Ana Beaven
Biographic Data
| ID | 6521637 |
|---|---|
| NAME | Ana Beaven |
| GIVEN NAMES | Ana |
| FAMILY NAME | Beaven |
| SIGNATURE | BEAVEN A |
| AFFILIATIONS | University of Bologna |
| ORCID | 0000-0003-3289-3010 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 30 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Language, culture, and AI
Intercultural language education in the age of chatbots
This conceptual article examines the use of conversational chatbots in intercultural language education (ILE). While GenAI applications often reproduce cultural biases and essentialist representations embedded in their training data, the paper argues that chatbot outputs can be treated like other human-generated texts. This means they can be used productively in language education, provided teachers rely on established ILE principles that emphasi…
Interculturality in study abroad
Within the field of applied linguistics, a new trend in research can be envisaged which links study abroad and intercultural learning (Beaven & Borghetti, 2016): while in the ‘90s much research measured the students’ language gains as a result of their sojourn abroad (Coleman, 2015), after the so-called ‘social turn’ (Block, 2003), the field saw a substantial change in perspective; it shifted the focus towards students’ language socialisation abr…
Intercultural preparation for future mobile students
Higher education (HE) student mobility offers the opportunity to acquire, among other things, intercultural experience. Nevertheless, it is crucial to prepare students and give them the tools to reflect on their experiences before, during and after study abroad. In this pedagogical paper, we present and discuss ‘Perceptions of self and other’, one of the pre-departure activities developed in the frame of the European project IEREST, which aims at…
Cultural adaptation in different facets of life and the impact of language
This case study focuses on the processes of adaptation that an Erasmus student, Angela, experienced during her study abroad period. The longitudinal study explores how she coped over time with the various adaptation demands that she faced in the different aspects of her life: social–personal aspects (friends and social life, daily life, language for socialisation) and academic aspects (courses, administrative issues, language for academic purpose…
Interactions among future study abroad students
The study presented in this article aims to explore if and how intercultural learning may take place in students’ class interaction. It is grounded in the assumption that interculturality is not a clear-cut feature inherent to interactions occurring when individuals with presumed different linguistic and cultural/national backgrounds talk to each other, but that interculturality is co-constructed during interaction. In other words, every ‘interdi…
Lingua francas and learning mobility
This paper explores higher education students’ beliefs and attitudes concerning language learning and use in the context of learning mobility, when lingua francas – including English – are used. Data were collected through a questionnaire administered to 141 Erasmus students at an Italian University. The open‐ended questions were analysed using a constructivist grounded theory approach, and findings checked against the quantitative data. The anal…
Interculturality in study abroad
Within the field of applied linguistics, a new trend in research can be envisaged which links study abroad and intercultural learning (Beaven & Borghetti, 2016): while in the ‘90s much research measured the students’ language gains as a result of their sojourn abroad (Coleman, 2015), after the so-called ‘social turn’ (Block, 2003), the field saw a substantial change in perspective; it shifted the focus towards students’ language socialisation abr…
Lingua francas and learning mobility
This paper explores higher education students’ beliefs and attitudes concerning language learning and use in the context of learning mobility, when lingua francas – including English – are used. Data were collected through a questionnaire administered to 141 Erasmus students at an Italian University. The open‐ended questions were analysed using a constructivist grounded theory approach, and findings checked against the quantitative data. The anal…
Interactions among future study abroad students
The study presented in this article aims to explore if and how intercultural learning may take place in students’ class interaction. It is grounded in the assumption that interculturality is not a clear-cut feature inherent to interactions occurring when individuals with presumed different linguistic and cultural/national backgrounds talk to each other, but that interculturality is co-constructed during interaction. In other words, every ‘interdi…
Cultural adaptation in different facets of life and the impact of language
This case study focuses on the processes of adaptation that an Erasmus student, Angela, experienced during her study abroad period. The longitudinal study explores how she coped over time with the various adaptation demands that she faced in the different aspects of her life: social–personal aspects (friends and social life, daily life, language for socialisation) and academic aspects (courses, administrative issues, language for academic purpose…
Intercultural preparation for future mobile students
Higher education (HE) student mobility offers the opportunity to acquire, among other things, intercultural experience. Nevertheless, it is crucial to prepare students and give them the tools to reflect on their experiences before, during and after study abroad. In this pedagogical paper, we present and discuss ‘Perceptions of self and other’, one of the pre-departure activities developed in the frame of the European project IEREST, which aims at…
Interactions among future study abroad students
The study presented in this article aims to explore if and how intercultural learning may take place in students’ class interaction. It is grounded in the assumption that interculturality is not a clear-cut feature inherent to interactions occurring when individuals with presumed different linguistic and cultural/national backgrounds talk to each other, but that interculturality is co-constructed during interaction. In other words, every ‘interdi…
Lingua francas and learning mobility
This paper explores higher education students’ beliefs and attitudes concerning language learning and use in the context of learning mobility, when lingua francas – including English – are used. Data were collected through a questionnaire administered to 141 Erasmus students at an Italian University. The open‐ended questions were analysed using a constructivist grounded theory approach, and findings checked against the quantitative data. The anal…
Interculturality in study abroad
Within the field of applied linguistics, a new trend in research can be envisaged which links study abroad and intercultural learning (Beaven & Borghetti, 2016): while in the ‘90s much research measured the students’ language gains as a result of their sojourn abroad (Coleman, 2015), after the so-called ‘social turn’ (Block, 2003), the field saw a substantial change in perspective; it shifted the focus towards students’ language socialisation abr…
Intercultural preparation for future mobile students
Higher education (HE) student mobility offers the opportunity to acquire, among other things, intercultural experience. Nevertheless, it is crucial to prepare students and give them the tools to reflect on their experiences before, during and after study abroad. In this pedagogical paper, we present and discuss ‘Perceptions of self and other’, one of the pre-departure activities developed in the frame of the European project IEREST, which aims at…
Cultural adaptation in different facets of life and the impact of language
This case study focuses on the processes of adaptation that an Erasmus student, Angela, experienced during her study abroad period. The longitudinal study explores how she coped over time with the various adaptation demands that she faced in the different aspects of her life: social–personal aspects (friends and social life, daily life, language for socialisation) and academic aspects (courses, administrative issues, language for academic purpose…
Language, culture, and AI
Intercultural language education in the age of chatbots
This conceptual article examines the use of conversational chatbots in intercultural language education (ILE). While GenAI applications often reproduce cultural biases and essentialist representations embedded in their training data, the paper argues that chatbot outputs can be treated like other human-generated texts. This means they can be used productively in language education, provided teachers rely on established ILE principles that emphasi…
EFL/ESL Teaching and Learning (5 works) · Pedagogy (5 works) · Sociology (5 works) · Intercultural communication (4 works) · International Student and Expatriate Challenges (4 works) · Psychology (4 works) · Study abroad (4 works) · Mathematics education (3 works) · Erasmus (2 works) · Global Education and Multiculturalism (2 works)