Mar Gutiérrez-Colón

There is a critical need for an adapted English proficiency test designed specifically for individuals with intellectual and developmental disabilities (IDD). Current language assessments often fail to address the specific learning difficulties of this population. As a result, assessments underestimate the actual abilities of these test takers. To address this gap, a literature review was conducted on foreign language acquisition for individuals with IDD, and a methodological intervention was developed. This intervention uses multisensory structured language (MSL) instruction tools, task-based learning, and technology. The adapted proficiency test aligns with the Common European Framework of Reference for Languages (CEFR) and aims to assess language skills of individuals with IDD with a focus on reliability and validity. Through accommodation and adaptation, the test will ensure that the language capabilities of this population are accurately reflected. The aim of this study is to develop a reliable assessment tool for this demographic and to encourage their continued social integration and employability. This study has significant implications for educational practice and policy and offers a model for inclusive language assessments that can be adopted in various educational contexts. It also lays out the foundation for future research and allows for the expansion of assessments to higher CEFR levels, which will continue to support the long-term language needs of this population.

This study investigates the digital competence levels of Lebanese preservice and in-service teachers using the European Framework for the Digital Competence of Educators (DigCompEdu). The research aims to explore the existing gap in digital competence between these two groups through a cross-sectional descriptive survey, involving 170 in-service teachers and 194 preservice teachers from various undergraduate teacher training programs in Lebanon. The findings reveal significant differences between in-service and preservice teachers in all six competence areas and no significant difference per subject areas, with in-service teachers demonstrating higher overall digital competence compared to preservice teachers. The study draws attention to the need for improved practical training and targeted interventions in teacher education programs to better prepare preservice teachers for the digital demands of modern classrooms. The findings have implications for policy and practice, particularly in enhancing teacher training programs to meet the evolving digital needs of education.

This pilot study explores the effectiveness of digital storytelling in improving the oral use of the passive voice among Lebanese undergraduate EFL students. Conducted during the 2021/2022 spring semester amidst Lebanon’s ongoing economic and social crises, the study involved an experimental group using a digital storytelling strategy and a control group receiving traditional instruction. The research employed a quantitative approach, utilizing a pretest and a posttest to assess grammatical accuracy and fluency, and qualitative interviews to gauge student perceptions. The findings indicate that digital storytelling significantly enhances students’ ability to use the passive voice in oral communication, fostering greater engagement and a deeper understanding of grammatical structures. Despite the challenges posed by the COVID-19 pandemic and Lebanon’s economic difficulties, students in the experimental group demonstrated marked improvement over those in the control group. The study’s limitations include its small sample size and the specific context of a private Lebanese university, which may limit generalizability. However, the results offer promising insights into the benefits of digital storytelling as a pedagogical tool, suggesting its potential for broader application in EFL education. This research contributes to the growing body of literature on technology-enhanced language learning and underscores the need for further exploration in diverse educational settings.

This chapter aims to pinpoint the features characterizing a mobile app that make it effective to learn a foreign language. To reach this aim, the authors used two types of instruments: publicly available efficacy reports on four popular language learning apps and a framework for evaluating language learning apps. A correlation study was conducted between the two instruments by depicting several parameters from the efficacy reports: the number of hours needed to cover the requirements of one semester, the number of participants who did and did not improve their language skills using the app, the efficacy or improvement per hour, and app user perception. Subsequently, the apps were analyzed according to the evaluation framework. The study concludes that learner improvement is closely related to the underlying pedagogy implemented within the app, that there is a strong correlation between language uptake and overall user satisfaction, and that the more interaction, interactivity, and better technological traits an app has, the higher quantity of study hours the user spends on the app.

Machine translation as a potential tool for comprehension in multilingual classes