseñado tanto en contextos tradicionales como en línea. Nuestros hallazgos muestran que, aunque los profesores de ILE no han tenido dificultades para implementar diferentes herramientas y plataformas digitales, generar interacciones entre los estudiantes se ha convertido en uno de los principales desafíos. El deseo de los estudiantes de mantener el micrófono y la cámara apagados parece ser una variable que reduce la posibilidad de que los docentes sepan si el estudiante está prestando atención, puedan monitorear su trabajo y logren organizar trabajos grupales. Un hallazgo alarmante fue que este problema puede aumentar la sensación de aislamiento de los profesores de ILE durante la clase. Sugerimos que las universidades ofrezcan oportunidades para que los profesores sistematicen el uso de las herramientas digitales que emplean y discutan explícitamente cómo se está apoyando y motivando la interacción oral en el aula, para que se puedan compartir y establecer prácticas de enseñanza efectivas.

Resumo O objetivo deste trabalho foi analisar o alcance da certificação de língua inglesa EnglishScore do British Council em estudantes de nível superior de uma instituição pública do estado de Tabasco. A análise realizada por meio do processo de certificação demonstra que a obtenção de uma certificação focada em empregabilidade serve para avaliar os processos de ensino-aprendizagem obtidos na disciplina de inglês dos programas educacionais da instituição acadêmica. Da mesma forma, otimiza o processo de empregabilidade do aluno em suas áreas profissionais, por meio do domínio de um segundo idioma e da posse de documento que o aprova. Similarmente, demonstra que o uso da inteligência artificial nas certificações linguísticas através de dispositivos móveis é eficaz e garante a confiabilidade dos resultados de acordo com os protocolos de monitoramento remoto de segurança utilizados na aplicação do instrumento.

Abstract The objective of this paper was to analyze the scope that English Language Certification EnglishScore of the British Council has in Senior Students of a public institution in the state of Tabasco. The analysis carried out through the certification process shows that obtaining an English language certification focused on employability serves to evaluate teaching processes-learning obtained in the English assignment of the educational programs of the academic institution. Likewise, it optimizes the student’s employability process in their professional areas by mastering a second language and having a document to approve it. Similarly, it demonstrates that the use of Artificial Intelligence in language certifications through mobile devices is effective and guarantees the reliability of the results according to remote security monitoring protocols that are used in the application of the assessment tool.

Resumen El objetivo del presente trabajo fue analizar el alcance de la certificación del idioma Inglés EnglishScore del British Council en estudiantes de nivel superior de una institución pública del estado de Tabasco. El análisis realizado a través del proceso de certificación demuestra que la obtención de una certificación enfocada en la empleabilidad sirve para evaluar los procesos de enseñanza-aprendizaje obtenidos en la asignatura Inglés de los programas educativos de la institución académica. Asimismo, optimiza el proceso de empleabilidad del estudiante en sus áreas profesionales al dominar una segunda lengua y tener un documento aprobatorio de esta. De la misma forma, demuestra que el uso de la inteligencia artificial en certificaciones de idiomas a través de dispositivos móviles es efectivo y garantiza la fiabilidad de los resultados de acuerdo con los protocolos de monitoreo de seguridad remota que se emplean en la aplicación del instrumento de evaluación.

ABSTRACT The second part of this review is an attempt to explain why only Homo sapiens developed language. It should be remarked that this review is based on the opinion of a clinical neurologist and does not intend to go beyond an overview of this complex topic. The progressive development of language was probably due to the expansion of the prefrontal cortex (PFC) and its networks. PFC is the largest area of the human cerebral cortex and is much more expanded in humans than in other primates. To achieve language, several other functions should have been attained, including abstraction, reasoning, expanded working memory, and executive functions. All these functions are strongly related to PFC and language had a profound retroactive impact on them all. Language and culture produce anatomic and physiological modifications in the brain. Learning to read is presented as an example of how culture modifies the brain. topic (PFC networks primates attained abstraction reasoning memory all brain

RESUMO A segunda parte desta revisão é uma tentativa de explicar por que apenas o Homo sapiens desenvolveu a linguagem. Ressalta-se que esta revisão é baseada na opinião de um neurologista clínico e não pretende ir além de uma visão geral deste tema complexo. O desenvolvimento progressivo da linguagem provavelmente se deveu à expansão do córtex pré-frontal (PFC) e de suas conexões. O PFC é a maior área do córtex cerebral humano e é muito maior em seres humanos do que em outros primatas. Para adquirir a linguagem, diversas outras funções precisavam ter sido alcançadas, incluindo abstração, raciocínio, expansão da memória de trabalho e funções executivas. Todas essas funções estão fortemente relacionadas com o PFC e a linguagem teve um profundo impacto retroativo em todas elas. A linguagem e a cultura produzem modificações anatômicas e fisiológicas no cérebro. Aprender a ler é apresentado como um exemplo de como a cultura modifica o cérebro. Ressaltase Ressalta complexo préfrontal pré frontal (PFC conexões primatas alcançadas abstração raciocínio executivas elas cérebro

Abstract Virtual exchanges (VE) are important initiatives to include pre-service teachers (PST) in internationalization practices with others at a geographic distance while they remain in their own contexts of learning (Internationalization at Home – ( Beelen; Jones, 2015 ). VEs contribute to the development of intercultural and global attitudes as well as foster digital and technological competencies. This paper shares the results of a 2022 and 2023 VE eight-week project with pre-service teachers enrolled in second language acquisition-related courses at state universities, one in the US and one in Brazil. This article analyzed data from periodic and end-of-semester surveys and narratives as well as from their interactions and tasks in different digital platforms to explore the outcomes and challenges of the VE. The results discuss the perspective of the involved professors and students as well as established VE teacher education contexts (such as Hanks ( 2019 ; Godwin-Jones, 2019 ) to share insights regarding the virtual exchange experience on PST’s global perspective-taking about teacher education and language teaching. Qualitative analysis revealed patterns of desired student outcomes: interactional skills; the development of information, communication technology skills; intercultural communicative competence; content, cultural, language learning, and contextual knowledge. Analyses also illustrated the challenges to those outcomes, such as busy schedules, class format, and difficulties in communications and interactions. (VE preservice pre service PST (PST Internationalization Beelen Jones 201 . competencies 202 eightweek eight week acquisitionrelated acquisition related universities Brazil endofsemester end semester GodwinJones, GodwinJones Godwin Godwin-Jones PSTs s perspectivetaking taking teaching skills information competence content cultural knowledge schedules format 20 2

Resumo Intercâmbios virtuais (IV) são iniciativas importantes para incluir professores em formação inicial em práticas de internacionalização com outras pessoas em distâncias geográficas enquanto permanecem em seus próprios contextos de aprendizagem (Internacionalização em Casa – ( Beelen; Jones, 2015 ). IVs contribuem para o desenvolvimento de atitudes interculturais e globais assim como promovem competências digitais e tecnológicas. Este artigo compartilha a experiência de um projeto de oito semanas de IV, realizado em 2022 e 2023, com professores em formação inicial matriculados em disciplinas relacionadas à aquisição de segunda língua, nos EUA e no Brasil. Dados de questionários e narrativas assim como das suas interações e tarefas em diferentes plataformas digitais são analisados. Os resultados são discutidos considerando a perspectiva dos professores e estudantes envolvidos assim como de outros estudos de IV ( e.g . Hanks ( 2019 ; Godwin-Jones, 2019 ) para compartilhar as percepções relacionadas à experiência dos professores em pré-serviço e suas visões globais sobre formação docente e ensino de línguas. Os resultados identificados foram relacionados a: habilidades interacionais, desenvolvimentos no âmbito da tecnologia de informação e comunicação e da competência intercultural; conhecimento contextual e do conteúdo; aspectos linguísticos. Os desafios mencionados foram: agendas ocupadas; formato das aulas e dificuldades em comunicação e interação. (IV Internacionalização Beelen Jones 201 tecnológicas 202 2023 língua Brasil analisados eg g GodwinJones, GodwinJones Godwin Godwin-Jones préserviço pré serviço línguas interacionais intercultural conteúdo linguísticos ocupadas interação 20 2

Resumo A formação em línguas estrangeiras de tradutores/intérpretes é um tópico que tem ganhado relevância nos Estudos da Tradução. Tal fato pode ser conferido nas diversas pesquisas que tratam da importância de ter uma formação específica para tradutores que visem um ensino-aprendizagem da língua como ferramenta do tradutor, que tenha relação com o processo tradutório, e o desenvolvimento da competência tradutória (Oster, 2008; Gomes, 2017). No caso dos programas de graduação em tradução e interpretação em Lima (Peru), as duas universidades selecionadas neste estudo ofertam o português como Língua C, cujo aprendizado deveria visar desenvolver habilidades mais específicas (Hurtado Albir, 1999), através de material destinado para tal propósito (Cerezo, 2020). Esse artigo tem por objetivo apresentar uma análise comparativa das estruturas curriculares dos programas das duas universidades selecionadas e da bibliografia contida nos planos de ensino das disciplinas de língua portuguesa para, dessa maneira, apresentar um retrato bibliográfico do material utilizado, fundamentando-se na análise documental (Scott, 2006; Gil, 2008), respaldado pela abordagem qualitativa e estabelecer um ponto de partida para futuras pesquisas, mais abrangentes, sobre formação de tradutores no par português-espanhol. Na análise, pudemos identificar semelhanças e diferenças quanto ao material utilizado nas disciplinas de língua portuguesa nas duas instituições de ensino superior e que este visa desenvolver principalmente uma competência comunicativa na língua estrangeira. tradutoresintérpretes intérpretes Tradução ensinoaprendizagem aprendizagem tradutor tradutório Oster, Oster (Oster 2008 Gomes 2017. 2017 . 2017) Peru, Peru , (Peru) C Hurtado Albir 1999, 1999 1999) Cerezo, Cerezo (Cerezo 2020. 2020 2020) maneira fundamentandose fundamentando se Scott, Scott (Scott 2006 Gil 2008, 2008) abrangentes portuguêsespanhol. portuguêsespanhol espanhol. espanhol português-espanhol estrangeira 200 201 (Peru 199 202 20 19 2 1

Abstract The study of foreign language training for translators/interpreters has gained relevance in Translation Studies. This fact can be seen in the various studies that address the importance of having specific training aimed at teaching and learning the language as a translator's tool, which is related to the translation process, and the development of translation competence (Oster, 2008; Gomes, 2017). In the case of undergraduate programs in translation and interpreting in Lima (Peru), the two universities selected for this study offer Portuguese as C Language, whose learning should aim to develop more specific skills (Hurtado Albir, 1999), through material designed for this purpose (Cerezo, 2020). This article aims to present a comparative analysis of the curricular structures of the programs of the two chosen universities and the bibliography contained in the study plans of the Portuguese language subjects to present a bibliographic portrait of the material used, based on documentary analysis (Scott, 2006; Gil, 2008), supported by the qualitative approach and a starting point for more deep future research on translator training in Portuguese/Spanish. In the analysis, we were able to identify similarities and differences regarding the material used in the afore mentioned subjects in these higher education institutions and that it mainly aims to develop communicative competence in the foreign language. translatorsinterpreters translators interpreters Studies s tool process Oster, Oster (Oster 2008 Gomes 2017. 2017 . 2017) Peru, Peru , (Peru) Language Hurtado Albir 1999, 1999 1999) Cerezo, Cerezo (Cerezo 2020. 2020 2020) Scott, Scott (Scott 2006 Gil 2008, 2008) PortugueseSpanish Spanish Portuguese/Spanish 200 201 (Peru 199 202 20 19 2 1

RESUMO O presente artigo tem como foco a reflexão e a discussão dos atravessamentos intersecionais de deficiência, gênero, classe social, trabalho e raça em processos de ensino da leitura e da escrita para estudantes surdos(as), à luz das teorias pós-críticas do currículo. O texto problematiza relatos e situações de sala de aula, realizados em uma escola pública da Educação de Jovens e Adultos na cidade de Belo Horizonte/MG. Metodologicamente, foram realizadas rodas de conversa com docentes e a observação participante no cotidiano de uma turma da referida escola, no ano de 2021. A partir das práticas curriculares docentes observadas, foi escolhido o conto “Circuito Fechado” de Ricardo Ramos, para problematização teórica pela perspectiva interseccional. A investigação apontou desafios no fazer docente durante o ensino da Língua Brasileira de Sinais e da Língua Portuguesa, como segunda língua. Os resultados indicaram a relevância em considerar o contexto de vida discente e o conhecimento prévio de cada estudante nos processos do aprender. Por fim, o estudo revelou como diferentes marcadores sociais podem atravessar práticas curriculares, oportunizando outras composições e outras leituras de mundo. deficiência gênero social surdosas, surdosas surdos as , surdos(as) póscríticas pós críticas currículo aula HorizonteMG Horizonte MG Horizonte/MG Metodologicamente 2021 observadas Circuito Fechado Ramos interseccional Portuguesa língua aprender fim mundo surdos(as 202 20 2

ABSTRACT This article focuses on reflecting on and discussing the intersections of disability, gender, social class, work, and race in processes of teaching reading and writing to deaf students, in the light of post-critical theories of curriculum. The text questions classroom reports and situations, carried out in a public school for Youth and Adult Education in the city of Belo Horizonte - MG. Methodologically, we held discussions with teachers and participant observation in the daily life of a class at the school in 2021. Based on curricular teaching practices observed, the short story Circuito Fechado (Closed Circuit) by Ricardo Ramos was chosen for theoretical questioning from an intersectional perspective. The investigation revealed challenges in teaching Brazilian Sign Language and Portuguese as a second language. The results indicate the importance of considering the context of the student’s life and the prior knowledge of each student in learning processes. Finally, the study reveals how different social markers can cross curricular practices, providing opportunities for other compositions and other readings of the world. disability gender work students postcritical post critical curriculum situations MG Methodologically 2021 observed Closed Circuit perspective language s Finally world 202 20 2

Abstract It is common knowledge that the publication of translation projects carried out by students is a very motivating factor for training. Since the second semester of 2015-2016, undergraduate translation students of the Faculty of Arts and Humanities of the University of Porto have participated in the development of the French and English versions of the digital encyclopaedia Ulyssei@s, created by the Institute for Comparative Literature Margarida Losa (ILCML) in the early 2010s. Besides motivating students, this translation project published on the Internet allows us to develop translation skills, foster teamwork, consolidate the three-phase methodology proposed by Gouadec (2002, 2007), and experiment with several essential tasks in language services: collaborative glossary-making, translation, revision of human translation and post-editing neural machine translation (NMT). Some of the challenges posed by the translation of Ulyssei@s are common to all types of translation, while others are specific to the translation of entries of this sui generis encyclopaedia, such as a variety of textual genres (biography, literary criticism, prose, poetry, theatre, essay) in hybrid texts and the need to find the original or the official translation of the works cited. This paper focuses on the data collected in the spring semester of 2022 and is based on the results of a survey submitted to students at the end of the project. It aims to share the experience of developing an inevitably unfinished project and adapting training and learning to the latest advances in Human Language Technology, since NMT has become a valuable tool for human translators, and Ulyssei@s is a digital encyclopaedia regularly enriched by ILCML collaborators with new entries. 20152016, 20152016 2015 2016, 2016 2015-2016 Ulysseis Ulyssei s (ILCML 2010s skills teamwork threephase three phase 2002, 2002 (2002 2007, 2007 , 2007) services glossarymaking, glossarymaking glossary making, making glossary-making postediting post editing NMT. . (NMT) biography, biography (biography criticism prose poetry theatre essay cited 202 Technology translators 2015201 201 2015-201 200 (200 (NMT 20 201520 2015-20 (20 2 20152 2015-2 (2 2015- (

Abstract This study addresses the issue of online interactions in the classes of the Brazilian Sign Language (Libras) as a second language (L2) for listeners. It is based on Rioult, Marron and Pereira (2021), to approach virtual teaching during the pandemic and it highlights the psychological and communicational distance that computer-mediated communication brings to classes. It takes into account the considerations by Xavier (2001) to describe the characteristics of interactions in L2 and points to the input specificities and linguistic production for Libras classes. Documentary analysis and the observational method enabled to identify the main challenges seen in the interactions occurred in the Libras classes, which were taught in the context of Elementary School by five scholarship students in the Libras undergraduate program. The results of the pedagogical experience analyzed show that managing the participation of interpreters of Libras and the oralized deaf during the online interactions in Libras classes is a highly challenging task, as is managing the appropriate use of visual supports (cameras, screens and chat). In conclusion, this study shows that the experience of teaching Libras as a second language in Elementary School during the pandemic revealed different linguistic and technical challenges in the intended interaction, which need to be overcome so that classes, both online and in-person, have the quality required to achieve their learning objectives. (Libras L (L2 listeners Rioult 2021, 2021 , (2021) computermediated computer mediated 2001 (2001 program task cameras, cameras (cameras chat. chat . chat) conclusion interaction inperson, inperson person, person in-person objectives (L 202 (2021 200 (200 20 (202 (20 2 (2 (

Resumo Este trabalho aborda a questão das interações online nas aulas de Língua Brasileira de Sinais (Libras) como segunda língua (L2) para ouvintes. Ancora-se em Rioult, Marron e Pereira (2021), para tratar do ensino virtual em tempos de pandemia e destaca o distanciamento psicológico e comunicacional que a comunicação mediada por computador pode oferecer às aulas. Toma as considerações de Xavier (2001) para descrever as características das interações em L2 e aponta as especificidades do input e da produção linguística para as aulas de Libras. Por meio da análise documental e do método observacional, são elencados os principais desafios verificados nas interações ocorridas nas aulas de Libras as quais foram ministradas em contexto de ensino fundamental por cinco bolsistas do Curso de Letras Libras. Os resultados da experiência pedagógica analisada mostram que gerenciar a participação de intérpretes de Libras e surdos oralizados durante as interações online nas aulas de Libras é uma tarefa bastante desafiante, assim como a administração do uso adequado de suportes visuais (câmeras, telas e chat). Conclusivamente, este trabalho aponta que a experiência de ensino de Libras como segunda língua no ensino fundamental, realizada no período pandêmico, revelou diferentes desafios linguísticos e técnicos para a interação buscada, os quais precisam ser superados a fim de que as aulas, tanto remotas quanto presenciais, apresentem a qualidade necessária para alcançar seus objetivos de aprendizado. (Libras L (L2 ouvintes Ancorase Ancora se Rioult 2021, 2021 , (2021) 2001 (2001 observacional desafiante câmeras, câmeras (câmeras chat. chat . chat) Conclusivamente pandêmico buscada presenciais aprendizado (L 202 (2021 200 (200 20 (202 (20 2 (2 (

Teachers in the current digital era are required to integrate Information and Communication Technology (ICT) in their daily teaching and must replace their traditional methods with modern tools and facilities. This is because ICT provides a dynamic and proactive teaching and learning environment. Consequently, the current study sought to establish how English First Additional Language (EFAL) Technical and Vocational Education and Training (TVET) college first-year students understood face-to-face instruction and blended learning (BL) environments for academic writing. The study was qualitative in nature and a case study design was followed. Twelve purposively selected first-year students were involved in semi-structured interviews as part of data collection. In this study constructivism was used as theoretical framework with reference to BL and academic writing. The findings of the study revealed that most students were in favour of the face-to-face learning mode because of its advantages in their learning context. Those who were not in favour of BL posited that it had the potential to facilitate inequality among students as it was likely to benefit only those who could afford to buy data. The findings further revealed that participants believed that the combination of both face-to-face and online learning modes may be conducive to the context of learning academic writing. They contend that the two types of learning are inextricably linked. CONTRIBUTION: The study may contribute to knowledge on the measures that TVET institutions and other tertiary institutions can develop and implement academic writing practices and BL practices to aid the success of EFAL first-year students. The study was an attempt to provide feedback to academia on the current perspectives and experiences of first-year ESL students at TVET colleges to distinguish areas of limitations with reference to valuable teaching and learning, academic writing and BL practices that compromise quality.

BACKGROUND: The Progress in International Reading and Literacy 2021 results draw stark attention to an ongoing crisis in primary education in South Africa. Research attempting to understand and address continued underperformance has focused on literacy learning and teaching in schools where the language of learning and teaching (LOLT) is the same as the learners' home language. What has yet to be addressed is that a significant dilemma still exists for the many English Second Language (ESL) learners who attend schools where the LOLT is English AIM: To establish to what extent involvement in the Whistle Stop School (WSS) early grade reading programme impacts on reading rate and comprehension performance for ESL learners learning to read in English SETTING: This research examines the WSS programme in partnership with a local quintile three school METHODS: Longitudinal, quantitative secondary data was used from oral reading fluency and comprehension assessments conducted annually over the first six years of the programme RESULTS: Results showed that involvement in the WSS programme had a significant impact on learner performance, with those learners involved in the programme notably outperforming those not in the programme and existing national benchmarks CONCLUSION: Small-scale though the WSS is, the results demonstrate that with the right approach, the national goal to see every 10-year-old learner reading for meaning may be achievable CONTRIBUTION: This research aims to contribute to national conversations around early grade reading in South Africa by addressing the paucity of early grade reading learning research, specifically for ESL learners where LOLT is English

ABSTRACT Purpose: to verify the progress of error typology and percentage of self-correction in text reading and their association with reading fluency in second/third graders (group 1) and fifth/sixth graders (group 2) and the influence of education level on the typology of errors and percentage of self-correction. Methods: an observational, analytical, and longitudinal study. Altogether, 41 students were assessed during the COVID-19 pandemic regarding text reading fluency, percentage of self-corrections and errors, and error typology. The Wilcoxon and paired t-tests were used to compare means, and Pearson’s and Spearman’s tests for correlations. The p-value was set at p < 0.05. Results: group 1 had a decrease in the percentage of errors and an increase, followed by a decrease, in self-corrections. Group 2 had an increase in the percentage of self-corrections, with no variation in errors. The association analysis revealed that the higher the reading speed, the lower the percentage of self-corrections. In the second assessment, group 1 had more self-corrections than group 2 and, in the third one, group 2 had more errors than group 1. Conclusion: the increase in reading fluency and the decrease in errors occur progressively - unlike self-correction, which varies throughout the school year. However, there is an inverse relationship between speed and self-correction. Purpose selfcorrection self correction secondthird fifthsixth fifth sixth selfcorrection. correction. Methods observational analytical study Altogether 4 COVID19 COVID 19 COVID-1 selfcorrections corrections ttests t means Pearsons Pearson s Spearmans Spearman correlations pvalue value 005 0 05 0.05 Results selfcorrections. corrections. selfcorrections, corrections, assessment one Conclusion selfcorrection, correction, year However COVID1 COVID- 00 0.0 0.

RESUMO Objetivo: verificar a evolução da tipologia de erros e porcentagem de autocorreção na leitura de textos, associação com a fluência de leitura em estudantes do 2º/3º ano (grupo 1) e do 5º/6º ano (grupo 2) e influência da escolaridade na tipologia de erros e na porcentagem de autocorreção. Métodos: estudo observacional, analítico, longitudinal. Participaram 41 estudantes, avaliados durante a pandemia de COVID-19, quanto à fluência de leitura textual, porcentagem de autocorreções, de erros e sua tipologia. Utilizaram-se os testes Wilcoxon e T pareado para comparação das médias, Pearson e Spearman para as correlações. O valor de p adotado foi p < 0,05. Resultados: no grupo 1 observaram-se diminuição na porcentagem de erros aumento, seguido de queda, em autocorreções. No grupo 2 observou-se aumento na porcentagem de autocorreções, sem variação em erros. A análise de associação revelou que quanto maior a velocidade de leitura, menor a porcentagem de autocorreção. Na segunda avaliação o grupo 1 apresentou mais autocorreções que o grupo 2 e, na terceira avalição, o grupo 2 apresentou mais erros que o grupo 1. Conclusão: o aumento da fluência de leitura e a diminuição dos erros ocorrem progressivamente, ao contrário da autocorreção, que tem variações ao longo do ano letivo. Porém, há relação inversa entre velocidade e autocorreção. Objetivo textos 2º3º ºº 2º 3º º 5º6º 5º 6º Métodos observacional analítico longitudinal 4 COVID19, COVID19 COVID 19, 19 COVID-19 textual Utilizaramse Utilizaram se médias correlações 005 0 05 0,05 Resultados observaramse observaram queda observouse observou avalição Conclusão progressivamente letivo Porém COVID1 COVID-1 00 0,0 COVID- 0,

Extensive reading entails language learners' independent reading of abundant materials suitable for their proficiency levels. Previous studies have revealed extensive reading as effective for improving various aspects of second language (L2) proficiency. However, many Macau secondary schools have cancelled or reduced their extensive reading programmes (ERPs), prompting the need for a qualitative study to comprehend these modifications. In this case study, five L2 English teachers from different Macau secondary schools shared their beliefs and practices during semi-structured interviews. Qualitative content analysis of the interview transcripts revealed all teachers supported incorporating extensive reading in their respective English curriculums; they believed students' engagement in ERPs enhanced reading fluency and comprehension, vocabulary knowledge, and L2 learning motivation and confidence. However, the teachers also believed restricted time and unengaged students hindered the ERPs. The schools' possible misinterpretations of extensive reading and their potentially unrealistic expectations regarding short-term returns against limited investment in extensive reading may have contributed to the abandonment or reduction of ERPs. To engage students in ERPs, schools should allow students to choose their own reading materials, reduce the emphasis on extensive reading tests, incorporate more intrinsic and extrinsic motivators, and consider combining extensive reading with reading strategy instruction.

In hierdie artikel word 'n evaluerende oorsig van empiriese studies oor woordeboekgebruik en taalleer aangebied, met die doel om die ontwikkeling van die veld asook die tendense in die veld oor 'n spesifieke tydperk, sistematies te ondersoek. Gebaseer op die analise van die inhoud van 104 joernaalartikels wat tussen 1992 en 2024 gepubliseer is, word daar verskeie belangrike bevindings in hierdie studie gemaak. Die ontleding van publikasietendense dui daarop dat daar 'n oplewing in navorsingsbelangstelling ná 2010 is, grootliks as gevolg van die opkoms van die digitale tegnologie en die toenemende erkenning van die rol van woordeboeke in selfgerigte leer. Terwyl die "Groot Ses"-woordeboeke wyd in studies gebruik word, het hul elektroniese eweknieë ontwikkel in die dominante woordeboekvorm, wat die impak van die Digitale Revolusie weerspieël. Daar word aan die lig gebring dat ontwerpstudies wat gemengde metodes behels, al meer voorkom, wat toenemende besorgdheid in die veld weerspieël oor sowel die leeruitkoms wat deur woordeboekgebruik teweeggebring word as die leerders se kognitiewe prosesse wat by woordeboeknaslaangedrag betrokke is. Daar is ook bevind dat daar oormatig gesteun word op gevorderde en intermediêre EVT-/ETT-leerders om resultate te verkry, wat die behoefte aan navorsing wat leerders van uiteenlopende tweedetaaldoeltale en gevarieerde tweedetaalvaardigheidsvlakke betrek, beklemtoon. Ten spyte van die groot potensiaal van elektroniese woordeboeke om taalleer in domeine soos die grammatika, pragmatiek en uitspraak te ondersteun, bly navorsing op hierdie gebiede, verrassend genoeg, beperk. Hierdie evaluerende oorsig beklemtoon die behoefte aan verdere navorsing, veral dié wat met longitudinale ontwerp en in natuurlike kontekste uitgevoer word, om sodoende 'n holistiese opvatting te bevorder van hoe woordeboeke taalleer kan verbeter.

This study presents a scoping review of empirical studies on dictionary use and language learning, with the aim to systematically examine the development and trends of the field across a specific timespan. Based on the content analysis of 104 journal articles published between 1992 and 2024, this study has several major findings. The analysis of publication trends indicates that there is a surge in research interest after 2010, largely due to the rise of digital technology and the increasing recognition of the role of dictionaries in self-directed learning. While the "Big Six" dictionaries are widely used across studies, their electronic counterparts have evolved as the dominant dictionary form, mirroring the impact of the Digital Revolution. It is revealed that there is a growing presence of mixed-method design studies, reflecting the field's increasing concern for both the learning outcome induced by dictionary use and learners' cognitive processes involved in dictionary look-up behavior. It is also found that there is an overreliance on advanced and intermediate EFL/ESL learners to generate conclusions, underscoring the need for studies involving learners of diverse target L2s and varied L2 proficiency levels. Surprisingly, despite the huge potential evinced by electronic dictionaries to support language learning in areas like grammar, pragmatics, and pronunciation, research in these domains remains limited. This scoping review underscores the need for further research, especially those conducted with longitudinal design and in naturalistic contexts, to foster a holistic understanding of how dictionaries can enhance language learning.

In hierdie artikel word verslag gelewer oor 'n navorsingsprojek wat daarop gemik is om te ondersoek hoe en tot watter mate generatiewe KI gebruik kan word om verskillende tipes verklarings te verskaf wat in skryfhulpmiddels vir Chinese aanleerders van Engels geaktiveer kan word. Die projek word eerstens in 'n leksikografiese konteks geplaas en die algemene metodologie wat gebruik word, word beskryf. Die beperkte bruikbaarheid van 'n leerderkorpus as empiriese basis en die behoefte aan die gebruik van ChatGPT as 'n hulpmiddel om die foutsubkategorieë wat verklaar moet word te bepaal, word hierby ingesluit. Dit het tot gevolg dat 26 foutsubkategorieë binne die hoofkategorie van onderwerp-werkwoord-kongruensie geïdentifiseer is. Twee generatiewe KI-kletsbotte, Baidu se Ernie Bot en OpenAI se ChatGPT, word dan met mekaar vergelyk, en daar word beskryf hoe laasgenoemde meer doeltreffend bevind is. Daarom is ChatGPT deur leksikograwe met ervaring in tweedetaalonderrig versoek om lang verklarings vir elk van die foutsubkategorieë te skryf, wat verskeie voorbeelde insluit wat beide die kletsbot se merkwaardige werkverrigting en die konstante behoefte aan menslike toesig en intervensie demonstreer. Terselfdertyd word die direkte integrasie van generatiewe KI in skryfhulpmiddels bepleit om kort verstekverklarings vir foute wat in leerders se tekste gevind word, te lewer. Laastens word die bevindings, insluitend die komplekse verhouding tussen menslike en kunsmatige intelligensie, opgesom.

This paper reports on a research project that aims to explore how and to what extent generative AI can be used to produce different types of explanations that can be activated in writing assistants for Chinese learners of English. It first places the project in a lexicographic context and describes the general methodology used, including the limited usefulness of a learner corpus as an empirical basis and the need to use ChatGPT as a supplement to determine the error sub-categories to be explained. As a result, 26 error sub-categories are identified within the main category of subject-verb disagreement. The paper then compares two generative AI chatbots, Baidu's Ernie Bot and OpenAI's ChatGPT, and describes how the latter was found to be more efficient and therefore prompted by lexicographers with experience in second-language teaching to write long explanations for each of the error sub-categories, with several examples demonstrating both the chatbot's remarkable performance and the constant need for human supervision and intervention. At the same time, the paper argues for the integration of generative AI directly into writing assistants to produce short default explanations for errors found in learners' texts. Finally, the paper summarises the findings, including the complex relationship between human and artificial intelligence.