Anca Frumuselu

Universitat de Lleida, Foreign Languages and Literatures, Faculty Member

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Papers by Anca Frumuselu

Examining International and Intercultural Issues in Palestinian English Teaching Textbooks

Teflin Journal, Mar 29, 2024

This study examines international and intercultural issues in the English for Palestine textbook ... more This study examines international and intercultural issues in the English for Palestine textbook series, specifically evaluating intercultural comparisons, mutual representations, and relations in terms of their effectiveness in enhancing students' cross-cultural communication skills. The examination of the textbooks employed a qualitative methodology, enriched by the inclusion of quantitative components. The findings show that the textbooks under investigation comprise an insufficient and inadequate amount of international and intercultural issues, consisting of celebratory topics of surface culture with very little attention paid to conflictive aspects of deep culture. This study is a reminder of the importance of appropriate intercultural components in developing students' critical thinking skills and minimizing intercultural misunderstandings. Hence, it aims to sensitize stakeholders and teachers to the potential losses associated with poor representations of international and intercultural issues in English teaching textbooks. Consequently, it urges them to take action by either amending the textbooks or using supplementary material to compensate for the identified lapses.

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SDH as a pedagogical tool

Translation and translanguaging in multilingual contexts, Nov 8, 2023

The implications of Cognitive Load Theory and exposure to subtitles in English as a Foreign Language (EFL)

Benjamins current topics, Nov 12, 2020

Integrating Virtual Exchange Practices and Digital Instructional Tools in EFL Courses at University Level

Advances in educational technologies and instructional design book series, Jun 24, 2022

Is there an app for that? validated design for a pilot questionnaire on reading strategies for the creation of stratapp

EDUcación con TECnología: un compromiso social. Aproximaciones desde la investigación y la innovación, 2018, ISBN 978-84-9144-126-7, págs. 256-262, 2018

The Reflection of Vocabulary Implementation Through Educational Texting on EFL Learner’s Reading Skill

International Journal of Interactive Mobile Technologies (iJIM), 2021

This paper investigates the efficiency of using text messaging in the EFL reading classroom at th... more This paper investigates the efficiency of using text messaging in the EFL reading classroom at the Islamic Azad University-South Tehran Branch, Iran. After the administration of an Oxford Placement Test (OPT), 74 participants who scored one standard deviation above and below the mean were selected. Participants were randomly assigned into two groups, an experimental and a control, each including 37 individuals. The reading part of the Preliminary English Test (PET) was administered as a pretest. The experimental group received 108 words via short messages during 18 sessions. During each session, they received 6 sentences with 6 words in a meaningful context. In contrast, the participants of the control group received traditional instruction. They were given the same structural points through inductive and deductive instruction in the classroom and the words were presented while teaching each unit. After the treatment, the participants in both groups were assigned to do a reading pos...

format_quoteVocabulary implementation through SMS did not significantly improve Iranian EFL learners' reading comprehension, with a partial Eta Squared value of 0.3% indicating trivial effect.format_quote

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Mobile-assisted Language learning to enhance L2 reading comprehension: a selection of implementation studies between 2012–2017

Interactive Learning Environments, 2020

Mobile-assisted language learning (MALL) is a fast-developing field that is constantly growing an... more

format_quoteA mixed-method design indicated WhatsApp and mobile resources significantly enhanced participants' reading comprehension skills.format_quote

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Subtitled television series inside the efl classroom: long-term effects upon colloquial language learning and oral production

Un estudi quasi-experimental inicial va buscar explorar si els materials audiovisuals subtitulats... more Un estudi quasi-experimental inicial va buscar explorar si els materials audiovisuals subtitulats amb la L1 o amb la L2 son mes rendibles per a l'aprenentatge del llenguatge informal i col•loquial de l'angles com llengua estrangera. Per a dur a terme l’experiment, 49 participants van ser dividits aleatoriament en dos grups; un dels quals va rebre el material subtitulat en angles i l’altre en espanyol. El nivel de comprensio auditiva i coneixement de vocabulari informal van ser avaluades abans i despres de veure episodis subtitulats (en L1 i L2) de la serie Friends durant 7 setmanes. Un segon estudi va mesurar la retencio a curt termini de vocabulari col•loquial, despres d'haver vist els episodis subtitulat al llarg de 7 setmanes (13 episodis en total). Les analisis revelen que a curt termini no hi ha prevalenca d'una condicio de subtitols sobre l'altra. El tercer estudi explora la retencio del llenguatge col•loquial i informal dels estudiants despres d'haver ...

format_quoteA quasi-experimental study revealed L2 subtitled materials significantly boosted EFL learners' informal language knowledge.format_quote

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The Impact of Text Messaging as an Instructional Tool to Enhance Learner Autonomy and Perception

International Journal of Learning, Teaching and Educational Research, 2020

This paper investigates the efficiency of text messaging as an English as a Foreign Language (EFL... more This paper investigates the efficiency of text messaging as an English as a Foreign Language (EFL) instructional tool to enhance learner autonomy and perception at the Islamic Azad University-South Tehran Branch, Iran. The study considers seventy-four learners to participate in the study after the administration of an Oxford Placement Test to measure their proficiency level. Participants are randomly assigned in experimental and control groups, including 37 participants each. A questionnaire is used as a pretest and posttest to measure learners` autonomy. Participants from the experimental group use text messaging (the treatment) to receive instructions, whereas those from the control group receive traditional classroom instructions in a face-to-face channel. A semi-structured interview is also used to collect date on experimental group participants` perception in using MALL in classrooms. The results reveal remarkable differences between the experimental and control groups’ means o...

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Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles

Linguistics and Education, 2015

This experimental study seeks to explore informal and conversational speech, such as slang, phras... more This experimental study seeks to explore informal and conversational speech, such as slang, phrasal verbs and colloquial expressions through the use of subtitled TV series (interlingual and intralingual) amongst learners in higher education. Thus, 40 Spanish/Catalan, Dutch, German, Russian, Romanian and Moldavian second year university undergraduates, studying a BA in English in the province of Catalonia (Spain) with an A2 to C1 proficiency level of CEFR, were randomly assigned either to interlingual mode (English sound+ Spanish subtitles) or to intralingual mode (English sound+English subtitles). They were exposed to a total of 13 subtitled episodes from the American series 'Friends' over a period of 7 weeks. A multiple choice and open questions pre-test and a post-test were administered in order to analyse the effect of the two types of subtitles upon informal vocabulary learning and film comprehension. Results indicated that learners performed better under the EE (intralingual) than under the ES (interlingual) mode. No significant interaction has been found between the intervention and the post-test scores, therefore, the difference in scores between the two conditions of subtitles is not dependent on students' prior proficiency level. The obtained results support the use of subtitled audiovisual aids in foreign language classroom teaching, being in line with the principles outlined by the Cognitive Theory of Multimedia Learning and Theory of Cognitive Load.

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Bringing Humour and Emotive Language from Sitcoms Into the Efl Classroom

Interstudia (Revista Centrului Interdisciplinar de Studiu al Formelor Discursive Contemporane Interstud), 2020

7. ‘A Friend in Need Is a Film Indeed’: Teaching Colloquial Expressions with Subtitled Television Series

The Effect of Text Messaging on EFL Learners' Lexical Depth and Breadth

Using technology in the classroom context can be an effective way to learn a foreign or second la... more Using technology in the classroom context can be an effective way to learn a foreign or second language. Vocabulary is considered one of the important skills for identifying a learner’s performance in various academic and non-academic contexts. The present paper investigated the effect of text messaging on learners’ lexical knowledge and vocabulary size by using mobile learning ( m-learning). After the administration of an Oxford Placement Test, a total of 37 EFL learners were selected as the sample of the study. Before the treatment process, a word association test (WAT) and the updated vocabulary level test (UVLT) were administered as pretests. The learners received six vocabulary items selected from their coursebook through SMSs three times a week in addition to the in-class instruction. After finishing the treatment process, the WAT and the UVLT tests were administered again as post-tests to assess the learners’ achievement and the effectiveness of the treatment. Since the norma...

format_quoteText messaging via m-learning significantly impacted learners' vocabulary breadth, suggesting practical implications for EFL teaching.format_quote

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Feedback and Mobile Instant Messaging: Using WhatsApp as a Feedback Tool in EFL

International Journal of Instruction

The implications of Cognitive Load Theory and exposure to subtitles in English Foreign Language (EFL)

Translation and Translanguaging in Multilingual Contexts

The pedagogical use of subtitled and captioned material in the foreign language classroom is uphe... more The pedagogical use of subtitled and captioned material in the foreign language classroom is upheld by various theories which reveal the cognitive processing activated when students are exposed to multimedia and subtitled audiovisual materials. The three theories that will be considered here are Cognitive Load Theory (CLT), Cognitive Theory of Multimedia Learning (CTML) and Cognitive Affective Theory of Learning with Media (CATLM). The main purpose of the paper is to illustrate the internal mechanisms triggered in learners when various sensorial channels (visual, auditory and textual) coincide simultaneously on screen and how this may affect their cognitive engagement and motivation while learning a foreign language. Additionally, two empirical studies will be presented in the second part of the article in order to provide evidence of the benefits of using subtitled audiovisual materials in the English Foreign Language (EFL) classroom in higher education. The results show that both ...

Feedback and Mobile Instant Messaging: Using WhatsApp as a Feedback Tool in EFL

International Journal of Instruction

Television series inside the EFL classroom: Bridging the gap between teaching and learning informal language through subtitles

by Anca Frumuselu, Sven Maeyer, and Vincent Donche

Please cite this article in press as: Frumuselu, A. D., et al. Television series inside the EFL c... more

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