1. ENHANCING BUSINESS ENGLISH TERMINOLOGY THROUGH CONCEPT MAPPING Ana Balula 1,2, Ciro Martins 1, Fábio Marques 1 1 Águeda School of Technology and Management 2 Research Center “Didactics and Technology in Education of Trainers” University of Aveiro (PORTUGAL)

2. Introduction ICT Language (Business English – lingua franca) Business Context Soft competences Technical competences Intercultural communication Intercultural collaboration Negotiation Critical thinking 2Enhancing business English terminology through concept mapping - Ana Balula, Ciro Martins, Fábio Marques (EduLearn 2014)

3. Language learning through CM business English dual-coding (Godwin-Jones, 2010) translation definition … language for specific purposes second language acquisition target/source language multimedia visual representation 3Enhancing business English terminology through concept mapping - Ana Balula, Ciro Martins, Fábio Marques (EduLearn 2014)

4. Language learning through CM business English dual-coding (Godwin-Jones, 2010) translation definition … language for specific purposes second language acquisition target/source language multimedia visual representation teaching/learning strategy node-link paradigm infographic technique concept mapping online new cognitive structures linked to prior cognitive structures authentic context 4Enhancing business English terminology through concept mapping - Ana Balula, Ciro Martins, Fábio Marques (EduLearn 2014)

5. Methodology Participants 30 students Enrolled in the suject “English Applied to Management II” (University of Aveiro) Main objective To find evidence as to the (dis)advantages of implementing Cmapping as teaching and learning strategy, in particular as to the improvement of reading (comprehension) skills and speaking skills (oral presentation) using business English terminology. 5Enhancing business English terminology through concept mapping - Ana Balula, Ciro Martins, Fábio Marques (EduLearn 2014)

6. Methodology Data collection Questionnaire Data analysis techniques Content analysis and descriptive statistical analysis 6Enhancing business English terminology through concept mapping - Ana Balula, Ciro Martins, Fábio Marques (EduLearn 2014) Selected tool Cmaptools

7. Methodology PhaseTasks 1 1.1. Presentation of concept map structures and Cmaptools (1st face-to-face session) 1.2. Creation of e-cmap 1 – Unit 1 of the course syllabus (online individual work – 2 weeks) 1.3. Teacher and peer feedback (in group, 2nd face-to-face session) 2 2.1. Creation of e-cmap 2 – authentic news article (online pair work – 2 weeks) 2.2. Peer review of e-cmap 2 (online pair work – 1 week) 2.3. Review of e-cmap 2 according to feedback received (online pair work – 1 week) 2.4. Oral presentation and discussion of a news article based on e-cmap 2 (3rd face-to-face session) 7Enhancing business English terminology through concept mapping - Ana Balula, Ciro Martins, Fábio Marques (EduLearn 2014)

8. Results e-Cmapping: difficulties identified by the students 8Enhancing business English terminology through concept mapping - Ana Balula, Ciro Martins, Fábio Marques (EduLearn 2014)

9. Results e-Cmapping: advantages identified by the students 9Enhancing business English terminology through concept mapping - Ana Balula, Ciro Martins, Fábio Marques (EduLearn 2014)

10. Final remarks Be familiarized with the tool Technical features Online collaboration To teach/learn business English through e-Cmapping, it is crucial to: Understand the principles underlying Cmapping Work with authentic texts (motivation) 10Enhancing business English terminology through concept mapping - Ana Balula, Ciro Martins, Fábio Marques (EduLearn 2014)

11. Thank You! 11Enhancing business English terminology through concept mapping - Ana Balula, Ciro Martins, Fábio Marques (EduLearn 2014)