ACTA TEHNICA NAPOCENSIS Series: LANGUAGES FOR SPECIFIC PURPOSES

URI permanent pentru această colecțiehttps://oasis.utcluj.app/handle/123456789/688

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The Importance of Reflection in Language Teaching
(Technical University of Cluj-Napoca, 2024-04-28) RUSU Delia-Georgeta , LITERAT Ruxanda
Reflective practice plays an important role in the professional development of language instructors, allowing them to critically assess their teaching approaches, rethink instructional strategies, and respond effectively to student needs. This article delves into the concept of reflective practice in language teaching, by examining the theoretical foundations of reflection in education, key reflective models such as Kolb's Experiential Learning Cycle and Schön's theories, and discussing strategies for language educators to maximize the benefits of reflection. It also explores the emotional aspects of reflection, emphasizing their role in teacher development and resilience. By integrating reflective practice into language teaching, educators can create more dynamic and effective learning environments while advancing their professional expertise.
Revising Research Papers in English to Avoid Desk Rejection
(Technical University of Cluj-Napoca, 2024-04-28) MUREȘAN Carmen
In the rapidly expanding landscape of academic publishing, adhering to English for Research Publication Purposes (ERPP) standards presents significant challenges for second language (L2) writers. Beyond linguistic proficiency, mastering academic discourse conventions and argumentation structures is essential. Romanian researchers, in particular, face obstacles due to linguistic and structural differences between Romanian and English. These include mastering academic style, accurately translating technical terminology, and adapting to the conventions of international scholarly writing. Limited access to high-quality language support services and the pressure to publish in high-impact journals further complicate the process. These challenges not only hinder the clarity and coherence of research papers but also increase the risk of desk rejection, preventing valuable contributions from reaching the global academic community. By analyzing the revision of approximately 200 pages of Medical Robotics research intended for international journals, this study highlights the specific obstacles encountered in manuscript preparation and the role of revision in mitigating the risk of desk rejection. Furthermore, it underscores the need for structured training programs and language support mechanisms tailored specifically for non-native researchers to improve their writing skills and overall publishing success.
A General Overview on the Current State of Computer-aided Translation
(Technical University of Cluj-Napoca, 2024-04-28) SZASZ Maria Augusta , OLT Maria-Cristina
Computer-aided translation software has been around for decades facilitating the production of accurate and consistent translations in all fields. The two major competitors in computer-assisted translation (Trados and MemoQ) have managed to ease the professionals’ work and help them produce more accurate translations. Machine translation as we know it today either if we use Google or DeepL Translate or even parallel corpora have made a quantum leap in the past years, being usable and useful in everyday context. This paper describes the types and categories of computer-aided translation technologies in use, their applicability, advantages and limitations. It will address the limitations openly and argue that the revision / post-editing process is key to producing quality translations. It will approach the features of the models based on the authors’ concrete examples. The examples contain excerpts from the translations made by the authors into/from English into/from Romanian and Hungarian.
AI in Language Learning and Teaching through the Magnifying Glass
(Technical University of Cluj-Napoca, 2024-04-28) CODREANU Florina
The present scene of AI development is more than ever polarized by two fundamental sides: pessimistic and gloomy on the one hand, though hopeful and enthusiastic on the other hand. ELT practitioners and professionals tend to favour the latter attitude and bring the current situation to their own advantage. In the recent years AI in language teaching and learning has conquered a few areas that before seemed reserved to teachers only. The impact is considered huge and the benefits undeniable. AI progress through the magnifying glass shows the researcher many opportunities and innovations, but also plenty of risks and even more limitations. The fore article follows, both narratively and critically, the dazzling encounter between AI tools and the ample field of teaching and learning foreign languages, especially English language. The meeting is not novel at all, nor the worrisome questions arisen along. However, a closer approach may cast some fresh light on this contradictory, still evolving matter of AI technology behind the process of teaching and learning.
Remarks on the Legitimation Discourse of Text Generation. An Analysis of Writing Teaching Programs
(Technical University of Cluj-Napoca, 2024-04-28) POLICSEK Cecilia
The current article compares a number of underlying principles that have legitimized the benefit of reading and writing within the educational framework throughout the course of time with the recent discourse on Artificial Intelligence (AI) text generation. It does so by revising several ideas that have traditionally supported the study of reading and writing and contrasts them with the perceived benefits and threats of AI, as formulated by a number of important university writing programs. This contrastive consideration of the support of reading and writing, on the one hand, and the discourse on text generation, on the other, is meant to contribute to the assessment of the degree to which the notion of text generation-centered education is compatible with education, as defined by Humanistic standards.
The Limitations of Neural Machine Translations into / from Hungarian. A Case Study
(Technical University of Cluj Napoca, 2025-04-28) SZASZ Maria Augusta , OLT Maria Cristina
Neural Machine Translation (NMT) systems face challenges when translating to and from Hungarian due to the language’s typological and morphological complexity. Hungarian is an agglutinative language with extensive inflection, rich case marking, and flexible word order, which often results difficulties in accurate morphological segmentation. NMT models frequently struggle to preserve grammatical relations, especially when translating between Hungarian and morphologically poorer languages such as English. Problems commonly arise in handling long suffix chains, verbal prefixes, and agreement features, leading to errors in tense, definiteness, and argument structure. Additionally, free word order and discourse-driven focus constructions complicate alignment and sentence-level coherence in translation. Limited availability of high-quality parallel corpora for Hungarian further constrains model performance, particularly in domain-specific contexts. These factors collectively reduce translation fluency and adequacy. Addressing these issues requires improved morphological modeling and the incorporation of linguistic knowledge to enhance NMT quality for Hungarian language pairs.
Übungsarten mit KI-Tools im Sprachunterricht
(Technical University of Cluj Napoca, 2026) TRIPON Mona
Technologien, die auf KI beruhen, sind zu einem permanenten Begleiter im Lernprozess geworden und die Frage nach ihrer optimalen Nutzung im Unterricht beschäftigt Lehrkräfte und Bildungsträger. Einerseits sind KI-Tools besonders für das selbstständige Sprachenlernen beliebt, andererseits können sie auch im Sprachunterricht eingesetzt werden, um diesen interessanter und attraktiver zu gestalten. Dafür müssen Aspekte der Technologie im Sprachunterricht ausgewertet werden, die zur Arbeit in der Gruppe passen und echte, zwischenmenschliche Kommunikation und Mediation fördern. Übungstypen in allen Lernphasen im Sprachunterricht lassen sich mithilfe der KI-Tools interaktiv und lernergerecht gestalten. Das führt zur Steigerung der Lernmotivation und Verbesserung des Unterrichtsklimas. Es ist außerdem hilfreich, die multimedialen Möglichkeiten, bzw. die Kombination aus Bild, Schrift und Ton zu nutzen, die diese Technologien bieten. Ein empfehlenswerter Übungstyp im Sprachunterricht sind Übungen mit Tools zur Bildgenerierung. Ein paar Beispiele davon werden in der Arbeit kurz vorgestellt. Es gibt eine sehr große Vielfalt an KI-Tools, wichtig ist es jedoch nicht, welche Tools verwendet werden, sondern eher wie diese im Unterricht eingesetzt werden. Die entscheidende Rolle der Lehrkraft besteht darin, für genug Abwechslung im Unterricht zu sorgen und einem möglichen Technologiesättigungseffekt durch Methodenvielfalt und einen kreativen Umgang mit der Technologie entgegenzuwirken.
Élaborer une unité didactique à l’aide de l’IA – bilan d’une quête de solutions viables
(Technical University of Cluj Napoca, 2026-04) BULGARU Cristiana
Cet article défend l’idée d’une intégration réfléchie des outils d’intelligence artificielle dans l’enseignement-apprentissage des langues vivantes, ayant comme argument une expérience concrète de création de ressources didactiques pour un cours de FOS, globalement réussie malgré certaines limites. Il présente une unité didactique complète, de niveau B1, focalisée sur l’appareillage électroménager. Deux outils déjà testés avec plus ou moins de succès pour des buts similaires ont été impliqués. D’une part, ChatGPT a offert la structuration de l’unité (texte-support avec des exercices de compréhension écrite, contenus d’apprentissage expliqués et intégrés dans des exercices de fixation / consolidation, activités de production écrite et orale). D’autre part, pour la compréhension orale, un document authentique a été créé à l’aide du générateur de chansons Suno, à partir de vers de Boris Vian en accord avec la thématique abordée, puis complété par des exercices d’exploitation proposés par ChatGPT. Cette expérience a mis en évidence l’importance d’un prompt bien rédigé pour obtenir des résultats pertinents, ainsi que la nécessité d’une analyse critique et d’une adaptation des contenus générés, avant leur utilisation.
Negative Auswirkungen der Nutzung künstlicher Intelligenz beim Fremdsprachenerwerb in ingenieurwissenschaftlichen Studiengängen
(Technical University of Cluj Napoca, 2026-04) NEDELCU Bogdana-Cristina-Laura
Dieser Artikel analysiert die negativen Auswirkungen der Nutzung künstlicher Intelligenz im Prozess des Fremdsprachenerwerbs im Rahmen ingenieurwissenschaftlicher Studiengänge. Diskutiert werden Risiken wie technologische Abhängigkeit, oberflächliches Lernen, die Verringerung authentischer Interaktion, die Standardisierung der akademischen Sprache, epistemische Fehler sowie ethische Probleme im Zusammenhang mit akademischer Integrität. Die Studie argumentiert für die Notwendigkeit einer kontrollierten Integration von KI-Instrumenten, sodass diese den Bildungsprozess unterstützen, ohne die Entwicklung autonomer sprachlicher Kompetenzen zu ersetzen.
Teaching with AI in Mind
(Technical University of Cluj Napoca, 2026-04) MUREȘAN Carmen
The integration of Artificial Intelligence (AI) into higher education has urged a critical reassessment of both student workflows and pedagogical strategies. This study investigates how engineering students use AI tools and how such technologies can be integrated pedagogically within English for Specific Purposes (ESP) courses. The research draws on a survey of 250 first- and second-year students from several faculties at the Technical University of Cluj-Napoca, examining patterns of AI use, motivations and students’ perceptions of ethical boundaries. Building on these findings, the study advances a series of classroom activities that incorporate AI as a pedagogical tool, including hybrid text analysis, prompt engineering, hallucination detection and iterative feedback exercises. The findings emphasise that AI’s educational value lies not in replacing student effort but rather in guiding reflective, process-oriented learning, shifting assessment from product-oriented outcomes toward process-oriented engagement.
Dezvoltarea competențelor lingvistice și comunicative în româna ca limbă străină (RLS) prin integrarea activităților muzicale (nivel A2)
(Technical University of Cluj Napoca, 2026-04-28) HODÂRNĂU Ioana
Lucrarea de față analizează rolul activităților muzicale în dezvoltarea competențelor lingvistice și comunicative în predarea românei ca limbă străină, la nivel A2. Pornind de la cadre teoretice relevante din domeniul achiziției limbajului, al psihologiei cognitive și al pedagogiei moderne, studiul evidențiază faptul că muzica reprezintă un suport didactic complex, capabil să faciliteze accesul la input comprehensibil, să susțină memorarea prin ritm și repetiție, să reducă anxietatea și să stimuleze participarea activă a cursanților. Sunt valorificate perspective precum teoria inputului comprehensibil, teoria memoriei de lucru, teoria dual-coding, multimodalitatea și principiul scaffolding-ului, pentru a demonstra eficiența integrării cântecului în procesul de învățare. Aplicabilitatea practică este ilustrată prin analiza unei fișe de lucru construite pe baza cântecului 20 de ani al formației Voltaj, organizată pe etapele de preascultare, ascultare și postascultare. Exercițiile propuse urmăresc dezvoltarea receptării auditive, a vocabularului, a pronunției, a competenței discursive și a exprimării personale, într-o manieră progresivă și adaptată nivelului A2.
Renforcement de l’expression orale grâce à l’intelligence artificielle : vers une nouvelle dynamique de l’enseignement-apprentissage du FLE/FOS
(Technical University of Cluj Napoca, 2026-04-28) FORNA Adina-Irina
Compte tenu des progrès et du développement de l’intelligence artificielle, ainsi que de son intégration dans l’ensemble des secteurs de la société, le domaine de l’enseignement ne saurait faire exception. Dans l’apprentissage des langues étrangères, l’expression orale reste souvent la compétence linguistique la plus difficile à maîtriser, car les étudiants disposent d’un bagage linguistique limité et éprouvent fréquemment une certaine réticence à prendre la parole devant la classe. Cet article se propose d’explorer les possibilités que l’IA offre à l’enseignant pour améliorer l’expression orale des étudiants en classe de français spécialisé. Même si le travail en équipe n’est pas une modalité à négliger, l’utilisation de l’IA constitue aujourd’hui une solution plus agréable pour les étudiants, car elle correspond à leurs centres d’intérêt. Cela nous a poussé à entreprendre une analyse de quelques chatbots très connus et largement utilisés. Nous avons suivi deux pistes : la capacité des chatbots à dialoguer oralement en français et leur disponibilité à offrir un retour correctif immédiat sur la prononciation et la qualité de la production orale proprement dite, dans le contexte d’une série d’exercices. Plus précisément, nous avons évalué les « activités » orales de plusieurs chatbots ou applications (ChatGPT, Copilot Microsoft, Perplexity AI, Gliglish, Duolingo, Mondly) et la qualité du feedback qu’ils peuvent fournir aux apprenants en vue d’une amélioration réelle de l’expression orale en français.
The Influence of Online Education on the Acquisition of the 21st Century Skills
(Technical University of Cluj Napoca, 2026-04-28) RUSU Delia-Georgeta
As technology has lately become more of a partner than a tool for learning and research, the present study aims to shed light upon those aspects where online education has proven to have an impact upon output and interaction between students in their social and educational environments. This new partner greatly used in traditional education systems to provide access to varied authentic data, to published or shared work, has now offered engagement opportunities that go beyond affordances of classroom settings and stimulate the acquisition of the 21st century skills in various ways, as the results of our survey at Cluj-Napoca Technical University have shown. The purpose of the study is, on the one hand, to analyze the effect that using technology has had on communication, collaboration, the ability to find solutions to problems or to adopt certain strategies, in other words, its effect upon learning skills. On the other hand, life skills have been brought into focus, in that they are essential in helping students keep up with today`s competitive world. Thus, we have discussed the implications that a computer-mediated environment can have on skills such as adaptability, initiative or social interaction. Although the results were rather diverse since we have been forced by circumstances to quickly adapt to online technology exclusively, the respondents` answers have showcased the necessity of using technology in the future as well, alongside face-to-face interaction for the benefits of preserving social skills. Being rather difficult to predict what the future holds, we estimate that communication, teamwork, adaptability and other soft skills which are enhanced by face-to-face interaction are likely to continue to develop in an online environment as well, once there is a wish to collaborate, and interaction is equally encouraged in virtual environments as it actually is by the teenagers nowadays.
La energía renovable como tema de enseñanza del español para fines específicos (EFE)
(Technical University of Cluj Napoca, 2026-04-28) POLICSEK Cecilia
La rápida transición energética impone, en el marco de la enseñanza del español para fines específicos, no solo la necesidad de insistir en un lenguaje especializado técnico, legal y comercial, sino también la de un enfoque interdisciplinario que fomente el espíritu crítico de los estudiantes que estudian ingeniería. El presente material propone una serie de actividades cuyo propósito es esbozar posibles pautas didácticas para clases centradas en el tema de la energía renovable. A través de las actividades descritas, el artículo aboga por la importancia de enseñar la terminología sobre la sostenibilidad, la tecnología de la energía renovable y los marcos regulatorios en estrecha relación a las nociones culturales y el desarrollo del pensamiento crítico.
Pluses and Minuses in Using Popular Speeches to Improve Students’ Technical Knowledge
(Technical University of Cluj Napoca, 2026-04-28) CODREANU Florina CODREANU
After the writing skill has been unprecedentedly compromised and almost dissipated by AI revolution, in-class speaking activities seem to remain privileged ways of acquiring and building specialised knowledge as they instantly reveal students’ capabilities along with their gaps. Learning happens faster when engineering students become aware of what they know best and what they do not yet know or they have wrongly learnt it. In an attempt to address their technical needs, language teachers create speaking scenarios meant to spark and feed students’ appetite for more authentic technical knowledge. Among these creative attempts, notable speeches by engineers, scientists and high-tech leaders become handy to turn into presentations about public speaking in general and technical data delivery in particular. Thus, sophomore students learn about how successful technical figures communicate and, at the same time, they learn how to better their own communication abilities. The present paper aims to identify the gains and limitations in employing popular speeches to improve students’ technical knowledge. This reflective analysis draws mainly on their oral performance in class and subsequent written feedback.
Repere ale pedagogiei creativității la orele de limbă străină cu studenții din inginerie
(Technical University of Cluj Napoca, 2026-04-28) LITERAT Ruxanda
Lucrarea se centrează pe conceptul de creativitate în dezvoltarea personalității umane, pe interacționarea corelativă a factorilor psihici individuali, în care sunt cuprinși factorii intelectuali ai personalității creatoare (aptitudinali, atitudinali și de stil cognitiv) și factorii nonintelectuali (motivație, atitudini, interese), a factorilor sociali și psihosociali ai creativității precum și a altor factori (culturali, biologici), care antrenează manifestarea creativității. Pedagogia succesuală a studierii limbilor străine în învățământul superior tehnic se bazează pe psihologia cognitivă cu stimularea flexibilității, fluidității și originalității gândirii studenților. Aspectul educabil al creativității este supus unei analize concrete a formelor de creativitate a studenților cu profil ingineresc, sub dublu aspect: lingvistic și tehnic. Se propun intervenții didactice de eficientizare a actului instructiv-comunicativ bazate pe diferite tehnici de gândire – instrumente intelectuale flexibile și operative.
Diversificarea strategiilor și metodelor didactice în predarea limbii române ca limbă străină la Anul Pregătitor
(Technical University of Cluj Napoca, 2026-04-28) MĂLUȚAN Cristina Ana
Prezentul articol își propune să identifice și să analizeze câteva strategii și metode didactice aplicabile studenților care doresc să studieze limba română la Anul Pregătitor de limba română pentru cetățenii străini, într-o universitate din România. Acest program de învățare a românei ca limbă străină pregătește studenți din toată lumea pe parcursul unui an universitar pentru a se putea înscrie ulterior la o linie de studiu din România, în limba română, nivel licență, master sau doctorat. Necesitatea diversificării metodelor și strategiilor de predare și învățare este imperioasă, având în vedere faptul că studenții străini provin din medii culturale și lingvistice foarte diferite. Adaptarea demersurilor didactice de învățare a unei limbi străine este cu atât mai necesară, cu cât în anul următor studenții se vor regăsi într-o situație autentică de comunicare și învățare – mediul universitar, unde e necesar un nivel minim de cunoaștere a limbii române pentru a putea face față cursurilor la care vor participa. În momentul conceperii demersurilor didactice, profesorul de limba română ca limbă străină trebuie să țină cont de nevoile și mo􀆟vația studenților, dar și de obiec􀆟vele, metodele și strategiile necesare predării/învățării limbii române.