This project (2020-1-PT01-KA226-HE-094809) has been funded with support from the European Commission.
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Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

Back to Teaching Sources


Date of Publication


Target Group


Domain Area

Business & Communication

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material

Reference resources (online Dictionaries/ grammar guides/phrasebooks)

Linguistic Features



Critical Thinking


The aim of the EXPLICS project is to improve language competence of students by preparing models of best-practice in how to exploit Internet case study and simulation templates and by familiarising language teachers with these models. This is achieved by bringing together the different competence areas of the project partners. These specialisations include: task-oriented and problem-based learning and teaching; use of global simulations; use of case studies in language teaching; development of language level descriptors and methods of language testing, use of ICT for corpus analysis and concordance and the use of ICT for language testing. We will then develop interrelated activities for subject-specific language teaching.
The project will explore different means of using ICT to exploit Internet case study and simulation templates for language teaching and learning. As far as the Italian language is concerned, the teaching material is based on the use of subject-specific case studies and simulation projects at CEFR levels B and C, in relation to language teaching for students of agricultural & natural sciences and business & economics at higher education institutions.
The materials are organised in professional development modules and a handbook for language teachers and teacher trainers.
The EXPLICS project aims to positively impact on language training and because of this on the motivation of students to continue to learn foreign languages after completion of their studies in lifelong learning. It contributes to a higher language competence of students, particularly of students of agricultural & natural sciences and of business & economics.

Case study

Validation with 1 German student of B1.3 level of Italian.
He enjoyed the assignment because he was able to deal with a situation that he knew personally and often considered critically. The writing activity was fun, but 200 words was too few. It was useful for learning. The contents were useful and interesting as they are discussed problems even now. The materials lacked of a glossary and not all the opinions were reported on the different themes. The materials were a bit scarce and not up to date. He had vocabulary difficulties with the written texts and with the videos. On a linguistic level, he learned some specific words of the social science field, but he blamed the lack of word cards which could explain specific Italian culture aspects, This lack also drew to misunderstand the meaning of specific words. He noticed that one speaker had a mispronunciation defect, which was challenging for him.
As far as the task he did online is concerned, he expressed, not being elicited, his preference for activities in presence, in real life, in which one can directly interview residents, owners, local traders. According to him, the presented situations are very controlled, for this reason they sound unreal. He also stressed the importance of keeping the material update. Specific terminology learned: social, citizen, socio-environmental. As for the difficulty, he thought the level was correct. The authenticity of the selected materials is a plus to motivation. Not all the exercises proposed were particularly interesting, like writing a flyer.


All the Explics tasks can be use exactly as they are presented in the internet site, but they can be also exploited in real life, by integrating a small questionnaire (developed in the class-room), then filling it out with people from different places according to the project at issue and evaluating the results in the class-room.
Newer teaching resources are more motivating because they are more up to date, younger. If materials are outdated one may think that the problem at issue, is now solved, whereas it would be better to think that one can really intervene and make something to solve the problem (and not that it is just an exercise).


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


The holistic approach of this method is very efficient, thanks to simulation. Through the case study, the student(s) can experience the proposed situation, perceive the problem to be solved and find a solution to it. The assumption of others’ points of view is made easy, the learner can also develop a positive/empathic feeling towards people who have different opinions. The many and different materials provided are also useful for entering the target culture and spinning off critical thinking. Unfortunately, the resource needs to be updated as for the links to newspapers site; this implies that some authentic materials are not available anymore (e. g. La Cina è ormai vicina). Also the global simulations (group and classroom long activities) are interesting and well-constructed under the point of view of the contents, even if at least one task might sound a bit out of date (e. g. La Banca del tempo).
Website of the Teaching Source: