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Mobile Learning of Language for Specific Purposes: From Course Design to User Testing
Table 3.1 Extract from the List of Communicative Activities in e a p: Cross-Skill
Overview
Reading • Read academic texts such as journal articles, textbooks, essays, and reports
for general understanding (skimming), specific points (scanning), or for in-
formation and argument.
• Read texts related to academic studies such as syllabi, curricula, study pro-
grams, learning agreements, grant conditions, educational policies, or per-
sonal and institutional communication (e.g., email or memos), including
online content appearing on university/faculty website, in news bulletins,
public announcements and calls.
• Read and follow instructions and guidelines related to their scope of work.
Listening • Attend and follow live lectures and talks on a variety of topics, including
highly specialised and technical ones related to their field of work.
• Listen to digital recordings on a variety of topics, including highly spe-
cialised and technical ones related to their field of work.
• Listen and follow instructions and guidelines related to their scope of work.
Writing • Write texts of immediate concern to their work with students such as in-
structions, task descriptions, exam tasks, handouts, feedback messages,
evaluations, or grading guidelines.
• Write shorter and longer academic texts related to their field of expertise,
including journal articles, books, book chapters, essays, and reports.
• Write short communicative texts such as emails, queries, messages, forms,
or memos pertaining to their immediate working environment.
Speaking • Prepare and deliver live lectures and talks on a variety of topics, including
highly specialised and technical ones related to their particular field.
• Give instructions and make announcements to students related to their
academic success including task explanations, activity expectations, and
feedback.
• Explain the particulars of the subject matter during office hours and in
other contexts outside the usual class setting.
• Converse with other speakers of English, including native speakers, in for-
mal and informal situations related to their academic context such as meet-
ings, goal-oriented co-operative activities, discussions, or interviews.
Communicative Events and Profile. Based on the gathered learner needs dur-
ing the previous steps of needs analysis, a detailed list of communicative
activities, performed by students, teachers, and administrative staff, has
been compiled. The list enumerates a wide array of possible activities in
which each target group of learners is predicted to participate, for each of
the four language skills separately.
An example from the list of teacher-related activities for all language
skills in e a p is given in Table 3.1. Similarly, Table 3.2 is illustrative of the
differences between teachers, students, and administrative staff regarding
communicative activities involved in reading. These communicative events
69
Table 3.1 Extract from the List of Communicative Activities in e a p: Cross-Skill
Overview
Reading • Read academic texts such as journal articles, textbooks, essays, and reports
for general understanding (skimming), specific points (scanning), or for in-
formation and argument.
• Read texts related to academic studies such as syllabi, curricula, study pro-
grams, learning agreements, grant conditions, educational policies, or per-
sonal and institutional communication (e.g., email or memos), including
online content appearing on university/faculty website, in news bulletins,
public announcements and calls.
• Read and follow instructions and guidelines related to their scope of work.
Listening • Attend and follow live lectures and talks on a variety of topics, including
highly specialised and technical ones related to their field of work.
• Listen to digital recordings on a variety of topics, including highly spe-
cialised and technical ones related to their field of work.
• Listen and follow instructions and guidelines related to their scope of work.
Writing • Write texts of immediate concern to their work with students such as in-
structions, task descriptions, exam tasks, handouts, feedback messages,
evaluations, or grading guidelines.
• Write shorter and longer academic texts related to their field of expertise,
including journal articles, books, book chapters, essays, and reports.
• Write short communicative texts such as emails, queries, messages, forms,
or memos pertaining to their immediate working environment.
Speaking • Prepare and deliver live lectures and talks on a variety of topics, including
highly specialised and technical ones related to their particular field.
• Give instructions and make announcements to students related to their
academic success including task explanations, activity expectations, and
feedback.
• Explain the particulars of the subject matter during office hours and in
other contexts outside the usual class setting.
• Converse with other speakers of English, including native speakers, in for-
mal and informal situations related to their academic context such as meet-
ings, goal-oriented co-operative activities, discussions, or interviews.
Communicative Events and Profile. Based on the gathered learner needs dur-
ing the previous steps of needs analysis, a detailed list of communicative
activities, performed by students, teachers, and administrative staff, has
been compiled. The list enumerates a wide array of possible activities in
which each target group of learners is predicted to participate, for each of
the four language skills separately.
An example from the list of teacher-related activities for all language
skills in e a p is given in Table 3.1. Similarly, Table 3.2 is illustrative of the
differences between teachers, students, and administrative staff regarding
communicative activities involved in reading. These communicative events
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