Projects

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The effectiveness of technology-enhanced language learning for lexical competence in speaking: The case of English as a foreign language (EFL) learners in Vietnam. KU Leuven

Elke Peters
Language and Education, Antwerp Campus, Comparative, Historical and Applied Linguistics, Kulak Kortrijk Campus

Research has shown that there is a strong relationship between vocabulary knowledge and language proficiency (Staehr, 2008). Most research so far has focused on vocabulary and written skills and reading in particular. Only recently, vocabulary research has shifted its attention to listening (Staehr, 2009; Van Zeeland & Schmitt, 2013). However, there are hardly any studies on vocabulary acquisition and speaking. Therefore, this project ...

Profiles of university students with reading difficulties in the learning of Spanish as a foreign language Profielen van universiteitsstudenten met leesproblemen bij het leren van Spaans als vreemde taal KU Leuven

Carmen Fonseca-Mora, Kris Buyse
Leuven Language Institute (ILT)

This research is confined to the analysis of the silent reading fluency and its role in the identification of reading profiles with difficulties among a population of adult and university learners who learn Spanish as a foreign language. The objective of this study is to understand how the development of the silent reading fluency —the main activity on expert readers— intervenes with reading comprehension and which is their causal ...

The ‘I’ in CLIL. ‘Integration’ in a context of Content and Language Integrated Learning: focus on the collaboration between subject and foreign language teachers and the consequences of this collaboration for their Pedagogical Practices. KU Leuven

Jan Elen
Instructional Psychology and Technology
CLIL is an educational innovation that was officially launched in Flanders in September 2014. The acronym CLIL stands for 'Content and Language Integrated Learning'. Hence, the name itself refers to a form of 'integration' between both the content and the (foreign) language. This integration is also referred to by the term 'dual focus' (Flemish Government, 2014, p. 7).Since it is assumed that CLIL teachers work in an 'integrated' way, i.e. ...

The impact of instruction and out-of-school exposure to foreign language input on learners’ language proficiency in two languages KU Leuven

Elke Peters
Language and Education, Antwerp Campus, Linguistics Research Unit, Leuven

This cross-sectional study investigated the impact of formal instruction and informal language language learning on learners’ language proficiency in two foreign languages: French (first foreign language) and English (second foreign language). We collected data from three subgroups: language learners in grade 8, grade 10 and the first year at university. Despite fewer years of English instruction, participants’ scores on a vocabulary and ...

Task-based Language Teaching: English as a Foreign Language in Vietnam KU Leuven

Kristiaan Van den Branden
Language and Education, Leuven

Nguyen Anh Thi is currently a PhD candidate at the University of KU Leuven, Belgium. He obtained his Bachelor's degree in English Education from Can Tho University, Vietnam. He then completed a Master's degree in Principles and Methods of English Language and Literature Education from the same university. He is currently working on his PhD dissertation on Task-based Language Teaching (TBLT), particularly the investigation of English as a ...

An international comparison of active and interactive listening in secondary school foreign language classrooms in Belgium and Turkey KU Leuven

Kristiaan Van den Branden
Centre for Language and Education, Leuven, Language and Education, Leuven

"It is not an exam, it is just listening!"

An international comparison of active and interactive listening in secondary school foreign language classrooms in Belgium and Turkey

Research by Hatice Nur Ozcelik

Promoter: Kris Van den Branden

Keywords: FL listening, peer interaction, self-regulation

Rationale of the research

While central to language learning, listening comprehension is the least understood and ...

The effects of video-based peer modelling and strategy instruction on the motivation, writing processes and products of foreign language writers in Turkish (and Flemish) higher education KU Leuven

Elke Van Steendam
Language and Education, Brussels Campus
In this PhD project, we examine the effect of a number of instructional methods for foreign language writing education on students writing processes and the resulting products. The instructional methods tested are modelling or peer observation, strategy instruction and direct instruction. Three large-scale experimental studies are conducted with learners of English as a foreign language (EFL) in higher education writing synthesis texts and ...

Musical aptitude and reading fluency in multilingual adult learners of Spanish as a Foreign Language KU Leuven

Kris Buyse
Linguistics Research Unit, Antwerp Campus, Leuven Language Institute (ILT)

Some foreign language learners studying in tertiary level still have difficulties in silent reading fluency, and this hinders their reading comprehension. The objective of this study is to analyze the relation between musical aptitude and reading fluency in multilingual adult learners of Spanish as a foreign language. Native speakers of Dutch will be tested on their musical aptitude, reading fluency and working memory. The data will be ...

Language learning through task-based interaction with chatbots KU Leuven

Piet Desmet
Comparative, Historical and Applied Linguistics, Kulak Kortrijk Campus

Considering the existing evidence of the effectiveness of synchronous computer-mediated communication on the development of L2 oral proficiency (Lin, 2015), combined with the scarcity of opportunities to interact with native speakers in most foreign language learning contexts, ICALL researchers have long been interested in developing systems that would allow a learner to have a meaning-focused interaction in L2 with a conversational agent ...

What you see is what you get? Use and effectiveness of multimodal input for second language learning KU Leuven

Piet Desmet
Linguistics Research Unit, Kulak Kortrijk Campus, Faculty of Arts, Kulak Kortrijk Campus, Comparative, Historical and Applied Linguistics, Kulak Kortrijk Campus

Nowadays, the Internet offers numerous kinds of online videos, among which educational ones (e.g. MOOCs, flipped classroom, TED talks, but also numerous channels on YouTube). Those videos enable people to get instruction in a multitude of different subjects by themselves. This phenomenon usually involves more frequent contact with foreign languages via audiovisual input. Therefore, the easy availability of foreign online educational videos ...