Page 98 - LanGuide Project: Research and Professional Insights
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Fabijanić
instructions, text of the task and the possibility of either seeing/checking
the answers, resetting or editing the task.
Approximately 420 mobility exercises were produced and inserted into
the LanGuide app. The total number of inserted exercises for all three levels
and all three groups of users, distributed according to the specific skills is
as follows: 50 exercises for speaking, 92 for listening, 57 for writing, 88 for
reading, and 136 for vocabulary.
Conclusion
The paper presented the stages of preparation of academic mobility exer-
cises for the three groups of specific users of the LanGuide app – adminis-
trative staff, university teachers/academic staff, and students at different
levels of linguistic competence (basic, intermediate and advanced), within
the LanGuide Erasmus+ project. The aim was to show and describe the
details of preparation of the mobility exercise, as well as their implemen-
tation in the LanGuide app. The main idea for the inclusion of such in-
formation from different other projects funded by the European Commis-
sion was to promote important, valuable and highly appreciated data for
improving better and quality socioeducational, cultural, intercultural and
communicational issues, which can also be understood as highly valuable
within the academic mobility of students, teachers/researchers and ad-
ministrative staff working at the higher education institutions. Four steps
in exercise preparation were considered and planned: (1) exploration and
familiarization with the e c website, (2) deciding on the content suitabil-
ity for exercise preparation, (3) exercise preparation and evaluation, and
(4) the implementation of exercises in the LanGuide app. Having explored
the Erasmus+ web page and the information in it, the material which was
found valuable for the later step of exercise preparation was classified and
ordered. According to the topic covered, the material was classified into
the groups of topics of interest to app users. The topics were: (1) Eras-
mus+ projects’ dissemination (with 35 related subtopics), (2) Erasmus+
programme related documents (with 56 related subtopics), (3) the Euro-
pean Commission’s initiatives (with 11 related subtopics), (4) Specific ter-
minology related to academic mobility documents and projects (with 5 re-
lated subtopics), (5) Educational skills (1 related subtopic), and (6) Spe-
cific features of different languages (2 related subtopics). Preparation of
the exercises was preceded by a further closer inspection of the academic
mobility-related texts and materials on the e c web pages. The resources
and their content were tabulated to transparently present their use in the
98
instructions, text of the task and the possibility of either seeing/checking
the answers, resetting or editing the task.
Approximately 420 mobility exercises were produced and inserted into
the LanGuide app. The total number of inserted exercises for all three levels
and all three groups of users, distributed according to the specific skills is
as follows: 50 exercises for speaking, 92 for listening, 57 for writing, 88 for
reading, and 136 for vocabulary.
Conclusion
The paper presented the stages of preparation of academic mobility exer-
cises for the three groups of specific users of the LanGuide app – adminis-
trative staff, university teachers/academic staff, and students at different
levels of linguistic competence (basic, intermediate and advanced), within
the LanGuide Erasmus+ project. The aim was to show and describe the
details of preparation of the mobility exercise, as well as their implemen-
tation in the LanGuide app. The main idea for the inclusion of such in-
formation from different other projects funded by the European Commis-
sion was to promote important, valuable and highly appreciated data for
improving better and quality socioeducational, cultural, intercultural and
communicational issues, which can also be understood as highly valuable
within the academic mobility of students, teachers/researchers and ad-
ministrative staff working at the higher education institutions. Four steps
in exercise preparation were considered and planned: (1) exploration and
familiarization with the e c website, (2) deciding on the content suitabil-
ity for exercise preparation, (3) exercise preparation and evaluation, and
(4) the implementation of exercises in the LanGuide app. Having explored
the Erasmus+ web page and the information in it, the material which was
found valuable for the later step of exercise preparation was classified and
ordered. According to the topic covered, the material was classified into
the groups of topics of interest to app users. The topics were: (1) Eras-
mus+ projects’ dissemination (with 35 related subtopics), (2) Erasmus+
programme related documents (with 56 related subtopics), (3) the Euro-
pean Commission’s initiatives (with 11 related subtopics), (4) Specific ter-
minology related to academic mobility documents and projects (with 5 re-
lated subtopics), (5) Educational skills (1 related subtopic), and (6) Spe-
cific features of different languages (2 related subtopics). Preparation of
the exercises was preceded by a further closer inspection of the academic
mobility-related texts and materials on the e c web pages. The resources
and their content were tabulated to transparently present their use in the
98
