In the present paper, we shall firstly show how a learning game to teach basic technical vocabulary can help players to improve their language skills. The benefits this new tool can have on teaching methods and on motivation will then be examined.Postprint (published version

Abstract. The French university system is said to give quite a lot of autonomy to teachers as opposed to secondary education. The LRU law (2007)

Computer assisted vocabulary learning, i.e. specialized terminology acquisition, is a major tool to learning Languages for Specific Purposes (LSP) necessary to students’ professionalization. One current area of research is digital game-based language learning because of its motivating qualities. This paper discusses electronics students’ acquisition of specific vocabulary as related to the free game-based collaborative platform Check Your Smile (CYS), which is entirely devoted to learning LSP terminology. CYS aggregates various types of games that automatically generate individualized game plays, drawing upon a collaboratively constructed multilingual dictionary. The study focuses on multiple variables including attending a selective engineering course taught in English and the language used to teach the mandatory electronics class. Empirical data shows that students having used CYS tend to obtain better vocabulary test scores than students who did not.

Purpose – This paper aims at understanding teachers' (the authors refer to “teachers” in higher education as lecturers or senior lecturers) professional autonomy in the context of the current university English teachers in France. Design/methodology/approach – The authors present here the preliminary results of the test-questionnaire the authors have made to gather main tendencies on the topic (the results were presented orally at the SAES national conference held in Paris from 20 to 22 May 2011, http://saes.univ-paris3.fr). This paper is organized in three different themes that correspond to the three main parts of the test-questionnaire. Findings – The authors first show that the current degree of professional autonomy is both satisfying and an essential factor of self-development. The data underline the fact that teachers' professional autonomy is indeed a very important aspect of teaching as a job within the organizational university context. Then, the authors distinguish individualism from autonomy; stressing the fact that team-work does not entail less professional autonomy, contrary to what people may often think. Finally, most colleagues who participated in this first study have expressed concern that organizational constraints, such as the size of the groups, the obligation to conform to an overly constraining curriculum, the obligation to reach some success quotas or employment quotas, etc. could reduce or even threaten their professional autonomy and self-development. Originality/value – Many books have been written on learners' autonomy and teachers' role on this aspect. Teachers' professional autonomy at university level on the other hand is a much less studied topic. Often taken for granted, this autonomy now appears to be questioned because of the implementation of new organizational systems.

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