Marina Orsini-Jones

Marina Orsini-Jones
Coventry University | CU · School of Humanities

PhD

About

54
Publications
4,585
Reads
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282
Citations
Introduction
Prof Marina Orsini-Jones is Associate Head of School International and Course Director for the MA in English Language Teaching and Applied Linguistics in the School of Humanities, Coventry University. Marina carries out research on Education Technology in blended settings (e.g. MOOCs and Virtual Exchanges) , on Threshold Concepts and on Intercultural Communicative Competence. Her most recent project is 'BMELTT - Blending MOOCs for English language teacher training (British Council ELTRA)'. Marina is a Principal Fellow of the Higher Education Academy.
Additional affiliations
January 2016 - May 2017
Coventry University
Position
  • Head of Department

Publications

Publications (54)
Article
Full-text available
This paper examines digital inclusion and equity in international higher education with particular focus on Global South-North Collaborative Online International Learning (COIL). Practice examples, bringing together students and academics in Brazil, South Africa, and the UK, are used to consider how COIL is being integrated into higher education cu...
Conference Paper
Full-text available
This paper reports on project Blending MOOCs (Massive Open Online Courses) into English Language Teaching Education (ELT) with Telecollaboration (BMELTET), the latter which aims to foster reflection on ELT with a COIL (Collaborative Online International Learning) MOOC blend that promotes the engagement of international students based in the UK and...
Chapter
Despite the Covid-19 pandemic, the EUROCALL society succeeded in holding the 28th EUROCALL conference, EUROCALL2020, on 20-21 August as an online, two-day gathering. The transition process required to make this happen was demanding and insightful for everyone involved, and, in many ways, a logical consequence of the core content and purpose of EURO...
Chapter
This chapter outlines innovative models and case studies of Collaborative Online International Learning (COIL) implemented at Coventry University (UK). The institutional drive towards the integration of COIL as part of internationalisation of the curriculum will be outlined, as well as a brief overview of the issues relating to the design and deliv...
Chapter
This paper reports on MexCo (Mexico-Coventry), an ongoing online intercultural learning project underpinned by action research. Its aim is to embed internationalisation into the curriculum of the institutions involved in order to promote citizenship competences, online intercultural communicative competence in particular, among both students and st...
Chapter
This chapter reports two related studies involving experienced university teachers of English language and literature from China, who engaged in reflection on how to blend FutureLearn MOOCs (Massive Open Online Courses) into their existing English Language Teaching (ELT) curricula while attending courses at Coventry University (UK). The first study...
Chapter
This article reports on a study involving experienced university lecturers from mainland China reflecting on how to blend FutureLearn MOOCs into their existing English Language Teaching (ELT) curricula while on an ‘upskilling' teacher education summer course in the UK in academic year 2016-2017. Linked to a British Council ELTRA (English Language T...
Article
Full-text available
Teachers’ beliefs exert a strong influence on their practice. Therefore it is essential that students undertaking teacher education develop an ability to critically assess their own beliefs in relation to practice. The B-MELTT (Blending MOOCs for English Language Teacher Training) project explores how the integration of an existing MOOC (Massive Op...
Book
Full-text available
This book presents a snapshot of innovative blended learning practices that either stem from the affordances of web 2.0 technologies or illustrate the re-purposing of ‘older’ ones, like the creation of tailor-made virtual learning environments, to set up telecollaborative projects. It is based on the papers presented at the B-MELTT: Flipping the Bl...
Chapter
This chapter provides a description of the CoCo (Coventry Colmar) telecollaborative course. It illustrates the tasks designed and/or adopted for it, such as the Cultura Quizzes. It discusses how CoCo was fully integrated into the curriculum and assessment of both institutions involved and how students practised critical digital literacies for globa...
Chapter
This chapter provides a detailed definition of cyberpragmatics as an academic and professional genre-specific online “savoir-être”. It discusses the theoretical underpinning to the term, coined by Yus in 2011, and illustrates examples of cyberpragmatic findings from related studies. It describes politeness and introduces Brown and Levinson’s polite...
Chapter
This chapter discusses the research questions for this study at a deeper level and provides a rationale for some of the analysis decisions made on the asynchronous discussion forums linked to the tasks designed for the CoCo telecollaborative project. It investigates what the application of linguistic politeness theory frameworks reveals about how p...
Chapter
This chapter documents the evolution of the concepts of Communicative Competence (CC) and Intercultural Communicative Competence (ICC) and discusses how the advent of the World Wide Web and the widespread use of Computer Mediated Communication (CMC) are affecting the re-conceptualisation of ICC. It highlights the importance of integrating telecolla...
Chapter
This chapter summarises the findings from the Brown and Levinson (Politeness: Some universals in language usage, Cambridge University Press, 1987) and Leech (The pragmatics of politeness, Oxford University Press, 2014) analyses and suggests possible reasons for these. The results show specific problematic areas in terms of cyberpragmatics which hig...
Chapter
This chapter provides a systematic analysis of the results derived from the analysis of the exchanges on the asynchronous discussion forums linked to the tasks designed for the telecollaborative CoCo project. Brown and Levinson’s (Politeness: Some universals in language usage, Cambridge University Press, 1987) and Leech’s (The pragmatics of politen...
Book
This work builds on the assumption that language learning and teaching needs to be made more relevant to the 'glocalised' digital world we live in. Its authors argue that staff in Higher Education (HE) must prepare students for effective online interaction and explores the digital, linguistic and critical intercultural components of ‘global citizen...
Article
This article reports on a study involving experienced university lecturers from mainland China reflecting on how to blend FutureLearn MOOCs into their existing English Language Teaching (ELT) curricula while on an 'upskilling' teacher education summer course in the UK in academic year 2016-2017. Linked to a British Council ELTRA (English Language T...
Conference Paper
Full-text available
This paper reports on the outcomes of the ‘BMELTT’ (Blending MOOCs for English Language Teacher Training) project that was funded by a British Council English Language Teaching Research Award. The phase of the project discussed here ran between September 2016 and December 2016 and involved 154 participants from different higher education contexts:...
Chapter
Full-text available
This chapter builds on the outcomes of a blended learning action-research project in its third iteration (academic year 2015-2016). The FutureLearn MOOC (Massive Open Online Course) Understanding Language: Learning and Teaching was integrated into the curriculum of the MA in English Language Teaching at Coventry University (UK). The MOOC was design...
Article
Full-text available
The paper reports on the troublesome knowledge encountered by undergraduate students engaging with a large-scale online intercultural learning project underpinned by cycles of action research: MexCo (Mexico-Coventry), involving staff and students from the Universidad de Monterrey (UDEM) in Mexico and Coventry University (CU) in the UK. It proposes...
Article
This paper reports on MexCo (Mexico-Coventry), an ongoing online intercultural learning project underpinned by action research. Its aim is to embed internationalisation into the curriculum of the institutions involved in order to promote citizenship competences, online intercultural communicative competence in particular, among both students and st...
Chapter
Full-text available
This paper reports on research carried out on data extracted from MexCo (Mexico-Coventry), an ongoing Online Intercultural Exchange (OIE) in its fifth implementation cycle at the time of writing (May 2016). Based on a set of collaborative intercultural tasks that participants engage with through a tailor-made Moodle area, MexCo aims to embed intern...
Presentation
Full-text available
This presentation reports on the outcomes of the ‘BMELTT’ (Blending MOOCs for English Language Teacher Training) project that was funded by a British Council English Language Teaching Research Award. The phase of the project discussed here ran between September 2016 and December 2016 and involved 154 participants from different higher education con...
Conference Paper
Full-text available
This paper reports on an exploratory research project on the evaluation of the engagement with a Massive Open Online Course (MOOC) carried out by six members of staff and two ‘expert students’ involved in the MA in English Language Teaching (ELT) in the Department of English and Languages at Coventry University (CU), United Kingdom, between Novembe...
Conference Paper
Full-text available
This paper reports on an exploratory research project on the evaluation of the engagement with a MOOC carried out by six members of staff and two ‘expert students’ involved in the MA in English Language Teaching (ELT) in the Department of English and Languages at Coventry University (UK) between November and December 2014. Its main aim was to inve...
Research
Full-text available
Abstract: Students entering university need to come to terms with a number of threshold concepts in order to make successfully the transition from secondary to tertiary education. For English and language students, one such concept is metalinguistic awareness of language which often proves to be a troublesome domain. Research has suggested that kno...
Chapter
Full-text available
This chapter reports on the evaluation of language learning SNSs carried out by “expert students” who are training to become Teachers of English as a Foreign Language (TEFL) at both undergraduate and postgraduate levels. While stressing the positive features available on these sites and novel ways in which they can enable personalised language lear...
Article
This chapter reports on the evaluation of language learning SNSs carried out by "expert students" who are training to become Teachers of English as a Foreign Language (TEFL) at both undergraduate and postgraduate levels. While stressing the positive features available on these sites and novel ways in which they can enable personalised language lear...
Conference Paper
This paper discusses how the adoption of the threshold concept framework to implement curricular change in languages and linguistics at Coventry University between academic years 2003-2004 and 2011-2012 re-defined the roles and identities of all agents involved in the learning experience on some key mandatory modules. It illustrates how the process...
Conference Paper
This paper, based on a previously published chapter (Orsini-Jones, 2010), discusses the need for both undergraduate Italian Studies students and the staff who teach them to engage with digital literacies and cybergenre awareness. It argues that such engagement can promote critical and academic literacy in students and help them to ‘read’ and decode...
Article
Full-text available
This paper develops from previous research (Orsini-Jones et al., 2005) and reports on the experience of three students, two visually impaired and one blind, reading languages at Coventry University, on the adjustments made to meet their needs and on the challenges encountered on their learning journey both from their point of view and from the poin...
Article
This chapter illustrates a curricular intervention carried out at Coventry University (UK) with undergraduate students reading English. It explores how the students maximised their use of the tools available within the ePortfolio software PebblePad. It discusses how the software tools were used to enhance and personalise the students' learning expe...
Article
This article reports the results of an investigation into the issues encountered by undergraduate language students while engaging in ‘the Grammar Project’ - a collaborative assessment task for the module Academic and Professional Skills for Language Learning - and shows how encouraging students to take ownership of their learning process with the...
Article
Full-text available
This article outlines the adjustments made to provide an accessible learning environment within the first-year undergraduate curriculum of the languages degree course at Coventry University. Marina Orsini-Jones, Kathy Courtney and Anne Dickinson describe how language staff collaborated with the Centre for Higher Education Development and the Teachi...
Article
This paper reports on the results of an action research project at Coventry University that consisted of the evaluation of a curriculum innovation supported by the use of the Virtual Learning Environment (VLE) WebCT, i.e. a new module (course): AcademicandProfessionalSkillsforLanguageLearning. The project was carried out collaboratively by staff an...
Article
This paper stems out of the author's work developed thanks to her secondment as the representative for Languages to the Task Force for Teaching, Learning and Assessment at Coventry University. The aim of the secondment is to disseminate a recognised model of good CALL practice, the FREE - Fluid Role-Exchange Environment (Orsini-Jones and Jones 1996...
Article
Full-text available
The tradition of incorporating CALL into the language-learning curriculum goes back to the early 1980s at Coventry University, and since then has evolved in keeping with changes in the technology available (Corness 1984; Benwell 1986; Orsini-Jones 1987; Corness et al 1992; Orsini-Jones 1993). Coventry University is at present pioneering the integra...
Article
Full-text available
Coventry University is pioneering the integration of hypermedia into the curriculum for the teaching of Italian language and society with the creation of a package based on Nerino Rossi's novel La neve nel bicchiere. The novel was already in use as a basic course text, and developing a hypermedia package was felt to be the ideal way of creating a m...
Article
Full-text available
Coventry University is pioneering the integration of hypermedia into the curriculum for the teaching of Italian language and society with the creation of a package based on Nerino Rossi's novel La neve nel bicchiere. The novel was already in use as a basic course text, and developing a hypermedia package was felt to be the ideal way of creating a m...

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Projects

Projects (6)
Project
The focus of this project is on inclusive internationalisation of higher education from a Global South perspective.