1. ED-MEDIA Lisbon, 28 June 2011

2. Background information  Implementation of the Bologna Process (2006)  Changes at UAL  Changes within English language course

3. English language course  Introduction of ICT in the syllabus (Jan 2008)  Exercises on Moodle became compulsory (2 nd semester 2007/2008)

4. Now what?  Need to assess role/importance of ICT tools in the course  Questionnaire was designed  Questionnaire was applied in academic year 2010-2011

5. Structure of questionnaire  Core statements on  Generic learner profile  Use of technology for learning  Personal learning experience  Set of different statements applied to different courses

6. Preliminary results  Questionnaire has been applied to  Undergraduate students (Law) – 1st semester (110 sts)  EILC students – 3 groups (September 2010; January and February 2011 – 66 sts) – data already treated  Undergraduate students (Administration; Communication Sciences; Computer Engineering; Computing and Management; Management and Psychology) – data still being collected  Questionnaire will be applied to  Postgraduate students in Translation  EILC students (September 2011)  ALS students

7. The e-learning platform…

8. With the e-learning platform, learning a language is …

9. The most useful was/were the…

10. Preliminary conclusions  high percentage of students agree that the contents, resources, activities and exercises available on the e-learning platform are relevant for their learning experience  Some resources/contents are more important for students  All online resources/contents impact the students' learning experience

11. Further developments  Translation/adaptation of Demotivation Questionnaire of English Language Learners by Kikuchi & Sakai underway (students attending Postgraduate course in Translation involved in the translation process)  Questionnaire will be applied in two Portuguese private HEI (one in which web 2.0 ICT is being used and another in which it is not)  Analysis of  possible factors contributing to student demotivation  the role of ICT in (de)motivation

12. Objectives  continue to use e-learning platform as means of obtaining sustainable learning outcomes, adjusting objectives to groups and attaining a global analysis of student participation, involvement and motivation  create motivational strategies that will optimize the learning process for all

13. Objectives  Share / disseminate results  establish partnerships and develop this study with other private or public Portuguese and/or foreign institutions

14. Thank You! Isabel Fernandes Silva isabel.silva@ual.pt Jane Rodrigues Duarte jduarte@ual.pt Centro de Estudos Linguísticos, Comparados e Multimédia Universidade Autónoma de Lisboa Luís de Camões Lisboa, Portugal