Hugging and Bridging Mechanisms in English as an Additional Language: Effects on Knowledge Transfer, Teaching, and Learning Strategies

This article presents an experimental study on the effects of teaching mechanisms that promote knowledge transfer. The study was carried out in the context of an online English as an Additional Language (EAL) course offered as part of teacher education. Transfer of language skills from educational to real-life contexts remains a challenge for educators, and practical guidelines appear scarce. The combination of Hugging and Bridging mechanisms was expected to best support knowledge transfer (as perceived by students). Four versions of an EAL course were developed that contained either none, only Hugging, only Bridging, or both mechanisms. The effects on teaching strategies used (as perceived by eight teachers for each of their students), as well as on knowledge transfer and learning strategies (as perceived by hundred students), were measured by dedicated versions of questionnaires: the Integrative Learning Value (ILV) for students’ knowledge transfer, the Approaches to Teaching Inventory (ATI) for teachers’ instructional strategies and the ASSIST for students’ learning strategies. Combining Hugging and Bridging appeared most effective for knowledge transfer (small effect) and (student-focused) teaching strategies (large effect), where a negative effect was found on (teacher-focused) teaching strategies (large effect), and no effects on learning strategies. Potential recommendations for future research are discussed, especially for instructional practices that include authentic learning and reflective practice.