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This chapter examines the reliability and validity of a subset of the Genetics concept inventory (S. Elrod) to discriminate good students from poor performing students in the undergraduate units Genetics and Molecular Biology taught at the University of Canberra, Australia. These two units went through a series of reforms since 2005. These reforms included the implementation of a number of online and tutorial language exercises and strategies designed to promote scientific language competence and subsequent genetics learning. The effect of these interventions was analyzed through grade and assessment performance comparisons with earlier traditionally taught Genetics cohorts as well using the genetic concept inventory. The genetic concept inventory questions used at the University of Canberra have been found to be reliable and valid according to a number of statistical tests.

This chapter contains findings from the preceding chapters in r the project addressing language difficulties in science education in large classes.

This chapter aims to explore the effect of providing multiple sources of feedback through a language teaching approach called the Somatically-enhanced Approach (SEA) (Zhang, 2006) in the teaching of Thai language to foreigners. Teaching innovations include: the use of relaxation techniques to relax students; the use of humming, clapping, mouthing, and physical gestures to emphasize the rhythm of the Thai language; the use of a Speech comparison tool (Sptool) for providing biofeedback; and the provision of all learning materials on CDs. Two groups of students were involved in the study. An experimental group (EG) consisted of 24 international students who enrolled in the Thai Language for Foreigners course at Khon Kaen University, Thailand. These students came from People’s Republic of China, Vietnam, and Laos. They were taught using SEA. The control group (CG) consisted of 22 Chinese students who studied Thai language at Guangxi University for Nationalities, China, taught with the traditional method. The results of this study revealed that after 24 face-to-face contact hours over 8 weeks, international students who undertook a course in SEA spoke more fluently than the control group who studied Thai for 44 hours over 11 weeks. The differences in the quality and quantity of speech were statistically significant. The results of the study, both quantitative and qualitative, will be reported. The improved gains in students’ performance in EG can be attributed to the multiple sources of feedback afforded by SEA.

As English has been increasingly recognized as one of the influential factors for China in taking parts in global community, students and Chinese professionals need to participate in international seminars and conferences, and internationally collaborate with academics through the lingua franca, English. Hence, being able to speak intelligible English has unavoidably become a necessity, especially for Chinese university students. The purpose of this chapter focuses on the implementation of constructive role plays (CRP) via the NHCE e-learning in learning English as a foreign language classes. This chapter exploits quantitative and qualitative methods such as pretest, post-test, student questionnaires and student role play recording analysis to collect data to demonstrate the effectiveness of CRP on Chinese university students’ spoken English development. Results showed that there was a significant increase in the students’ speaking proficiency for the experimental group as compared to the control group. The results also indicated that CRP has been highly successful as an effective aid in improving EFL students’ speaking. The NHCE e-learning platform can provide a motivating environment for L2 students to practice spoken English. However, the empirical results showed that the use of online audio chat facility to perform the CRP may make some students feel anxious, due to its synchronized nature. This suggests that its use should be carefully considered in relation to divergent groups of learners.

The chapter discusses the background of a project which aimed at addressing the language needs of a diverse student body (both domestic and international student body) by embedding strategic approaches to learning and teaching in first year sciences in tertiary education. These strategies consisted of active learning skills which are widely used in language learning. The disciplines covered by the project were Biology, Chemistry and Physics and involved the University of Canberra, University of Sydney, University of Tasmania, University of Technology, Sydney, and University of Newcastle in Australia. This project was funded by the Australian Learning and Teaching Council (ALTC).

This chapter focuses on the effect of a learning environment in which biological, physical and technological ways of perceiving Mandarin Chinese sounds have been used. One of the most important tools of this environment is the use of a speech analysis tool for audio and visual feedback. This is done by way of incorporating a visual representation of student’s production that can be easily compared to the speech of a native speaker. It is the contention of this chapter that such an interactive feedback tool in conjunction with other feedback mechanisms can provide opportunities for increasing the effectiveness of feedback in language learning.

This chapter reports on a study which evaluates the effect of a language teaching approach called the Somatically-Enhanced Approach (Zhang, 2006)in the teaching of Thai to Vietnamese learners in Vietnam. The teaching methodology deals with training students’ pronunciation in Thai from the beginning. Innovations include: the using relaxation techniques to relax students; the use of humming, clapping and physical gestures to emphasize the rhythm of Thai; the use of a Speech comparison tool (Sptool) (Zhang & Newman, 2003) and the provision of all learning materials on CD-ROMs. Results show that after 12 face-to-face hours, Vietnamese students who undertook an intensive course in SEA achieved the same level of fluency in spoken Thai, in limited contexts, as their fellow students who studied Thai for 1 year using the traditional approach. Both quantitative and qualitative results of the study will be briefly reported including an evaluation of the Speech comparison tool.

Language learning is one of the most rapidly changing disciplines. Along with changing perspectives in learning in the field of Second Language Acquisition, information communication technology (ICT) has also created many learning paths to assist the process of learning a second language (L2). In such an ever-evolving environment, teachers, researchers, and professionals in a diverse number of disciplines need access to the most current information about research on the field of computer-enhanced language acquisition and learning. The Handbook of Research on Computer-Enhanced Language Acquisition and Learning provides comprehensive coverage of successful translation of language learning designs utilizing ICT in practical learning contexts. This authoritative reference source offers researchers, scholars, students, and professionals worldwide, access to the latest knowledge related to research on computer-enhanced language acquisition and learning.

To address the global problems of learning, we must make our development strategies ready to support the many different languages and cultures in the world. This chapter discusses how the Irvine-Geneva development strategy supports, and can be made to support further, development of global materials. We will first discuss essential characteristics of the kind of learning software that will successfully address global education. We will then discuss our design and translation strategies for current software with those characteristics, the tools we have developed for facilitating them, and our implementation strategies. We will end our discussion with linguistics issues related to globalization in general.