@article{KoenigGuertler, author = {Koenig, Eric and Guertler, Katherine}, title = {One Size Does Not Fit All: Individuality and Perceptions of Improvement and Satisfaction Among TE Students}, series = {English Teaching \& Learning}, volume = {45}, journal = {English Teaching \& Learning}, number = {3}, publisher = {Springer Science and Business Media}, issn = {1023-7267}, doi = {10.1007/s42321-021-00076-4}, pages = {303 -- 324}, abstract = {Academic self-regulation is a key factor for motivation and learning achievement. Yet with the large range of individual factors, this is not a one-size-fits-all proposition. This study of L2 Technical English students at two German universities explored learners' expectations and motivations, in particular regarding self-regulation and self-efficacy via the individual's time investment in self-led study. In an initial survey, learners (N=1646) reported on their English skill levels and anticipated learning habits. Complementarily, the retrospective survey investigated learners' (N=796) actual behavior during the course, their perceptions of language skill improvement, and their satisfaction. The initial survey indicates a clear understanding that time investment in self-regulated study will lead to greater improvement, an outcome confirmed in the retrospective survey. Additionally, students who invested more time in their coursework were more satisfied with their achievement, although most learners acknowledge they should have studied more. The results verify that learners recognize the nexus between self-regulation and language skill improvement, yet university students are not satisfied with their capacity to self-regulate their language learning strategies. While differences in students' skill levels and academic self-efficacy result in divergent degrees of progress, students of all types report benefits to their language skills when motivated to self-regulated study.}, language = {en} } @article{KoenigGuertler, author = {Koenig, Eric and Guertler, Katherine}, title = {One Size Does Not Fit All: Individuality and Perceptions of Improvement and Satisfaction Among TE Students}, series = {English Teaching \& Learning}, volume = {45}, journal = {English Teaching \& Learning}, number = {3}, publisher = {Springer Nature}, doi = {10.1007/s42321-021-00076-4}, pages = {303 -- 324}, abstract = {Academic self-regulation is a key factor for motivation and learning achievement. Yet with the large range of individual factors, this is not a one-size-fits-all proposition. This study of L2 Technical English students at two German universities explored learners' expectations and motivations, in particular regarding self-regulation and self-efficacy via the individual's time investment in self-led study. In an initial survey, learners (N=1646) reported on their English skill levels and anticipated learning habits. Complementarily, the retrospective survey investigated learners' (N=796) actual behavior during the course, their perceptions of language skill improvement, and their satisfaction. The initial survey indicates a clear understanding that time investment in self-regulated study will lead to greater improvement, an outcome confirmed in the retrospective survey. Additionally, students who invested more time in their coursework were more satisfied with their achievement, although most learners acknowledge they should have studied more. The results verify that learners recognize the nexus between self-regulation and language skill improvement, yet university students are not satisfied with their capacity to self-regulate their language learning strategies. While differences in students' skill levels and academic self-efficacy result in divergent degrees of progress, students of all types report benefits to their language skills when motivated to self-regulated study.}, language = {en} } @article{Guertler, author = {Guertler, Katherine}, title = {Mixed language learner levels in higher education as an adverse effect of post-secondary education de-tracking}, series = {Fremdsprachen und Hochschule : FuH}, volume = {92}, journal = {Fremdsprachen und Hochschule : FuH}, publisher = {Clearingstelle d. AKS}, address = {Bochum}, issn = {0178-0336}, pages = {19 -- 36}, abstract = {Die unterschiedlichen Bildungswege in der deutschen Sekundarstufe f{\"u}hren abh{\"a}ngig von der Schulform zu abweichenden Lernergebnissen der Englischkompetenzen. Doch in der Terti{\"a}rstufe werden die Bildungswege wieder zusammengef{\"u}hrt und die Absolvent(inn)en aller Schulformen befinden sich in einer gemeinsamen Lernumgebung. Die vorgestellte empirische Untersuchung von {\"u}ber 450 Studierenden an zwei bayerischen Fachhochschulen hinsichtlich des Bildungshintergrunds und der Sprachkompetenzen belegt, dass die Lernenden in den nunmehr gemeinsamen Englischkursen im Terti{\"a}rbereich {\"u}ber stark unterschiedliche Kompetenzniveaus verf{\"u}gen. Die Daten zeigen eine ausgepr{\"a}gte Kaskade im Kompetenzniveau basierend auf der fr{\"u}heren Sekundarschulform, wobei Studierende der vertieften allgemeinbildenden Schule (Gymnasium) ihre Qualifikationen h{\"o}her einsch{\"a}tzen als Studierende von berufsbildenden Sekundarschulen (FOS und BOS). Obwohl in allen bayerischen Sekundarschulformen mindestens das GER-Niveau B2 als Standard f{\"u}r Schulabg{\"a}nger festgelegt ist, geben in der Stichprobe von Studierenden an Fachhochschulen mehr als die H{\"a}lfte der Lernenden das Niveau B1 in mindestens einer der Fertigkeiten f{\"u}r Englisch an; und etwas mehr als 8\% der Studierenden berichten ihre Selbsteinsch{\"a}tzung in jeder Fertigkeit als Niveau B1 oder niedriger. Die Ergebnisse lassen erkennen, dass ein breites Spektrum an Kompetenzniveaus von B1 bis C1 an den Fachohochschulen h{\"a}ufig endemisch ist, und dass die derzeitige Praxis, Englischkurse im Terti{\"a}rbereich f{\"u}r die idealisierten B2-Lernenden zu gestalten, den Bed{\"u}rfnissen vieler Studierenden nicht ausreichend entgegenkommt.}, language = {en} } @article{SpillerDegenKronewaldetal., author = {Spiller, Ralf and Degen, Matthias and Kronewald, Elke and Guertler, Katherine}, title = {Media watchblogs as an instrument of media accountability: An international survey}, series = {Journal of Applied Journalism \& Media Studies}, volume = {5}, journal = {Journal of Applied Journalism \& Media Studies}, number = {2}, publisher = {intellect}, issn = {2049-9531}, doi = {10.1386/ajms.5.2.151_1}, pages = {151 -- 176}, abstract = {Media watchdog weblogs can play an important role in media accountability, provided that the bloggers are regularly active and have an appropriate awareness of their role in the media landscape. The following article examines the presence and influence of media watchblogs in selected nations, as well as the operators' standards and perceptions of their roles. In semi-structured qualitative interviews, operators of watchblogs in Germany, Austria, Switzerland and the United Kingdom discussed their perceptions of their role, their ethical guidelines, their financing and any conflicts of interest, and their projections for the future. The interviews reveal that most media watchbloggers do not interpret their role to be a Fifth Estate with a mandate to monitor the mass media. The watchbloggers are reluctant to accept and uphold formal ethical and quality criteria, and limitations on time and money make them unable to guarantee ongoing critical media analysis. For these reasons, media watchblogs are determined to be a weak instrument of media accountability.}, language = {en} } @article{LeonhardtGuertler, author = {Leonhardt, Carina and Guertler, Katherine}, title = {Unearthing Corporate Greenwashing: A Content Analysis of Sustainability Reporting in the Mining Sector}, series = {Tripodos}, volume = {2025}, journal = {Tripodos}, number = {57}, publisher = {Blanquerna School of Communication and International Relations}, address = {Barcelona}, issn = {1138-3305}, doi = {10.51698/tripodos.2025.57.06}, pages = {78 -- 97}, abstract = {Greenwashing is a common form of corporate disinformation that is often challenging for the general public to detect. Companies engage in greenwashing in their reporting to mislead shareholders and stakeholders about their environmental efforts, seeking to enhance legitimacy and gain competitive advantages. While systems for identifying greenwashing exist, they typically focus on advertising, leaving greenwashing in corporate reports underexamined. This study aims to address this gap by conducting a qualitative content analysis of a climate report from a mining and commodity trading company, considering the company's profile, the report's target audience, and current research. The findings reveal that the company employs numerous subtle greenwashing strategies to project a more sustainable image through strategic omissions, hedging and vague long-term goals. Moreover, this research broadens the scope of greenwashing analysis to include corporate reporting, which targets a more informed audience, such as shareholders and experts, rather than the general public. The results underscore the need for stricter regulation of sustainability reports and highlight the importance of fostering greater scrutiny among shareholders.}, language = {en} } @article{KoenigGuertler, author = {Koenig, Eric and Guertler, Katherine}, title = {Parlaying students´ work experience into practice-oriented esp}, series = {Journal of teaching english for specific and academic purposes}, volume = {6}, journal = {Journal of teaching english for specific and academic purposes}, number = {2, Special issue}, publisher = {Universit{\"a}t Nis}, doi = {10.22190/JTESAP1802277K}, pages = {277 -- 284}, abstract = {Instructors of English for Special Purposes often describe the challenge of determining which specific content and competencies to address in their courses. After all, it is the focus on technical subject matter which students expect to differentiate engineering ESP from standard EFL. Yet ESP instructors, who frequently have a background in fields such as applied linguistics or education, often receive little input from technical specialists as to which specialist topics are most relevant to their target domain. Our research indicates that ESP instructors in higher education can leverage a valuable resource to enrich teaching effectiveness: students who have already gained professional experience. As part of a longitudinal study at two universities of applied sciences (UAS) in southern Germany, engineering students at the beginning of their first semester of compulsory technical English participate in an online survey. The course participants provide relevant biographical information such as work experience and evaluate the perceived importance of a selection of skills and applications for a Technical English course. The surveys, administered in October 2016 and October 2017 and encompassing nearly 1000 respondents, provide compelling insights. Analysis reveals conclusive correlations between the perceived importance of course components and students' declared level of previous work experience. Listening comprehension, reading comprehension, process description, and test and measurement are topics whose importance correlates positively with work experience level. In addition, there are clear trends relating work experience level with the importance of the reading and writing of technical documents as well as communication and interaction. This data provides empirically-founded criteria for selecting the topics to include in the scope of a Technical English course for engineers, informed by the judgment of students with occupational experience. Additionally, recognizing that students with work experience have legitimate practitioner credibility allows instructors to identify and select relevant subject matter in concordance with experienced students' learning objectives. ESP learners will profit greatly from cultivating skills with proven practical applicability.}, language = {en} } @inproceedings{KoenigGuertlerŻarnowskaetal., author = {Koenig, Eric and Guertler, Katherine and Żarnowska, Dorota and Horbačauskienė, Jolita}, title = {Developing English language competence for global engineers}, series = {2020 IEEE Global Engineering Education Conference (EDUCON): 27-30 April 2020, Porto, Portugal}, booktitle = {2020 IEEE Global Engineering Education Conference (EDUCON): 27-30 April 2020, Porto, Portugal}, doi = {10.1109/EDUCON45650.2020.9125208}, pages = {242 -- 249}, abstract = {English language skills are essential to professional communication in international engineering environments. Given the concomitant degree of specialization, university-level coursework in English for Specific Purposes is an essential component of engineering student preparation. This large-scale survey of university students of engineering in three European countries provides important insight into the most relevant language skills, with the goal of informing communicative, task-based curricula for Technical English courses.}, language = {en} } @inproceedings{KoenigGuertler, author = {Koenig, Eric and Guertler, Katherine}, title = {Are you experienced? Technical and interpersonal communication prioritization in engineering ESP}, series = {Proceedings of Languages for Specific Purposes in Higher Education - Current Trends, Approaches and Issues, Brno University of Technology/Tschechien}, booktitle = {Proceedings of Languages for Specific Purposes in Higher Education - Current Trends, Approaches and Issues, Brno University of Technology/Tschechien}, language = {en} } @incollection{KoenigGuertlerTlukova, author = {Koenig, Eric and Guertler, Katherine and Tlukov{\´a}, Jolana}, title = {Harnessing learners' domain expertise for LSP curriculum development: Experience-based best practices and strategies}, series = {New to the LSP Classroom? A Selection of Monographs on Successful Practices}, booktitle = {New to the LSP Classroom? A Selection of Monographs on Successful Practices}, editor = {Vranova, Martina}, publisher = {Vernon Press}, address = {Wilmington, DE}, isbn = {978-1-64889-150-2}, pages = {131 -- 146}, abstract = {In Chapter 7, a team of authors from European technical universities addresses the most common challenge novice LSP practitioners usually have—inadequate knowledge of the target domain. They propose strategies to develop the language instructor's technical terminology and concepts. Struggling with feelings of intimidation in an alienating environment of the technical English classroom led the authors to a realization that the best source of target-domain knowledge is their own students. Interacting with students and receiving and appreciating subject-matter input from them bridges the gap between LSP practitioners with humanistic training and their technology-oriented students. By creating the classroom culture of two sets of experts in cooperation to solve a problem, both the teachers and the students can symbiotically learn from each other. Such teacher-student cooperation will give novice LSP practitioners a considerable head start. Moreover, it ensures that course design and curriculum can be tailored to the students' needs. Such student-guided input will also make up for the intensely felt lack of contact between LSP instructors and experts teaching subject-matter courses. The reflections on the unenviable situation of LSP instructors in an environment where everybody else but them has the target-domain knowledge is then followed by a list of specific in-class and take-home activities that incorporate the student-domain expertise in the ESP classroom. All these activities can be adapted to any language, level of proficiency, or target domain.}, language = {en} } @incollection{KoenigGuertler, author = {Koenig, Eric and Guertler, Katherine}, title = {Supporting weaker students in the mixed-level ESL classroom}, series = {English Language Teaching Through the Lens of Experience}, booktitle = {English Language Teaching Through the Lens of Experience}, editor = {Haase, Christoph}, publisher = {Cambridge Scholars Publisher}, address = {Newcastle-upon-Tyne}, isbn = {978-1-5275-3718-7}, pages = {181 -- 194}, language = {en} } @misc{BroserFalterŁawrowskietal., author = {Broser, Christian and Falter, Thomas and Ławrowski, Robert Damian and Altenbuchner, Amelie and V{\"o}gele, Daniel and Koss, Claus and Schlamp, Matthias and Dunnweber, Jan and Steffens, Oliver and Heckner, Markus and Jaritz, Sabine and Schiegl, Thomas and Corsten, Sabine and Lauer, Norina and Guertler, Katherine and Koenig, Eric and Haug, Sonja and Huber, Dominik and Birkenmaier, Clemens and Krenkel, Lars and Wagner, Thomas and Justus, Xenia and Saßmannshausen, Sean Patrick and Kleine, Nadine and Weber, Karsten and Braun, Carina N. and Giacoppo, Giuliano and Heinrich, Michael and Just, Tobias and Schreck, Thomas and Schnabl, Andreas and Gilmore, Amador T{\´e}ran and Roeslin, Samuel and Schmid, Sandra and Wellnitz, Felix and Malz, Sebastian and Maurial, Andreas and Hauser, Florian and Mottok, J{\"u}rgen and Klettke, Meike and Scherzinger, Stefanie and St{\"o}rl, Uta and Heckner, Markus and Bazo, Alexander and Wolff, Christian and Kopper, Andreas and Westner, Markus and Pongratz, Christian and Ehrlich, Ingo and Briem, Ulrich and Hederer, Sebastian and Wagner, Marcus and Schillinger, Moritz and G{\"o}rlach, Julien and Hierl, Stefan and Siegl, Marco and Langer, Christoph and Hausladen, Matthias and Schreiner, Rupert and Haslbeck, Matthias and Kreuzer, Reinhard and Br{\"u}ckl, Oliver and Dawoud, Belal and Rabl, Hans-Peter and Gamisch, Bernd and Schmidt, Ottfried and Heberl, Michael and G{\"a}nsbauer, Bianca and Bick, Werner and Ellermeier, Andreas and Monkman, Gareth J. and Prem, Nina and Sindersberger, Dirk and Tschurtschenthaler, Karl and Aurbach, Maximilian and Dendorfer, Sebastian and Betz, Michael A. and Szecsey, Tamara and Mauerer, Wolfgang and Murr, Florian}, title = {Forschung 2018}, editor = {Baier, Wolfgang}, address = {Regensburg}, organization = {Ostbayerische Technische Hochschule Regensburg}, isbn = {978-3-9818209-5-9}, doi = {10.35096/othr/pub-1382}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:898-opus4-13826}, pages = {98}, subject = {Forschung}, language = {de} } @article{DiachkovaNikolaevaGuertler, author = {Diachkova, Yana and Nikolaeva, Sofiya and Guertler, Katherine}, title = {Communication in International Humanitarian Relief: Profiling Ukrainian Boundary Spanners}, series = {Journal of Intercultural Communication}, volume = {25}, journal = {Journal of Intercultural Communication}, number = {1}, publisher = {ICR Publications}, issn = {1404-1634}, doi = {10.36923/jicc.v25i1.1019}, pages = {98 -- 106}, abstract = {Boundary spanning—the actions and roles individuals or organizations undertake to bridge differences and facilitate communication, collaboration, and understanding across diverse cultural, organizational, or geographical divisions—is an essential element of international cooperation. Set against the backdrop of the Russia-Ukraine war, The purpose of this study is to explore the type of boundary spanning in this uncertain context, the linguistic characteristics of boundary spanners, the necessary skills and competencies required to navigate the complex socio-political landscape, and the role of boundary spanners in humanitarian assistance. This study employs a qualitative research approach, using semi-structured interviews with informants actively engaged in relief efforts and cross-cultural collaboration. The findings emphasized the significance of English as the primary language of communication, the importance of cultural sensitivity and awareness, and the need for intercultural competence in effective boundary spanning. The study concludes with insights from the ongoing Ukrainian experience of bridging geodemographic boundaries and the role of boundary spanners in this process, highlighting key aspects of boundary spanning. Overall, the study contributes to the theoretical background of boundary spanning and enhances the understanding of how linguistic and cultural boundary spanning can drive positive change and improve outcomes in humanitarian aid. The implications of this study suggest that underscore the critical need for collaboration with experienced boundary spanners in educational settings.}, language = {en} }