Expected results and outputs of the project:
The objective of the CORALL project is to launch a transnational initiative − developed in the framework of a strategic partnership − to support students in becoming more autonomous learners and train teachers of LSP in how to help learners to become more autonomous. Besides the University of Chemistry and Technology, Prague, the project partnership includes the Budapest Business School (Hungary), Berliner Hochschule für Technik, Berlin (Germany), Haaga-Helia University of Applied Sciences, Helsinki (Finland), University of Economics in Bratislava (Slovakia), and Instituto Politecnico da Guarda in Guarda (Portugal).
In order to meet these objectives, the project aims to support learners’ language development in LSP through developing their autonomous language learning skills in an online environment. Teachers of LSP will benefit from the partner institutions’ practices and expertise, while the overall project will promote lifelong learning and contribute to the universities’ strategic aim of internationalization.
As it is generally accepted that autonomous language learning is more effective than non-autonomous, when students become more autonomous language learners, they also become more effective learners. Although the general level of students’ competency for autonomous learning and teachers’ competency to develop students’ autonomous learning is different in the participating institutions, each partner institution, its teachers and students will benefit from the project. Teachers of LSP will benefit from the partner institutions’ practices and expertise, while students will have the opportunity to cooperate and collaborate with students of the other institutions and the overall project will contribute to the universities’ strategic aim of internationalization.
A further objective of the project is to create resources to support autonomous language learning which will not only be available for the language teachers and students of each participating institution but will constitute open educational resources (OER). The observation of international good practices revealed that many universities in Europe have online self-access centres to enhance their students' autonomous language learning (though not yet in the participating universities), but no international joint initiative has been realised in this field yet. Consequently, an international cooperation would make the project more meaningful than an individual institution's initiative, for the following reasons: 1) the experience of partner universities could be used, 2) the resources could be shared on a common platform which would allow further cooperation between students and educators of universities with similar profile, 3) the experience of the partner universities could be integrated, 4) the impact of the resources created in the framework of the project would not be limited to one institution’s teachers and students.
We cordially invite you to join the international conference CORALL – Coaching-oriented Online Resources for Autonomous Learning.
The conference will take place in person at the University of Chemistry and Technology in Prague, 16 -17 June 2022. Program
This meeting of scholars, researchers and educators will offer a unique opportunity to discuss the current trends in collaborative interdisciplinary learning and teaching.
We are inviting participants to submit papers on the following topics:
The conference is part of the Erasmus + CORALL – Coaching-oriented Online Resources for Autonomous Learning 2019-1-HU01-KA203-061070 project which covers the conference fee.
Venue: University of Chemistry and Technology, Building A, Technická 5, Prague 6, Czech Republic.
David Little is a Fellow Emeritus of Trinity College Dublin. His principal research interests are the theory and practice of learner autonomy in second language education, the management of linguistic diversity in schools and classrooms, and the use of the Common European Framework of Reference for Languages (Council of Europe, 2001) and its Companion Volume (Council of Europe, 2020) to support the design of second language curricula, learning programmes and assessment. He is co-author with Leni Dam and Lienhard Legenhausen of Language Learner Autonomy: Theory, Practice and Research (Multilingual Matters, 2017) and with Déirdre Kirwan of Engaging with Linguistic Diversity: A Study of Educational Inclusion in an Irish Primary School (Bloomsbury Academic, 2019). His most recent publication is Reflecting on the Common European Framework of Reference for Languages and its Companion Volume (Multilingual Matters, 2022), which he co-edited with Neus Figueras. He contributed to and is one of the editors of Aligning Language Education with the CEFR: A Handbook, which will shortly be published online by EALTA, UKALTA and the British Council.
Lenka Zouhar Ludvikova has taught English at all different levels of the education system, most of the time at universities, namely MUNI and MENDELU in the Czech Republic. Currently, she works as the vice-dean at the MENDELU Faculty of regional development and international study. Her background is in EAP and ESP where her classes always include soft skills and self-development for the students and herself; intercultural communication, presentation skills, emotional intelligence, and learning strategies. The concept of learner autonomy, which has always been present in her teaching and which she now consciously applies in HE courses, developed further into language coaching. She defended her doctoral research project concerning the impact of learner autonomy on metacognition and language learning strategies at Masaryk University. The core of her work is enabling her students to find their most effective way in learning languages.
Feel welcome to contact us for further information and advice.