Person:
Roothooft, Hanne

person.page.identifierURI

https://academica-e.unavarra.es/handle/2454/49895

Last Name

Roothooft

First Name

Hanne

person.page.departamento

Ciencias humanas y de la educación

ORCID

0000-0002-8911-8026

person.page.upna

810986

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Search Results

Now showing 1 - 10 of 14

Open Access
Investigating the interrelationship between rated L2 proficiency and linguistic complexity in L2 speech
(Elsevier, 2020) Bulté, Bram; Roothooft, Hanne; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
This study investigates the relationship between nine quantitative measures of L2 speech complexity and subjectively rated L2 proficiency by comparing the oral productions of English L2 learners at five IELTS proficiency levels. We carry out ANOVAs with pairwise comparisons to identify differences between proficiency levels, as well as ordinal logistic regression modelling, allowing us to combine multiple complexity dimensions in a single analysis. The results show that for eight out of nine measures, targeting syntactic, lexical and morphological complexity, a significant overall effect of proficiency level was found, with measures of lexical diversity (i.e. Guiraud's index and HD-D), overall syntactic complexity (mean length of AS-unit), phrasal elaboration (mean length of noun phrase) and morphological richness (morphological complexity index) showing the strongest association with proficiency level. Three complexity measures emerged as significant predictors in our logistic regression model, each targeting different linguistic dimensions: Guiraud's index, the subordination ratio and the morphological complexity index.
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 educación; Giza eta Hezkuntza Zientziak
Learning 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.
Open Access
Teachers’ beliefs about oral corrective feedback: a comparison of secondary and adult education
(Universidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, 2018) Roothooft, Hanne; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
Aunque existe un gran número de estudios que demuestran la eficacia del feedback oral para la adquisición de una segunda lengua, no está claro hasta qué punto los profesores creen que el feedback es útil. Algunos estudios han mostrado que los alumnos generalmente quieren que se les corrija mucho más de lo que sus profesores estiman necesario. Sin embargo, otros aspectos relacionados con el feedback oral, como por ejemplo los tipos de feedback y el momento adecuado de dar feedback, han recibido muy poca atención en dichos estudios. Por eso, el presente estudio compara las creencias de dos grupos de profesores de inglés como lengua extranjera sobre: cuándo corregir, cuánto corregir y qué tipos de errores corregir. A pesar de las diferencias de contexto, los dos grupos estaban de acuerdo en que el feedback es importante, pero que demasiadas correcciones pueden interferir con el desarrollo de la fluidez y la confianza de los alumnos. La mayoría de los profesores también preferían tipos más implícitos de feedback. Estos resultados indican que existe la necesidad de incrementar la formación del profesorado en el tema del feedback oral.
Open Access
Feedback in second language writing. Contexts and issues: reseña
(Asociación Europea de Lenguas para Fines Específicos (AELFE), 2020) Roothooft, Hanne; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
Given the growing number of studies dedicated to feedback in second language writing in the last two decades, Ken Hyland and Fiona Hyland felt it was time for a second edition of the edited volume which was first published in 2006. Only four of the original chapters have been maintained, in an updated form, and ten new chapters have been added. The second edition of ‘Feedback in Second Language Writing’ touches upon a wide range of important issues, many of which are in need of further research.
Open Access
Primary teachers' beliefs about teaching english to young learners
(Universidad de Alcalá: Escuela Universitaria Cardenal Cisneros, 2017) Roothooft, Hanne; Filología y Didáctica de la Lengua; Filologia eta Hizkuntzaren Didaktika
Aunque se considera a menudo que el inglés debería enseñarse a partir de edades tempranas para mejorar los resultados, se sabe poco sobre las prácticas y actitudes de los profesores de inglés de primaria en España. Por eso, se elaboró un estudio cualitativo basado en entrevistas con 22 profesores de inglés de primaria con el fin de investigar las creencias de estos profesores sobre la metodología, el uso del trabajo en grupo y el uso de la primera lengua. Se observó que todos los profesores creen en el uso de un método comunicativo enfocado en las habilidades orales y de escucha, en lo cual la enseñanza explícita de la gramática es de menor importancia. La mayoría de los profesores también dicen que usan solo la lengua meta en clase y que hacen un uso frecuente del trabajo en grupos. Uno de los aspectos que parece haber influido en las actitudes de estos profesores es su propia experiencia negativa como alumnos en las aulas tradicionales, enfocadas en la gramática.
Open Access
The effects of oral corrective feedback and language anxiety on pronunciation development
(Universidad de Sevilla, 2019) Luquin Urtasun, María; Roothooft, Hanne; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
Si bien una gran cantidad de estudios han demostrado que la retroalimentación correctiva oral (RC) es efectiva para la adquisición de la gramática en un idioma extranjero, muy pocos se han centrado en el impacto de la RC en el desarrollo de la pronunciación. Además, escasea la investigación de RC que tenga en cuenta las diferencias individuales, como la ansiedad en el aprendizaje de una lengua extranjera. Por lo tanto, el presente estudio investigó los efectos de las reformulaciones y la retroalimentación metalingüística sobre la pronunciación de la terminación de pasado -ed, comparando 30 estudiantes de ansiedad alta y baja con un nivel A2 + de inglés en una escuela secundaria de España. Un diseño pretest/post-test consistente en una lectura en voz alta y una narración fue llevado a cabo con un grupo de reformulación (n=10), un grupo de retroalimentación metalingüística (n=10) y un grupo de control (n=10). Cada uno de los tres grupos fue subdividido en un grupo de ansiedad alta (n = 5) y otro de ansiedad baja (n = 5). Se encontraron diferencias significativas entre el grupo de reformulación y el grupo de control, lo cual confirma investigación previa que demuestra que las reformulaciones son beneficiosas para el desarrollo de la pronunciación. Sin embargo, a pesar de ciertas indicaciones de que los estudiantes con ansiedad baja se beneficiaron más de la RC, y los estudiantes con ansiedad elevada parecieron beneficiarse especialmente de las reformulaciones, no se pudieron identificar diferencias significativas entre los grupos de ansiedad en este estudio.
Open Access
Transitioning to English medium instruction in operations management courses taught on Spanish business degrees: perceptions and diagnosis
(OmniaScience, 2020) Alfaro Tanco, José A.; Roothooft, Hanne; Breeze, Ruth; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
Purpose: 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.
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 Educación; Giza eta Hezkuntza Zientziak
This 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.
Open Access
Pronunciation anxiety, pronunciation-related views and pronunciation learning actions of EMI and english major students
(University of Lodz, 2023) Gómez Lacabex, Esther; Roothooft, Hanne; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
The present study explored pronunciation views, learning actions and anxiety in two differentiated English learner groups: one group which was studying English in an engineering degree and another group enrolled in an English major degree. The results froma questionnaire and focus group sessions revealed that the groups share some views such as a wish to improve their English pronunciation and adherence to native pronunciation references as well as pronunciation learning actions such as watching series ortalking to native speakers. However, we also observed significant differences between the groups as the English major students tended to view pronunciation learning as a discipline, while the engineering students saw it as a communicative skill. The English majors also exhibited more pronunciation anxiety, specifically fear of ridicule and worry of making mistakes. They also revealed more anxiety-related themes in the focus group discussions such as worry about their pronunciation, pronunciation shame or unease because they do not know how to pronounce a word or cannot understand. Finally, the English major group was also more demanding of lecturers¿ accurate pronunciation. These results suggest that differences regarding English pronunciation anxiety between different learner profiles may need to be considered during their English language learning progress.
Open Access
Conceptualising Integration in CLIL and Multilingual Education: reseña
(Universidad Cardenal Cisneros, 2018) Roothooft, Hanne; Ciencias Humanas y de la Educación; Giza eta Hezkuntza Zientziak
Conceptualising Integration in CLIL and Multilingual Education provides us with useful insights into what still remains to be done if we want to put the “I” truly at the centre of CLIL.