Comunicação apresentada na conferência "Recles.pt 2019 - Approaches to Teaching and Learning Languages for Specific Purposes: Building bridges across the classroom and the professional world." (Algarve, Portugal | 3-4 Outubro, 2019) Focada na utilização de vídeo no ensino/ aprendizagem de Inglês para Fins Específicos, esta apresentação visou dar a conhecer os resultados preliminares de uma colaboração internacional, que contou com a participação de Sandra Vasconcelos e Ana Balula (membros integrados do CIDTFF) e de docentes da Sérvia e Lituânia ( designadamente da Universidade de Niš - Sérvia; Universidade de Vilnius; e Vilnius Gediminas Technical University - Lituânia). Referência: Vasconcelos, S., Balula, A., Pirsl, D., Milosevic, D., Stojković, N., Šliogerienė, J., Burkšaitienė, N., & Stanković, V. (2019, October). Videos as Partners in ESP and Technical Terminology Teaching – Profiling an International Joint Project, Abstract of the work presented at ReCLes.pt 2019 International Conference – Approaches to Teaching and Learning Languages for Specific Purposes: Building Bridges Across the Classroom and the Professional World, Algarve:Association of Language Centers in Higher Education in Portugal, pp. 68-69. Available at: http://paol.iscap.ipp.pt/recles/images/Documentos/Conference_2019_Book_of_Abstracts_ReCles_02_10.pdf

1. Videos as partners in ESP
and technical terminology
teaching
Profiling an international joint project
ReCLes.pt 2019 - International conference
APPROACHES TO TEACHING AND LEARNING LANGUAGES FOR SPECIFIC PURPOSES

2. Ana Balula
Sandra Vasconcelos
Danica Pirsl
Danica Milošević
Nadežda Stojković
Vesna Stanković
Jolita Šliogerienė
Nijolė Burkšaitienė

4. Aveiro
Águeda Superior School of
Technology and Management
PORTUGAL
Retail Management

5. Vilnius
Vilnius University
Vilnius Gediminas Technical University
LITHUANIA
Translation Studies
Business/ Finance

6. Niš
University of Niš
College of Applied Technical Sciences
SERBIA
Environmental Protection/Computer Science/ Road traffic
Sports and Physical Education/ Industrial Engineering

7. V-interESP
Digital technology/
BYOD
Project work
Technical terminology Oral presentations/
interaction
Enhanced learning
experiences/ Creativity
Intercultural awareness
and communication

9. V-interESP
Stage 0
Introduction of specific terminology;
Stage 1
Introductory (model) video;
One-page paper
Stage 2
Video Production
Stage 3
Peer review
1
4
Stage 4
Oral presentation
3
0
2
Common assessment guidelines and rubrics

11. V-interESP
Stage 0
Introduction of specific terminology;
Stage 1
Introductory (model) video;
One-page paper
Stage 2
Video Production
Stage 3
Peer review
1
4
Stage 4
Oral presentation
3
0
2
Common assessment guidelines and rubrics

13. V-interESP
Stage 0
Introduction of specific terminology;
Stage 1
Introductory (model) video;
One-page paper
Stage 2
Video Production
Stage 3
Peer review
1
4
Stage 4
Oral presentation
3
0
2
Common assessment guidelines and rubrics

14. Entry Questionnaire
Corpora
Final questionnaire
296 participants
One-page papers
Videos
Preliminary Findings
(ongoing)

15. Students’ Profile
Own either a mobile phone or a
smartphone
100%
Own either a laptop or a desktop92.9%
Use their smartphones once or
several times a day79.4%
Access chats/messaging platforms
daily
91.2%
Access social media daily84.5%
Use online sharing/ streaming
services regularly
79.7%

16. Digital Technology and Language Learning
Facilitates collaboration
and team work
Supports creativity
Enhances the learning
material
Useful in supporting
classroom learning
Motivating
45.6%
64.9%
71.9%
70.6%
49.7%

17. ESP
Enhancing participation
Improving oral/
presentation skills
Revising/ Clearing up
doubts
Learning Specific
Terminology

19. Unlocking the
potential of action
research
Meeting students’
communicative needs
Applying technical
vocabulary in context
Harnessing students’
creative potential
V-interESP

21. Videos as partners in ESP and
technical terminology teaching
Profiling an international joint project
Sandra Vasconcelos
s.vasconcelos@ua.pt
s.vasconcelos@esht.ipp.pt