This action research based case study addresses the situation of a first year class of Business English students at Universidad de Alcalá and their attitudes towards using Web 2.0 tools and social media for language learning. During the semester, the students were asked to collaborate in the creation and use of some tools such as blogs, video repositories (YouTube), networking programs (LinkedIn), and communication tools (SlideShare). The data were obtained through an online questionnaire designed after a focus group had been held. The results, which are quantitative, suggest that the use of Web 2.0 tools and social networks for language learning facilitated collaboration within the groups when completing tasks, proved to be motivating, and made a clear distinction from traditional university language courses, often centered on the teacher and the syllabus contents. In addition, the students viewed the tools as being important for their future as professionals in the business world. While the sample in this study is limited and, hence, the results are not universally applicable, there is evidence that this method of learning may work well in a variety of international contexts.Key words ESP, business English, higher education, Web 2.0, social networking, blogs, student perceptions.* Corresponding address: Jesús García Laborda, C/ Trinidad, 3; 28801 Alcalá de Henares, Madrid, Spain. JESÚS GARCÍA LABORDA & MARY FRANCES LITZLERVol. 5(1)(2017): [91][92][93][94][95][96][97][98][99][100][101][102][103][104][105][106][107] Sažetak Primer iz prakse opisan u radu, zasnovan na akcionom istraživanju, tiče se studenata poslovnog engleskog jezika prve godine Univerziteta u Alkali i njihovih stavova prema korišćenju Web 2.0 alata i društvenih medija u učenju jezika. Tokom nastave studenti su zamoljeni da učestvuju u kreiranju i korišćenju nekoliko alata, kao što su blogovi, video repozitorijumi (YouTube), programi za umrežavanje (LinkedIn) i komunikacioni alati (SlideShare). Podaci su prikupljeni putem onlajn upitnika osmišljenog nakon sastanka fokus grupe. Rezultati, koji su kvantitativni, ukazuju da korišćenje Web 2.0 alata i društvenih mreža olakšava saradnju unutar grupa pri obavljanju zadataka, da deluje motivišuće, kao i da predstavljaju razliku u odnosu na tradicionalne kurseve jezika na univerzitetu, često usredsređene na nastavnika i nastavni program. Pored toga, studenti smatraju da će im alati biti od koristi u budućnosti u svetu poslovanja. Iako je uzorak u ovom istraživanju ograničen, pa stoga ni rezultati nisu opšteprimenljivi, postoje naznake da bi ovaj metod učenja mogao dobro funkcionisati u različitim međunarodnim okruženjima.Ključne reči engleski jezik nauke i struke, poslovni engleski, visoko obrazovanje, Web 2.0, društvene mreže, blogovi, percepcije studenata.

Abstract. Diaries and logs have been used in a number of different learning contexts. In completing diaries and logs for foreign language classes, students are asked to record the activities that they do to study, practice and/or improve their ability in the target language. In the case of a degree in Modern Languages and Translation at a university in central Spain a variety of options were recently offered to 76 students: a daily log, a weekly summary, or a weekly report on research into language learning strategies. This paper discusses the variations proposed and it reports the students' choices, their opinions of the usefulness of the overall activity and their impressions of whether the activity helped them to increase certain aspects of learner autonomy. The majority of the students opted to complete a daily log, and a questionnaire revealed that they were generally positive about the activity overall and its effectiveness in terms of learner autonomy. Key words: Diaries; journals; learning logs; autonomy; learning strategies; out-of-classroom learning; student satisfaction.[es] Diarios de aprendizaje en el estudio de los idiomas extranjeros: opiniones de alumnos acerca de su utilidad para la autonomía de los aprendices Resumen. Se han empleado diarios en una variedad de contextos de aprendizaje. Para realizar un diario en una clase de idioma extranjero, los alumnos anotan las actividades que realizan para estudiar, practicar, y/o mejorar su capacidad en la lengua meta. En el caso de un grado en Lenguas Modernas y Traducción ofertado en una universidad en el centro peninsular, 76 estudiantes tuvieron la opción de hacer un diario, un resumen semanal o un informe semanal acerca de sus búsquedas bibliográficas en cuanto a estrategias de aprendizaje. El presente artículo explica esas opciones e informa sobre las elecciones de los estudiantes, sus opiniones acerca de la utilidad de la actividad en general y sus impresiones de si la actividad les ayudó a incrementar ciertos aspectos de la autonomía en el aprendizaje. La mayoría de los estudiantes optaron por hacer un diario con anotaciones breves, y un cuestionario reveló que, por lo general, opinaron de forma positiva acerca de la actividad en global y su eficacia en cuanto a la autonomía en el aprendizaje. Palabras clave: diarios; autonomía; estrategias de aprendizaje; aprendizaje fuera del aula; satisfacción de los alumnos. Litzler, M.F.; Bakieva, M. Didáctica (Madr.), 29, 2017: 65-80 66 [fr] Journaux d'apprentissage pour l'étude des langues étrangères : Opinions des étudiants sur son utilité pour l'autonomie des apprenants Résumé. Les journaux d'apprentissage sont employés dans différents contextes d'enseignement. Pour réaliser un journal comme partie d'un cours de langue étrangère, les étudiants écrivent les activités qu'ils font pour étudier, pratiquer et/ou améliorer sa capacité dans la langue qu'ils étudient. Dans le cas d'un programme de licence en Langues Modernes et Traduction qui est offert dans une université de la région du centre de l'Espagn...

Interest in Languages for Specific Purposes (LSP) courses has grown in recent years (Harding, 2007). For this reason a paper on the current situation in the field is of relevance. The present article provides a discussion of English for Specific Purposes and it does so by reviewing the history and background of this area of teaching, proposing a definition, and describing issues affecting it today, such as course design and needs analysis, context, student and teacher characteristics, materials, and expected directions for the future.

Abstract-Many people in Spain are studying English in order to find jobs in this country or to migrate as a result of the economic crisis. Language classes, however, are limited in duration and are often not enough to enable students to progress as much as they would like to. Language learners have to spend a considerable amount of time out of class studying and using English in order to get the most out of their class and to continue learning when classes are not in session. This article explains the use of independent study logs to guide and encourage learners in their language learning process during the period in which they attend class with a view towards their becoming more autonomous afterwards. The learners record the activities they do outside the classroom to learn and practice English along with any reactions they have in doing so and, in this way, the instructor can provide weekly or bimonthly feedback on their language learning strategies so that the experience can be more positive and more productive. This paper discusses the process followed along with student and instructor reactions to it, many of which are positive, as well as further applications for the use of independent study logs.

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