Innova Project
Project No. 408: Creation of a Digital Repository for Teaching and Learning English for Specific Purposes
The main objective of the project is to create a digital repository for teaching and learning English for specific purposes in the degrees offered by the Department of English Studies at UCM (Economics, Tourism, History, Musicology, History of Art, Archaeology, Optics and Optometry, Information and Documentation), as well as English Studies.
More specifically, the objectives to be achieved are as follows:
1. Develop linguistic skills. When learning a language for specific purposes, the linguistic skills that are developed are the ones related to the context in which the language will be used. These include:
o Vocabulary: students acquire vocabulary linked to their field of study, such as technical terms, professional jargon, and precise words that are fundamental for effective communication.
o Listening comprehension: they also develop the ability to understand conversations, presentations, and audio materials related to their area of knowledge. For example, understanding specific accents and following technical or specialized discussions.
o Reading comprehension: the ability to comprehend complex written texts in the specific field is improved, such as academic articles, technical reports, or legal documents. They learn to identify and understand relevant information and to interpret it appropriately.
o Written expression: the ability to write using technical language is developed. This may include drafting reports, scientific articles, professional emails.
o Oral expression: students practice the skill of effectively communicating in oral situations associated with their area of study, such as presentations, discussions in workgroups, negotiations, or participation in conferences.
o Communicative interaction: they learn to interact with colleagues and clients in a professional context. This involves developing active listening skills, formulating relevant questions, and responding appropriately to the needs of the interlocutor, as well as oral and written mediation.
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More specifically, the objectives to be achieved are as follows:
2. Development of sociocultural and intercultural competencies. Likewise, sociocultural and intercultural competencies, which are fundamental for
effective communication and interaction in specific professional or academic contexts, are developed. These include:
o Cultural awareness: students acquire knowledge about practices, values, beliefs, and cultural norms. This helps them better understand different
cultural perspectives and adapt to various intercultural situations.
o Intercultural sensitivity: they develop a sensitivity to cultural differences and a willingness to recognize and respect the different ways of thinking,
behaving, and communicating in varied contexts. This facilitates effective communication and collaboration with people from diverse
backgrounds, both in the classroom and in their future workplaces.
o Intercultural communication competence: they interpret and negotiate cultural meanings, adapt language and behavior according to cultural
context, and constructively resolve intercultural conflicts.
o Awareness of linguistic diversity: students become aware of linguistic diversity and the different varieties of English that may exist in regions
or speech communities. This allows them to appreciate linguistic and cultural richness and develop a respectful attitude towards different ways
of speaking the language.
o Cultural adaptation skills: this includes the ability to adjust behavior, expectations, and communication strategies to meet the cultural needs
and norms of each situation.
3. Development of digital competence. For both teachers and students, creating online resources and using Information and Communication Technologies (ICT) for various purposes, such as developing and participating in activities that will make up the repository, entails the development of a variety of digital competencies:
o Tool management skills: the process of creating and using online resources involves using digital tools, such as word processors, graphic design software, content management platforms, and learning management systems.
o Digital literacy: this aspect refers to the ability to understand, use, and evaluate information found in digital environments, such as searching for information online, assessing the reliability and quality of digital resources, and using it ethically and responsibly.
o Design competencies: creating online resources requires competencies such as the ability to structure and organize content clearly and coherently, adapt materials to meet the needs and preferences of the target audience (in this case, students of English for specific purposes), and use teaching and learning strategies that encourage their participation and engagement.
o Digital communication skills: this refers to the ability to communicate through digital means; for example, by writing appropriate texts for the intended purpose, creating engaging multimedia content, and participating in online discussions and collaborating on digital projects.
o Competencies in using platforms and social networks: it is necessary to know and use online platforms and social networks to disseminate information, promote resources, interact with other users, and build online communities.
o Skills in managing digital projects: these enable planning, coordinating, and managing online projects, including resource allocation, task scheduling, progress tracking, and problem-solving. This is essential to ensure that the online materials of our repository are developed and maintained.
4. Promoting learner autonomy: our repository for teaching and learning English for specific purposes will help students become capable of continuing to learn autonomously by providing resources and tools that facilitate this process.
5. Promoting motivation and engagement: we also design this project to maintain user motivation over time and encourage both teachers and students to produce content.