Abstract
This paper explores the implementation of Information and Communication Technologies (ICTs) in the English for Specific Purposes (ESP) classroom in general, and the Maritime English (ME) classroom in particular, and addresses the challenges posed for specialised vocabulary instruction and learning. Firstly, some key issues on ICT-based pedagogy and vocabulary instruction are explored: vocabulary teaching techniques as revised in current literature, what is to be understood by ESP and ME vocabulary, the notion of digital literacy, the contribution of computers to vocabulary learning and development, and implications of the lifelong learning construct within the framework of the European Space for Higher Education. Secondly, relevant literature on recurrent topics in this paper is discussed. Next, this paper focuses on the use of the Moodle glossary tool for strategic specialised vocabulary development and particular attention is paid to the creation of the Maritime Glossary (a project aimed to complement classroom work). To conclude, learners’ opinions based on a questionnaire administered upon the completion of the glossary and interviews held at the end of the course are presented and discussed.
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Appendices
Appendices
1.1 Appendix 7.1
Course: Nautical English 2009–2010
The Maritime Glossary Project
Questionnaire
If you have participated in the Maritime Glossary project, please fill in this questionnaire.
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1.
Had you ever used this tool to learn vocabulary?
Yes
No
-
2.
Have you added all the required terms (15) during this semester?
Yes
No
-
3.
Do you think introducing the terms you selected in the Maritime Glossary has helped you to learn them?
Yes
No
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4.
Have you consulted the terms introduced by your classmates in the Maritime Glossary?
Yes
No
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5.
You can find below the different sections of each glossary entry in the Maritime Glossary. Please, indicate how useful they were for you (1 being the least useful, 3 the most useful).
Translation
1
2
3
Definition in English
1
2
3
Picture
1
2
3
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6.
How would you assess the contribution of the Maritime Glossary in the learning of English maritime/nautical vocabulary? Tick the statement you feel most identified with.
Very useful
Not very useful
Not useful at all
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7.
In your opinion, is the Maritime Glossary an efficient tool for the learning of English maritime/nautical vocabulary? Tick the statement you feel most identified with.
Yes
No
I am not sure
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8.
In your opinion, is the Maritime Glossary a good outside class activity? Tick the statement you feel most identified with.
Yes
No
I am not sure
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9.
What difficulties, if any, have you found when adding your terms to the Maritime Glossary?
Choosing the terms
Computer skills
Finding reliable sources of information
Finding pictures
Others (specify):
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10.
Describe the least interesting aspect of the Maritime Glossary and explain why.
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11.
Describe the most interesting aspect of the Maritime Glossary and explain why.
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12.
Can you give any suggestions on how to improve this project?
1.2 Appendix 7.2
Course: Nautical English 2009–2010
The Maritime Glossary Project
Interviews
The Maritime Glossary
Initial questions aiming at eliciting students’ opinions.
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What are the main advantages you see in creating a Maritime Glossary?
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What are the main disadvantages?
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Do you think participating in the creation of the glossary has helped you to learn specialised vocabulary?
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What do you think of the glossary as a collaborative project?
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Have you had any problems when using your computer, Internet and the Virtual Campus to do this project?
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What is your overall opinion of the project?
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Please, feel free to make any comments on this outside class project.
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Perea-Barberá, M.D., Bocanegra-Valle, A. (2014). Promoting Specialised Vocabulary Learning Through Computer-Assisted Instruction. In: Bárcena, E., Read, T., Arús, J. (eds) Languages for Specific Purposes in the Digital Era. Educational Linguistics, vol 19. Springer, Cham. https://doi.org/10.1007/978-3-319-02222-2_7
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