Browsing by Subject "Adjunct instruction"

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    Adjunct instruction in higher education: examining the effects on English foreign language proficiency
    (Taylor and Francis Group, 2020-05-21) Roquet Pugès, Helena; Vraciu, Alexandra; Nicolás Conesa, Florentina; Pérez Vidal, Carmen; Didáctica de la Lengua y la Literatura
    This study aims to measure the longitudinal impact of a 60-hour adjunct instruction course, involving L2 content-based teaching with a systematic focus on form, on students’ grammatical and lexical knowledge and on their receptive skills (i.e. reading and listening) in a foreign language higher education context. The participants were 52 university students enrolled in two different strands of the same Dentistry degree: an English-Medium Instruction (EMI) group, with no explicit L2 teaching/learning objectives, (n = 25) and an L1 group (n = 27) (Catalan/Spanish). In the L1 group, students had to read articles and teachers’ powerpoint presentations in the L2. Quantitative data collected by means of a battery of tests over 16 weeks indicate that adjunct instruction leads to statistically significant improvement in overall L2 language scores for all students alike. Nonetheless, results show that adjunct instruction tends to bring larger L2 grammatical improvement and significantly higher gains in receptive skills to Dentistry students who receive minimal English Foreign Language exposure (i.e. the L1 strand) than to those with massive exposure to English (i.e. the EMI strand).
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    The impact of adjunct instruction on EFL academic writing at university
    (John Benjamins Publishing, 2024-02-02) Roquet Pugès, Helena; Navarro Gil, Noelia; Nicolás Conesa, Florentina; Didáctica de la Lengua y la Literatura
    Adjunct instruction (AI), a form of content-based instruction, can provide students with opportunities to learn disciplinary discourse in context. Few studies have explored the extent to which AI affects students’ written production over time. This study aims to analyze the impact of a 60-hour AI course in English on writing complexity, accuracy, fluency (CAF) and on holistic measures in two groups with different exposure to English. The participants were 51 first-year Dentistry students from two strands, English-Medium of Instruction (EMI) (n = 21) and first language (L1 Catalan/Spanish) (n = 30). After 60 hours of AI, the EMI+AI group improved lexical diversity, while the L1+AI group improved accuracy and some holistic measures. Correlations between CAF and holistic measures indicate defining features of second language writing in each strand. The benefits of adjunct instruction for writing development are discussed in the light of the two settings explored. ------------------------