Newly Funded Projects - 2025 - 2026

Setting the baseline: what triggers online teachers’ changes in practice?
Ursula Stickler & Leigh Worrall

Current Projects - 2024 - 2025

Exploring the use of tutorial recordings to support retention and best practice in tutorial design for beginner learners of Chinese 
Qian Kan and Christine Pleines

Decoding research and research-informed teaching: perspectives from Languages Associate Lecturers 
Mara Fuertes Gutiérrez

Becoming an AI-enabled and EDIA-informed pedagogue
Mirjam Hauck 

Eye-tracking the impact of webcams in online learning events
Elke St. John

Creating harmony from Discord ™: Using innovative technology to create a sense of community in distance education (AL Perspectives) - Continuation project
Olivia Kelly

Journey to Success: Enhancing student recruitment and progression on F79 (Phase 1)
Melanie Foedisch

Previous Projects 

2023 - 2024

Attention, please! Investigating dynamic reflection as a model for online language teacher training
Ursula Stickler

WELS Professional Doctorate Students: Career Aspirations and Support
Inma Alvarez

Designing effective interventions for improving completion and outcomes on R55 and R56 joint degrees
Olwyn O'Malley, Joanna Mirek-Tooth and Lluisa Astruc

Investigating the effectiveness of module design for engagement and participation in the firsts year of presentation  
Lucy Henning and Sally Hunt

2022 - 2023

Developmental testing of the professional learning badge assessment strategy and tools of ‘Learning Languages with Senior Learners’ and producing an assessment model for a suite of 6 badged CPD courses for social care staff  
Sylvia Warnecke

An evaluation of the impact of a group in-sessional EAP programme on post-graduate students of applied linguistics
Sam Austen

Video feedback for speaking TMAs:  The emotional impact of hearing the tutor
Ximena Arias-Manzano 

Peer to peer mentoring network for younger learners on level 1 modules: impact on student support and retention
Danielle Pullen

2021 - 2022

Understanding student withdrawal in L801 (Phase 2) 
Annette Duensing

Web-based Machine Translation tools (WBMT) as a valuable skill in language teaching and learning: the practitioners’ view
Karina Von-Lindeiner-Strasky

eTwinning on LXT191 – enhancing students’ primary languages teaching and employability skills as well as their pupils’ learning
Sylvia Warnecke

‘Learning languages with senior learners’ – developing a digital badge for innovative social care professional learning
Sylvia Warnecke

Foreign Language Speaking Anxiety
Zsuzsanna Barkanyi

2020 - 2021

Writing for the Professional Doctorate: students’ and supervisors’ practices and perspectives (WPD)
Jackie Tuck

An investigation into web-based machine translation (WBMT) in the use of digital language learning, teaching, and assessment
Karina Von Lindeiner-Strasky

Teaching Spanish Pronunciation
Zsuzsanna Barkanyi

Using tutorial recordings for Chinese beginner learners in the OCLC
Christine Pleines 

Evaluating the use of feedback in dialogue systems to support remote independent online language learning
Andrew Gargett

Innovation and quality assurance in short course production: An evaluation and strategic programme for the Open Centre for Languages and Cultures
Mirjam Hauck

Bridging the awarding gap for under-represented student groups: evidence-based action by design recommendations from LAL Level 1 modules
Korina Giaxoglou

2019 - 2020

Writing for the Professional Doctorate: students’ and supervisors’ practices and perspectives (WPD)
Jackie Tuck

Exploring playfulness in language teaching and learning
Lluisa Astruc

Fostering Chinese language learners’ reading strategies via eyetracking and recall interviews
Ursula Stickler and Lijing Shi

2018 - 2019

The evaluation of 17J LAL induction programme is twofold
Helene Pulker and Anna Proudfoot

Facilitating Modern Foreign Language Students’ Transition from Beginners to Lower Intermediate Levels 
Jerome Devaux, Helene Pulker and Elodie Vialleton

Benefits and limitations of translanguaging as a language learning strategy on the OU’s modern language MOOCs and implications for the OU’s distance language learning modules
Lina Adinolfi, Caroline Tagg and Esther Asprey

Exploration of oral assessment in distance English for business communication module
Prithvi Shrestha

Peer correction in a massive open online language learning course
Christine Pleines

Evaluating self-assessment as a means of enhancing student engagement with TMA feedback in L161
Maria Fernandex-Toro and Annette Duensing

Investigating cognitive processing of test task completion with eye-tracking - Part 1
Maria Leedham

Investigating cognitive processing in L2 reading: an eye-tracking perspective - Part 2
Nathaniel Owen

Investigating cognitive processing of test task completion with eye-tracking Part 3
Sam Austen

One model, three scenarios: integrating Personal Development Planning (PDP) in Languages, Education and Health Modules
Mara Luisa Perez Cavana

An evaluation of the Three Gains Model for employability of WELS students (extention from 17/18)
Joan Simons