The Faculty of Humanities at the UO has created an inclusive and participatory language learning environment in which students can apply, try, bring together and evaluate their knowledge of foreign languages in a safe and realistic real life setting. Academic staff and foreign language teachers are continuously striving to improve ways of teaching their students languages such as contemporary English. It is highly commendable, given the financial and resource constraints, that new research is planned in order to enhance the effectiveness of language teaching. The positive, proactive and “can do” attitudes of language teachers are of paramount importance. These are the driving forces behind motivating and keeping students interested in trying out new approaches to learning a foreign language. Tools and techniques are important, too, and latest technological developments should be considered for use in the classroom and language laboratory, depending on prevailing local circumstances. Teachers will engage more in trying to close the gap between the perspectives of linguists and psychologists for the benefit of those who are going to learn languages. It is anticipated that teachers will become more actively engaged by conducting more teacher-initiated research into teaching methods and practices by, for example, spending more time in language learning facilities in other countries such as Belgium. The UO has recently engaged in some collaborative work with Flemish Universities in Belgium. Language teachers will attend workshops on current innovative teaching techniques including e-learning and other computer-based teaching methodologies. Consumers’ motivation
A language laboratory will be created (language self access resource centre) for students to use current proactive and interactive techniques. Native English speakers are interacting with teachers and students in areas such as teaching and researching. There is conclusive evidence from the literature review, face to face interviews and the focus group meeting that language teaching skills and methods, when applied appropriately, can improve the people skills of language students as well as improve their self confidence levels, as shown by this study. One of the planned objectives is to teach English to all academic staff at the UO thus enhancing the professional profiles of all UO personnel. Insights and subject matter knowledge from a larger sample of students and practitioners of other Universities, including those in other countries, would have provided richer and diverse research data to address the research scope in more depth and universally. It is confirmed that the research scope from Section 1.3 has been answered and that all three hypotheses hold true and are valid in the context of this research. The authors suggest that more research and practical work needs to be conducted to close the perspective gap between linguists and psychologists in order to bring the two parties much closer together. New research should be considered in the area of developing multi-lingual and intercultural competence and their relationship.