CASALC Review

The Role of Debriefing in Enhancing ESP Classroom Scenario-based Activities

2025-09-23T13:18:11+02:00

This paper explores the role of debriefing in English for Specific Purposes (ESP) instruction, highlighting the pedagogical value of this post-activity reflection to enhance language development, soft skills, and professional competencies. As ESP teaching increasingly emphasises task-based and scenario-based activities, such as role plays and simulations, it is essential to ensure that the learning process extends beyond the linguistic and communicative aspect. Despite the proven effectiveness of these interactive methods in fields such as medicine, in ESP in remains undervalued. By addressing this gap, the paper draws on the limited existing research and describes the process of integrating debriefing into ESP classes, offering some recommendations on making a meaningful connection between language, the needs and interests of learners while preparing them for real-life professional contexts.

Standing in the Spotlight

2025-10-24T21:14:30+02:00

This article examines public speaking anxiety (PSA) among university students presenting in English as a foreign language. Public speaking is widely recognized as an essential academic and professional skill, yet many learners experience significant stress when asked to perform in front of an audience. The study draws on data from a questionnaire and from students’ self-reflection journals written during a Master’s-level presentations course at a Czech university.

The findings show that anxiety manifests in multiple ways, including physical symptoms, negative thoughts, and loss of confidence. Students reported that presenting in a second language made them especially self-conscious, as they worried about vocabulary, grammar, and pronunciation. At the same time, the journals revealed important strategies for coping, such as thorough preparation, supportive peer feedback, and positive classroom atmosphere. Over the course of the semester, many students described gradual improvements in their ability to manage nervousness and to view presentations more positively.

The study argues that PSA is not only an individual challenge but also a pedagogical issue that can be shaped by course design. It concludes that fostering a safe environment, normalizing anxiety, and encouraging reflection are effective ways to help students build resilience and develop greater confidence as speakers.

AI-powered simulations for business negotiations

2025-09-24T17:36:18+02:00

This research investigates the pedagogical value of AI-powered simulations in developing negotiation skills among non-native English-speaking business students. Conducted at the Bratislava University of Economics and Business, it involved 20 undergraduate participants engaging in AI-assisted negotiation tasks over four weeks. Using qualitative methods, reflective journals, simulation transcripts, and semi-structured interviews, the research explored how learners adapted their language, emotional tone, and strategic behaviour in response to AI feedback. Findings reveal significant improvements in strategic awareness, emotional framing, and self-regulated learning. Students reported increased confidence and perceived the simulations as realistic and transferable to professional contexts. While the AI environment supported experimentation and growth, limitations included the absence of full emotional and cultural complexity. The research highlights the potential of integrating AI into negotiation pedagogy as a complement to human instruction, offering a model for future curricular innovation in business communication training.

Formát OSCE ako aktivizujúca metóda vo vyučovaní slovenčiny ako cudzieho jazyka v odbornej jazykovej príprave na LF UK

2025-10-23T08:18:35+02:00

Tento príspevok analyzuje využitie formátu OSCE (Objective Structured Clinical Examination) ako aktivizujúcej metódy vo výučbe slovenčiny ako cudzieho jazyka na Lekárskej fakulte UK. Vychádza z pozorovania klesajúcej motivácie študentov medicíny v odbornej jazykovej príprave, najmä vzhľadom na ich plány opustiť Slovensko po ukončení štúdia. Cieľom pilotného projektu bolo navrhnúť a zrealizovať simulácie v štýle tímového OSCE, s cieľom zvýšiť záujem študentov, posilniť ich jazykové kompetencie a podporiť rozvoj mäkkých zručností v realistickom kontexte. Študenti pracovali v malých tímoch a odoberali anamnézy od "štandardizovaných pacientov" podľa vopred pripravených scenárov. Úlohou bolo nielen získať relevantné medicínske informácie, ale aj precvičiť si profesionálnu komunikáciu a empatiu. Na analýzu dát bola použitá kvalitatívna aj kvantitatívna analýza. Výsledky simulácie ukázali, že formát OSCE je účinný pre budovanie komunikačných zručností a štruktúrovaného myslenia u študentov už v predklinickej fáze štúdia. Metóda podporila aktívnu účasť, sebareflexiu a posilnila kooperáciu v tímoch. Napriek logistickým výzvam, najmä s ohľadom na hodnotenie, sa formát ukázal ako úspešný a autori plánujú jeho plošné zavedenie. Príspevok tiež zdôrazňuje potrebu ďalšieho rozvoja metodiky, najmä v oblasti systematického hodnotenia mäkkých zručností.

Využití jazykových korpusů ve výuce odborného cizího jazyka na vysoké škole

2025-10-23T08:18:01+02:00

Tento přehledový článek zkoumá, jak mohou jazykové korpusy zlepšit výuku cizích jazyků, zejména angličtiny pro specifické účely (ESP), v terciárním vzdělávání. Představuje teoretické základy korpusové lingvistiky a analyzuje nedávné studie z klíčových časopisů zaměřených na ESP. Zjištění ukazují, že korpusy podporují rozvoj slovní zásoby a gramatiky, mohou být využity pro tvorbu výukových materiálů, plánování a hodnocení kurikula. Článek zdůrazňuje praktické využití a navrhuje zavedení metod založených na korpusech (nejen) do vysokoškolského vzdělávání.

The concept of active listening as a facilitator in developing speaking skills

2025-09-23T13:26:04+02:00

Interpersonal communication skills have been in demand by employers throughout all academic and industrial fields. Successful managers in engineering are expected to master the rules of effective communication in more than one language. While teaching a B1 course of academic English focusing on listening and speaking, I have been dealing with rather heterogeneous groups of students. As the course is voluntary, some students have a high command of English, thus dominating class discussions, while others choose the course because they failed one of the compulsory courses, which means they very often stay silent. To amend this situation, I decided to introduce to concept of active listening into this course by means of Theory-Guided Communicative Instruction. During in‑class discussions, students were given direct input on active listening with the prospect of avoiding two simultaneous monologues with no responses when sharing an experiential independent talk, learning to ask questions, particularly about understanding correctly both the information given and the language used, building confidence in less skillful students by learning to rephrase other students’ ideas, and reducing the talking time of more skillful students by learning to express ideas concisely. The effectiveness of this intervention was assessed by comparing student before-the-course and after-the-course questionnaires, teacher’s in‑class observations, and final examination evaluation. Active listening strategies proved to be a way of redeeming the above‑mentioned challenges even though the disruptions of technology are to remain a phenomenon to cope with and the practice of paraphrasing and commenting needs more targeted training.

Audiovisual Translation as an Integral Part of a Translation Studies Curriculum

2025-11-01T11:46:52+01:00

This paper deals with the recent expansion of the scope of audiovisual translation, its newest challenges and consequences for its instructors. Audiovisual translation (AVT) is characterized by its polysemiotic nature and the market has been influenced by the unprecedented surge of digital content in the last years. Industry-oriented approach in AVT teaching that coordinates both classical translation methods with the usage of AI-generated translates is slowly finding its way to the classrooms. The author aims to present best practice for an AVT course which gives an introduction to subtitling and dubbing, being the basic and still most prominent areas of AVT work, and also incorporates methods relating to post-editing, cloud-based collaboration and voice-to-text technology. Although based on the source language combination of Czech and German, the course content may serve as an inspiration for similar courses offered to Translation Studies students and, presumably as individual tasks, for general language courses as well.

Čeština pro cizince C1

2025-09-14T19:33:45+02:00

Recenze se zabývá novou učebnicí Čeština pro cizince C1, která tímto završuje poslední ze své řady a pokrývá tím všechny úrovně podle SERRJ.

Challenges Faced by International Students and Practical Strategies to Overcome them

2025-11-05T18:32:55+01:00

Studying abroad through the Erasmus+ programme presents international students with unique challenges, ranging from cultural adaptation and language barriers to academic expectations and social integration. This article explores common difficulties faced by Erasmus+ students at two universities – one in Poland and the other in the Czech Republic. Data was gathered from surveys conducted among students. The article also provides practical strategies on how to navigate these obstacles effectively.

Language Instruction in Tertiary Education for the Students of Natural Sciences

2025-09-08T13:51:37+02:00

zpráva o konferenci, která se konala na oddělení CJV PřF, Masarykova univerzita, v červnu 2025.

Editorial

2025-12-29T09:16:07+01:00