Person: Roothooft, Hanne
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Roothooft
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Hanne
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Ciencias humanas y de la educaciĆ³n
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0000-0002-8911-8026
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810986
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Publication Embargo Teaching note-taking in EMI: an experimental study in economics and business administration(De Gruyter, 2024) Breeze, Ruth; Roothooft, Hanne; Meyer, Marcel; Ciencias humanas y de la educaciĆ³n; Giza eta Hezkuntza ZientziakLearning to take effective notes is particularly difficult for non-English-native university students enrolled on English Medium Instruction (EMI) courses. However, time and cost constraints mean that many universities provide no support in English for academic purposes or academic skills. One solution to this problem would be to work closely with subject lecturers to develop training that can be delivered within the framework of the EMI content courses themselves. We developed a pilot programme for training students to take effective notes in English and applied it within the context of a first-year content course in Economics and Business Administration at a Spanish university. The students improved on several measures from the pre-test to the post-test, and provided positive feedback. They particularly appreciated learning how to build outlines, simplify information, and use abbreviations and symbols. Questionnaire responses indicated that they had found the training useful and appreciated the possibilities for direct application of the new skills acquired in their other EMI courses. Further research on how to train students in academic language competences within the ecologically valid setting of the EMI classroom itself could include support with subject-focused academic writing and speaking skills.Publication Open Access Transitioning to English medium instruction in operations management courses taught on Spanish business degrees: perceptions and diagnosis(OmniaScience, 2020) Alfaro Tanco, JosĆ© A.; Roothooft, Hanne; Breeze, Ruth; Ciencias Humanas y de la EducaciĆ³n; Giza eta Hezkuntza ZientziakPurpose: The objective of the present study is to analyze the effects of the transition to English Medium Instruction (EMI) on lecturers in Spanish universities in one specific area, namely Operations Management courses taught in Business degrees. Methodology: After reviewing the bibliography, we designed a questionnaire based on previous research into EMI in non-Anglophone countries. By administering this online, we gathered information from 20 EMI lecturers giving Operations Management courses in thirteen Spanish Universities. The data were analyzed by means of a descriptive analysis of the closed-ended questions and thematic content analysis of the open-ended questions. Findings: Most professors report that they initially reacted negatively to the idea of having to teach in English, but now realize that most of their fears were ungrounded. They emphasize that it is very important to invest time in training seminars and the exchange of experiences. Other relevant findings are the perceived lack of incentives to teach in English, the need to use tools and techniques to improve the interaction with students, and the considerable amount of time needed for class preparation. Our results are discussed in the light of the bibliography on EMI and recommendations are made with regard to the implementation of EMI in Operations Management courses and related areas. Originality/value: The results of this small-scale study of EMI in OM shed important light on how EMI is impacting on one field. They are consistent with previous research elsewhere, but also provide some insights that may pave the way for further research and development.Publication Open Access Investigating the development of "grammatical range and accuracy" at different proficiency levels in the IELTS Speaking test(IELTS Partners, 2019) Roothooft, Hanne; Breeze, Ruth; Ciencias Humanas y de la EducaciĆ³n; Giza eta Hezkuntza ZientziakThis project sheds light on the morphemes and grammatical structures used at different band levels, as well as on the error rates and types associated with their use. The authors provide information that is relevant for examiner and teacher training, and make suggestions for improving rating scales and exam tasks. A sample of 73 IELTS Speaking tests from band levels 4 to 8 was analysed in order to identify grammatical structures that distinguish different band levels and to calculate the error rates which characterise their use. The results showed that different features followed different paths. Although some features, such as plural -s, were acquired early, others, like the irregular past, seemed to follow a path of gradual improvement from bands 4 to 8, while one, namely third person -s, was found to undergo dramatic improvement only at bands 7 and 8. These findings bear some interesting similarities to patterns observed in second language acquisition studies. A second focus of this study was to characterise the range of more complex structures attempted by candidates at different levels, centring on the use of conditionals, relative clauses, indirect questions and passive structures. It was found that attempts at these structures did indeed tend to increase at higher band levels, though this was often accompanied by a high failure rate. This study contributes to our understanding of the order in which grammatical morphemes and complex structures are acquired, while at the same time providing useful information for IELTS examiners, teachers and course book writers on what structures candidates are likely to produce and what errors are typical of candidates at different levels.