Relevant bibliographies by topics / English as a second language courses

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English as a second language courses'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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Journal articles on the topic "English as a second language courses"

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Buckledee, Steve. "Motivation and Second Language Acquisition." ELOPE: English Language Overseas Perspectives and Enquiries 5, no. 1-2 (June 16, 2008): 159–70. http://dx.doi.org/10.4312/elope.5.1-2.159-170.

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A feature of Italian universities is the high student drop-out rate in nearly all degree courses. It is likely that among the causes of this phenomenon a significant factor is loss of motivation. This study represents the first stage of a longitudinal research project aimed at monitoring students’ motivation levels over a three-year period. At the beginning of the academic year 2008-2009 a questionnaire was administered to 150 newly enrolled students of English at the University of Cagliari in Italy. The closed-response items were designed to measure the respondents’ instrumental and intrinsic motivation. The responses were then considered in the light of the following variables: age, gender, level of competence in English and choice of degree course. The major finding was that a clear majority of respondents reported a considerably higher level of intrinsic than instrumental motivation, while the most significant variables were shown to be competence level and choice of degree.
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Véliz, Leonardo. "Corrective Feedback in Second Language Classrooms." Literatura y Lingüística, no. 19 (August 14, 2018): 283. http://dx.doi.org/10.29344/0717621x.19.1587.

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In this paper I attempt to analyse and survey the role of corrective feedback –more specifically recasts– in the interaction between teachers and L2 students in a classroom. Thus, I explore the effects of recasts on students’ self-correction in order to finally come to the conclusion whether or not students are able to notice this type of underlying correction and, therefore, reformulate their ill-formed utterances. Besides, I also undertake a comprehensive survey of the literature on the topic. Two different groups of students from the English Teaching Trainig Programme at Universidad Católica Raúl Silva Henrríquez are studied. Five students taking English courses at an intermediate level and five taking advanced English courses.Intermediate and advanced students have been categorised on the basis of their number of English language courses they have taken. Intermediate students have taken four, whereas advanced have taken seven. In this paper the point at issue is whether harmful and ineffective or essential and rather effective, and whether recasts are noticeable for students to ‘read between lines’ and figure out the underlying correction. I take the stand that recasts are only effective when using them with advanced students as they are more cognitively advancedand, therefore, able to make inferences and interpret the implicit message to reformulate their mistakes. The results as well as the tests on the whole, clearly demonstrate that recasts as a corrective technique happen to be a bit more effective with advanced students than with intermediate students, though the difference is not striking.
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Kiziltepe, Z. "Attitudes and Motivation of Turkish EFL Students towards Second Language Learning." ITL - International Journal of Applied Linguistics 129-130 (January 1, 2000): 141–68. http://dx.doi.org/10.1075/itl.129-130.01kiz.

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This paper presents the results of a study of the influence of attitudes and motivation on the acquisition of English by Turkish students. It investigates the following factors : attitudes. towards the British and Americans; motivational intensity; interest in English and foreign languages in general; instrumental and integrative orientation; anxiety in English classes; family encouragement; the English teacher and course. Results indicate that students are highly motivated instrumentally as well as integratively although a moderate interest in the-British and the American community and culture is reported. Respondents' motivational intensity is high, their attitudes towards learning English and languages in general are positive. They do not show anxiety in class and their families are very supportive. Results about their attitudes towards their English teachers and courses vary according to the school they attend. Implications for EFL/ESL classrooms are also discussed at the end of the paper.
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Wagner, Robin M., and Jiunn C. Huang. "Relative Performance Of English Second Language Students In University Accounting Courses." American Journal of Business Education (AJBE) 4, no. 5 (April 28, 2011): 31–38. http://dx.doi.org/10.19030/ajbe.v4i5.4222.

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Orazaliyeva, Elmira, and Fauziya Orazbayeva. "Multilingual Content in Teaching the Kazakh Language Courses." ATHENS JOURNAL OF PHILOLOGY 8, no. 4 (September 9, 2021): 269–82. http://dx.doi.org/10.30958/ajp.8-4-2.

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According to the second state program on the development and functioning of languages until 2020, Kazakhstan concentrates on consolidating the Kazakh language as the state language, where Russian, English or others are foreign languages. New educational programs of the country assume a step-by-step implementation of communicative language skills. Students receive a possibility of relaying certain knowledge in the field of natural, human and technical sciences. The mission of Abai Kazakh National Pedagogical University as the educational center of transforming the results of advanced research in the field of pedagogy, teaching methods are implemented to prepare teachers in order to support multilingual content approaches in education. It is expected that in high schools four natural subjects like chemistry, biology, computer science, and physics will be taught in English, Kazakh, and Russian, while history, language, literature and other art sciences will be the subjects of the Kazakh or Russian languages. The school programs with general educational standards are aimed at creating a base of modernly demanded and replenished knowledge. It explains the creation of the International Nazarbayev University which is unique in Kazakhstan. High admission requirements characterize selection quality, and targets in mastering foreign languages. Keywords: multi-academic content, multilingualism, cross-cultural expertises, educational methods and strategies, educational approaches
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Duru, Ismail, Ayse Saliha Sunar, Su White, Banu Diri, and Gulustan Dogan. "A Case Study on English as a Second Language Speakers for Sustainable MOOC Study." Sustainability 11, no. 10 (May 16, 2019): 2808. http://dx.doi.org/10.3390/su11102808.

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Massive Open Online Courses (MOOCs) have a great potential for sustainable education. Millions of learners annually enrol on MOOCs designed to meet the needs of an increasingly diverse and international student population. Participants’ backgrounds vary by factors including age, education, location, and first language. MOOC authors address consequent needs by ensuring courses are well-organised. Learning is structured into discrete steps, prioritising clear communication; video components incorporate subtitles. Variability in participants’ language abilities inevitably create barriers to learning, a problem most extreme for those studying in a language which is not their first. This paper investigates how to identify ESL participants and how best to predict factors associated with their course completion. This study proposes a novel method for automatically categorising (English as Primary and Official Language; English as Official but not Primary Language; and English as a second Language groups) 25,598 participants studying FutureLearn “Understanding Language: Learning and Teaching” MOOC using natural language processing. We compared algorithms’ performance when extracting discernible features in participants’ engagement. Engagement in discussions at the end of the first week is one of the strongest predictive features, while overall, learner behaviours in the first two weeks were identified as the most strongly predictive feature.
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Hodara, Michelle. "The Effects of English as a Second Language Courses on Language Minority Community College Students." Educational Evaluation and Policy Analysis 37, no. 2 (June 2015): 243–70. http://dx.doi.org/10.3102/0162373714540321.

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Che Ghani, Nurul Farhani Binti. "Attitudes towards English Medium Instruction Courses among Second Language Learners in Relation to Learning Anxiety and Learning Achievement." SALTeL Journal (Southeast Asia Language Teaching and Learning) 1, no. 1 (January 25, 2018): 38–47. http://dx.doi.org/10.35307/saltel.v1i1.6.

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The purpose of this paper was to examine second language learners’ attitudes towards English Medium Instruction (EMI) courses at University of Selangor (UNISEL) in Malaysia affectively, behaviorally and cognitively. This study also investigated students’ learning anxiety and students’ learning achievement towards EMI courses. This study employed ABC Model of Attitudes (1998) as guidelines to investigate learners’ attitudes towards EMI courses. 100-degree students form Faculty of Science and Information Technology (FSIT) participated in the study by completing a questionnaire of English Medium Instruction courses. A quantitative method was employed to analyze the collected data, performing statistical procedures of descriptive statistic and Pearson correlation using SPSS. The major findings of the study were as follows: (1) most participants demonstrated positive attitudes towards English medium Instruction courses affectively, behaviorally and cognitively, (2) there was no significant relationship between students’ learning anxiety and students’ learning achievement towards EMI courses. It was due to the ways lecturers delivering EMI courses to the students. This situation happened when the way their lecturers conducted the lesson in English medium setting might help the students reduce their learning anxiety of the lesson. In other words, the level of their anxiousness in learning EMI courses depends on how their lecturers deliver the subject during teaching and learning process. Finally, some pedagogical implications that would help tap the students’ attitudes and achievement were demonstrated.Keywords: English Medium Instruction, attitudes, learning anxiety, learning achievement
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Man, Laura, Gavin Bui, and Mark Feng Teng. "From second language to third language learning." Australian Review of Applied Linguistics 41, no. 1 (October 12, 2018): 61–90. http://dx.doi.org/10.1075/aral.17051.man.

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Abstract This mixed-methods study explores English and Japanese learning motivations in a group of Japanese summer course participants at a university in Hong Kong. Sixty-one Cantonese-speaking students completed two questionnaire surveys on co-existing motivations for learning L2 English and L3 Japanese. Depending on the questionnaire results, eight participants were selected to take part in the two subsequent interviews. The findings revealed that the participants perceived L2 English learning as a school subject and a practical tool for academics and career. It was instrumentality, rather than integrativeness, that motivated the students to learn English. Contrary results were found for L3 Japanese language learning, as the learners had more cultural interest, positive learning experience, self-confidence, and positive attitudes. This study, therefore, argues that L2 and L3 motivations merit distinct status. There appears to exist a dual-motivation system amongst these multilingual learners. The study also provides insights into how geographical and psychological distances could impact language learning under the phenomena of globalisation.
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Bell, Nancy. "Transforming faces: Supporting second language learners studying speech-language therapy in global contexts." Applied Linguistics Review 11, no. 3 (September 25, 2020): 403–22. http://dx.doi.org/10.1515/applirev-2018-0071.

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AbstractThe Transforming Faces project is a partnership of speech-language therapy (SLT) educators and practitioners that is co-creating a computer-based series of lecture modules for use in Low Middle Income Countries (LMICs). The initial series of lectures is in English, for use by English speaking instructors and students whose first language is not English. Making the technically challenging and content-specific language of the lectures more accessible and comprehensible to students was the focus of this study. A review of literature from three areas of language learning led to recommendations for consideration in the development of the computer-based lectures modules, and the subsequent piloting of the modules in Addis Ababa, Ethiopia. Following the three-week pilot project, analysis of feedback from the instructor and the students resulted in a number of recommendations for the continued development and implementation of the dysphagia lectures, as well as potential future SLT courses in other global contexts.
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Dissertations / Theses on the topic "English as a second language courses"

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Cooper, Adam. "Co-Teaching Science Courses for English Language Learners." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149122539833232.

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Mežek, Špela. "Advanced Second-Language Reading and Vocabulary Learning in the Parallel-Language University." Doctoral thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94766.

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Due to the internationalisation of higher education, the use of English at higher education institutions has become widespread. Today an increasing number of students participate in courses with the local language as medium of instruction but with textbooks in English. These have been called parallel-language courses, because they are expected to facilitate learning disciplinary discourse in two languages: the local language and English. This thesis reports an exploration of Swedish students' reading and learning from English textbooks in parallel-language courses. The overarching aim was to investigate the relationship between the students' Swedish and English reading habits and reading proficiency, their academic biliteracy, and incidental learning of subject-specific terminology in English from reading. The study also set out to identify pedagogical solutions to facilitate students' reading and learning from reading in English. The investigation comprised four studies which utilised a variety of methods and approaches, both qualitative and quantitative. Participants were Swedish and British students of biology and Swedish students of English. The results show that many Swedish students are capable of reading and learning from texts in Swedish and English without experiencing serious difficulties, although additional support is required for the learning of English terminology. The findings also indicate that some students' difficulty when reading in English is not due to poor English language proficiency, but rather a range of other factors such as weak general literacy skills, low motivation, low subject and vocabulary knowledge, note-taking strategies, slow reading speed, and time. For some students, learning is also rendered difficult by their self-perceptions and beliefs about reading and learning. Based on my findings, I propose a range of practices for EAP and subject teachers to adopt in order to improve reading and learning in parallel-language courses.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Submitted. Paper 4: Submitted.

 

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Stevenson, Angela. "Bridging the Gap: Transition from Collegiate IEP Writing Courses to First-Year Writing Courses." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1591777977234548.

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Alaboudi, Rashed Saad. "THE UTILITY OF SECOND LANGUAGE BLOGGING: STUDENT PERCEPTIONS FROM ENGLISH WRITING COURSES IN SAUDI ARABIA." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1363.

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Technology is advancing in continuous and swift steps, producing many tools that can be utilized in language teaching and learning practice.This study aims to examine the perceptions of 16 male English writing students in a Saudi university towards the utility of using blogging in their writing classes. The instrument of this study includes a survey of 19 Likert-scale questions, three open-ended questions, and five demographic questions. Six major areas of interest are explored in view of participants' perceptions of blog-based writing classes, including usefulness, benefits, advantages and disadvantages and whether or not they would choose a blog-based writing class in the future. The results reveal that the utility of blogging is perceived positively by the majority of participants in this study and is associated with an increased motivation and involvement in the learning process. Blog-based English writing classes are found useful for improving learners' critical thinking skills, vocabulary knowledge, writing style, sentence structure, grammatical competence, audience awareness, punctuation, organizational structure, and creativity of ideas. Among all these benefits, the highest mean is observed in relation to the benefits of blogging for participants' growth as critical readers of other students' writings. Overall, the results of the present study add further support to the postulations of Collaborative Learning Theory (Dillenbourg,1999) and the Expectancy Theory (Groom, 1964), according to which collaboration in learning facilitates the process of reaching the expected learning outcomes. Based on the results of the present study, the use of blogging as a teaching tool seems to facilitate both the collaborative nature of learning and the level of learner expectancy.This observation is supported by the high percentage (56%) of participants who agreed that by writing blogs they have learned to write for different audiences. The findings of this study also draw attention to the fact that some negative observations were made about the quality and effectiveness of peer work and peer feedback.This is one area that needs to be considered in future research in order to find effective ways of incorporating peer collaboration in the development and assessment of students' writing skills in English blog-based classes.
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Fernandez, Aja K. "The impact of elective courses on English learner achievement| A qualitative case study." Thesis, California State University, Fullerton, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3664429.

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ELs are a marginalized population in American schools. They are denied a just, equal, and inclusive education. Those whose primary language is other than English are segregated from the other students in school and prevented from enrolling in courses that would allow them to meet prerequisites for college applications.

This qualitative case study examining the impact of elective courses on ELs' achievement demonstrated that these students were capable of the same achievement as, if not better than, their English-proficient peers. They demonstrated fewer behavior incidents, achieved increased test scores, and maintained grade point averages higher than those of other ELs. Their teachers and administrators viewed them favorably and supported their enrollment in elective courses.

This small sample of ELs has demonstrated that they are capable of academic achievement and supports the call to permit their enrollment in elective courses. Schools are obligated to provide them with college and career readiness opportunities, and electives would facilitate this preparation.

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Cheng, Hsiu-Jen. "THE PERCEPTIONS OF TAIWANESE COLLEGE STUDENTS TOWARD THE ENGLISH COURSES USING AN ONLINE COURSE MANAGEMENT SYSTEM." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1177709445.

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Roach, William Leonard Brosnahan Irene. "Incorporating American literature into the English as a second language college composition course." Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8901469.

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Thesis (D.A.)--Illinois State University, 1988.
Title from title page screen, viewed September 19, 2005. Dissertation Committee: Irene Brosnahan (chair), Ron Fortune, Maurice Sharton, Janet Youga, Ray Lewis White. Includes bibliographical references (leaves 113-126) and abstract. Also available in print.
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Jonsson, Malin. "Achieving Communicative Competence in Business English : A study of teacher and participant attitudes in Business English courses." Thesis, Stockholms universitet, Engelska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-91288.

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The increasing globalization of trade has resulted in a growing need for Swedish corporations to ensure that their work force is able to communicate in English. In order to meet this demand, there is a growing market of companies offering courses in Business English. When English is used for communication between people from different linguacultural backgrounds in a business context it is referred to as BELF (Business English as a Lingua Franca). The purpose of this study was to investigate whether or not the participants and teachers in different classes of Business English are more open to the non-native speaker model, as this type of course is supposed to prepare the students for communication with people of various nationalities. This was done with the aim to explore how these attitudes can be linked to the development of communicative competence in a business context. In the study a survey was distributed to twenty-one participants of courses in Business English and four teachers were interviewed. The study showed that although the business context affects the attitudes of the participants, there is still a preference for a native-like model. However, the teachers show an open attitude towards BELF, focusing instead on promoting communicative competence in their teaching. The findings of this study support previous research in the field indicating that there exists a certain discrepancy between the perceptions of the teachers and learners as to what constitutes an effective communicator.
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Johnson, Christopher P. "Increasing Students' Academic Involvement| Chilean Teacher Engagement with Learners in Blended English as a Foreign Language Courses." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601549.

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Learning English as a foreign language (EFL), a highly valued skill in the Chilean marketplace, is an arduous and complex personal endeavor requiring high student motivation. Reflecting this challenge is the heightened anxiety among EFL students, whose work has been associated with historically meager results. Blended learning, the fusion of face-to-face and online content delivery and assessment, offers a promising solution to EFL learner reticence. Evidence suggests that an active online teacher presence in a blended EFL course can enhance student engagement. The purpose of this study was to discover the perceptions of EFL instructional specialists concerning (a) student involvement and engagement in online portions of blended courses, (b) marginal teacher presence in the online portions of blended courses, and (c) ways to improve student involvement in the online portions of the blended courses. Results of a systematic qualitative analysis, employing constant comparative data analysis of individual interviews with a sample of 10 voluntary EFL instructional specialists, indicated teachers need to take part in design of blended EFL courses to address these issues. The findings, coupled with theoretical frameworks of social-constructivism, transactional distance, diffusion of innovation, and universal design for instruction, served as the background for a proposed teacher training project resulting from this study. The study can contribute to positive social change by inviting EFL teachers to become more involved in blended course design, increasing their sense of ownership, sharing best practices for blended EFL teaching and learning, and creating conditions for more successful upward social mobility opportunities for Chilean university students who have acquired certifiable English language skills.

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Leung, Tak-chi. "The impact of an English-through-drama course on students' attitudes towards English as a second language." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41262888.

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Books on the topic "English as a second language courses"

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Education, Ontario Ministry of. English as a second language: Developing non-credit courses for adults. Toronto, Ont: Ontario. Ministry of Education, 1990.

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Ur, Penny. A course in English language teaching. 2nd ed. Cambridge: Cambridge University Press, 2012.

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1946-, Walter Catherine, ed. The Cambridge English course. Cambridge: Cambridge University Press, 1988.

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The Cambridge English course 3. Cambridge: CUP, 1987.

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Catherine, Walter, ed. The Cambridge English course 3. Cambridge: CUP, 1987.

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Swan, Michael. The Cambridge English course 2. Cambridge: CUP, 1986.

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Swan, Michael. The Cambridge English course 2. Cambridge: Cambridge University Press, 1985.

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Jane, Lockwood, ed. The Australian English course: Task-based English for post-beginners. Cambridge: CUP, 1992.

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Jane, Lockwood, and Hood Susan, eds. The Australian English course: Task-based English for post-beginners. Cambridge: Cambridge University Press, 1993.

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Nunan, David. The Australian English course: Task-based English for post-beginners. Cambridge: Cambridge University Press, 1992.

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Book chapters on the topic "English as a second language courses"

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Muller, Theron. "13 Critical Discourse Analysis in a Medical English Course: Examining Learner Agency through Student Written Reflections." In Theorizing and Analyzing Agency in Second Language Learning, edited by Ping Deters, Xuesong Gao, Elizabeth R. Miller, and Gergana Vitanova, 232–51. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092901-015.

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Roberts, Sarah A., Julie A. Bianchini, Jin Sook Lee, Sarah Hough, and Stacey L. Carpenter. "Developing an Adaptive Disposition for Supporting English Language Learners in Science: A Capstone Science Methods Course." In Science Teacher Preparation in Content-Based Second Language Acquisition, 79–95. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43516-9_5.

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Tabloni, Francesca. "Including Diglossia in Teaching Arabic as Second Language Programmes: Suggestions and Implications from a Darija Course in Casablanca." In English Language Teaching Research in the Middle East and North Africa, 303–18. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98533-6_14.

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Trudgill, Peter, and Jean Hannah. "Second-language varieties of English." In International English, 128–45. Sixth edition. | Milton Park, Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315192932-8.

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Gabryś-Barker, Danuta. "Evaluating Language Courses at Foreign Language University Centers." In Second Language Learning and Teaching, 35–51. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66975-5_3.

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Murray, Denise E., and MaryAnn Christison. "Second Language Acquisition and Second Language Pedagogy." In What English Language Teachers Need to Know Volume I, 216–32. 2nd edition. | New York : Routledge, 2019. | Series: ESL & applied linguistics professional series: Routledge, 2019. http://dx.doi.org/10.4324/9781351139847-15.

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Arnold, Lisa R. "Weighing English." In Reconciling Translingualism and Second Language Writing, 189–98. New York ; Abingdon, Oxon : Routledge, 2021. | Series: ESL and applied linguistics professional series: Routledge, 2020. http://dx.doi.org/10.4324/9781003003786-20.

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Gramley, Stephan, Vivian Gramley, and Kurt-Michael Pätzold. "English as a Second Language." In A Survey of Modern English, 335–66. Third edition. | Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429300356-15.

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Chacko, Elizabeth. "English as a Second Language." In Encyclopedia of Immigrant Health, 611–13. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4419-5659-0_245.

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Davydova, Julia. "Language Ideologies, Language Policies, and English-Language Teaching in Russia." In Second Handbook of English Language Teaching, 135–54. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02899-2_10.

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Conference papers on the topic "English as a second language courses"

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Fassihi, Pary. "BEST PRACTICES IN FLIPPING THE HIGHER EDUCATION ENGLISH AS A SECOND LANGUAGE ACADEMIC WRITING COURSES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.1712.

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Williams, Norman, John Beachboard, and Robert Bohning. "Integrating Content and English-Language Learning in a Middle Eastern Information Technology College: Investigating Faculty Perceptions, Practices and Capabilities." In InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3449.

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The expanding role of English as an international lingua franca has had considerable effects on higher education (HE) provision around the world. English has become the medium of choice for African HE, and its position as a medium of instruction in the Europe and Asia is strengthening (Coleman, 2006; HU, 2009). English-medium tertiary education is also commonplace in the Middle East including the United Arab Emirates (UAE), the context of the present study, where the vast majority of courses at university-level are conducted in English (Gallagher, 2011). The increasing use of English-medium programs presents particular challenges for content-area faculty who are in effect called upon to provide disciplinary instruction to students who may not be adequately language proficient. Furthermore, discipline-specific faculty may find themselves sharing responsibility to further develop their students’ English language proficiency. Information technology related schools face unique challenges. A significant majority of IT faculty come from computer science/engineering backgrounds and speak English as a second or third language. Most courses emphasize the development of technical skills and afford relatively few opportuni-ties for writing assignments. While exploratory in nature, the study proposes to identify and evaluate practices that can help IT colleges better develop their students’ proficiency in English.
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Caulfield-Browne, Mark. "Innovations in Teaching: Engineering Drawing and 3D Visualization." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61390.

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A fundamental course offered at The Petroleum Institute (PI) in Abu Dhabi, to all sophomore engineering students, is Engineering Graphics. One of the objectives of the Engineering Graphics course is to equip students with the basic drawing and visualization skills required of competent engineers. With English being a second language, a number of issues in developing such a course had to be addressed: proficiency in the English language, previous drawing experience, 3D visualization skills, judicious and appropriate use of technology. While some of our sophomore students cope adequately with learning in English, many struggle to understand the language used in technical courses. Further, the majority of our students have no prior drawing experience and generally have poorly developed 3D visualization skills. This paper will consider how the learning process can be enhanced through appropriate use of technology. The development and delivery of an innovative, bespoke Engineering Graphics and 3D Visualization course will be presented. The course concentrates on developing visualization skills by providing a web-based, independent-learning component. Interactive multimedia resources were developed to accompany the sketching part of the course. The 3-dimensional sketching examples given in the course notes were modeled using the CAD software the students would learn later in the course. It was anticipated that, by providing these powerful visualization tools, students would intuitively understand the concepts even without previous exposure to Engineering Graphics or fluency in the language of instruction. In this paper, the course structure will be presented, our findings will be outlined and recommendations discussed.
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Hao-Chuan Wang, Chun-Hung Lu, Jun-Yi Yang, Hsin-Wen Hu, Guey-Fa Chiou, Yuch-Tzu Chiang, and Wen-Lian Hsu. "An empirical exploration of using Wiki in an English as a second language course." In Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.51.

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Guo, Dan. "The Application of PAD Class in the Basic English Course at Anshan Normal University under the Theory of Second Language Acquisition." In 2018 2nd International Conference on Management, Education and Social Science (ICMESS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmess-18.2018.291.

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A. Laguttseva-Nogina, Tatiana, Natalia V. Rezepova, Alena V. Kalimullina, and Taras G. Chipenko. "Case Study and Its Role among Most Productive Tasks in E-Learning English as a Second Language Course for Technical Students." In ICEMT 2020: 2020 The 4th International Conference on Education and Multimedia Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3416797.3416837.

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Salhani, Alaa, Victoria Khnouf, Rania Al-Zrair, and Serene Dalati. "The internal university factors in determining the graduates’ performance in the labour market: evidence from Syrian universities." In Contemporary Issues in Business, Management and Economics Engineering. Vilnius Gediminas Technical University, 2019. http://dx.doi.org/10.3846/cibmee.2019.043.

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Purpose – this study aims to investigate internal university factors that affect graduates’ performance in the Syrian labour market. Research methodology – the applied methodology employes two questionnaire surveys distributed to a sample of graduates and sample of Work Organizations (WO) for the period from 2012 to 2017. The research uses descriptive and analytical methodologies by applying binary logistic regression, linear regression, T-test and measuring some descriptive statistical indicators. Findings – the research findings indicate that WO collaboration is the main determinant of performance that is measured by two variables, the first one is being selected in a relevant job, and the second one is a performance at work. Moreover, GPA, attendance, and study’s language are determinants in different levels but less than WO collaboration to the graduates’ performance. Research limitations – further research could expand the sample and consider other factors like teaching staff and quality standards in order to get more comprehensive results. Practical implications – universities and business sector can benefit from this research by enhancing WO collaboration as well as curriculums that need to be updated and suited with the need of business. Universities should also consider English as the core language of courses. Originality/Value – this is the first research in Syria that investigate the internal university factors, taking into consideration two different views of points, the graduates and business sector as well as using many different statistical methods
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Maheshwari, Greeni, and Susan Thomas. "An Analysis of the Effectiveness of the Constructivist Approach in Teaching Business Statistics." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3678.

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[This Proceedings paper was revised and published in Informing Science: the International Journal of an Emerging Transdiscipline (InfoSci)] Aim/Purpose: The main aim of the research is to examine the performance of second language English speaking students enrolled in the Business Statistics course and to investigate the academic performance of students when taught under the constructivist and non-constructivist approaches in a classroom environment. Background: There are different learning theories that are established based on how students learn. Each of these theories has its own benefits based on the different type of learners and context of the environment. The students in this research are new to the University environment and to a challenging technical course like Business Statistics. This research has been carried out to see the effectiveness of the constructivist approach in motivating and increasing the student engagement and their academic performance. Methodology: A total of 1373 students were involved in the quasi-experiment method using Stratified Sampling Method from the year 2015 until 2016. Contribution: To consider curriculum adjustments for first year programs and implications for teacher education. Findings: The t-test for unequal variances was used to understand the mean score. Results indicate students have high motivation level and achieve higher mean scores when they are taught using the constructivist teaching approach compared to the non-constructivist teaching approach. Recommendations for Practitioners : To consider the challenges faced by first year students and create a teaching approach that fits their needs. Recommendation for Researchers: To explore in depth other teaching approaches of the Business Statistics course in improving students’ academic performance. Impact on Society: The constructivist approach will enable learning to be enjoyable and students to be more confident. Future Research: The research will assist other lectures teaching Business Statistics in creating a more conducive environment to encourage second language English speaking students to overcome their shyness and be more engaged.
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Margaretha van der Poll, Huibrecht, and John Andrew van der Poll. "Towards an Analysis of Poor Learner Performance in a Theoretical Computer Literacy Course." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3102.

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An alarming number of learners in Accounting at a large distance teaching university fail an introductory course in computer literacy. The lecturers proposed over a period of three years various methods of studying and preparing for the examination in the subject, but with limited success. The problem seems to start at school level even as early on as primary school education. Distance-teaching institutions are furthermore faced with the absence of a classroom environment, a facility which many learners, fresh from school, still have a need for. However, having marked a few thousand scripts twice a year over the past three years, the lecturers identified a number of subproblems all part of the larger problem of learners having to use English as their second or third language to master a content subject. Other problems include an inability to determine the relevance of a formulated answer to a question.
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Kropi´k, Martin, Jan Rataj, and Monika Jurˇicˇkova´. "New Human-Machine Interface at VR-1 Training Reactor." In 18th International Conference on Nuclear Engineering. ASMEDC, 2010. http://dx.doi.org/10.1115/icone18-29799.

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The paper describes a new human-machine (HMI) interface of the VR-1 nuclear training reactor at the Czech Technical University in Prague. The VR-1 reactor is primarily used for training of university students and future nuclear power plant staff. The new HMI was designed to meet functional, ergonomic and aesthetic requirements. It contains a PC with two monitors. The first alphanumerical monitor presents text messages about the reactor operation and status; next, the operator can enter commands to control the reactor operation. The second graphical monitor provides parameters of reactor operation and shows the course of the reactor power and other parameters. Furthermore, it is able to display the core configuration, perform reactivity calculations, etc. The HMI is also equipped with an alarm annunciator. Due to a high number of foreign students and visitors at the reactor, the Czech and English language versions of the user interface are available. The HMI contains also a History server which provides a very detailed storage and future presentation of the reactor operation. The new HMI improves safety and comfort of the reactor utilization, facilitates experiments and training, and provides better support for foreign visitors.
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Reports on the topic "English as a second language courses"

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Rosenbaum, Harvey, Susan C. Stoddart, and Clifford P. Hahn. Evaluation of the Functional Pre-Basic-Training English-as-a-Second- Language Course. Fort Belvoir, VA: Defense Technical Information Center, February 1985. http://dx.doi.org/10.21236/ada173908.

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Hernández, Ana, Magaly Lavadenz, and JESSEA YOUNG. Mapping Writing Development in Young Bilingual Learners. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.2.

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A growing interest in Two-Way Bilingual Immersion (TWBI) programs has led to increased attention to bilingualism, biliteracy, and biculturalism. This article describes the writing development in Spanish and English for 49 kindergarten students in a 50/50 Two-Way Bilingual Immersion program. Over the course of an academic year, the authors collected writing samples to analyze evidence of cross-linguistic resource sharing using a grounded theoretical approach to compare and contrast writing samples to determine patterns of cross-linguistic resource sharing in English and Spanish. The authors identified four patterns: phonological, syntactic, lexical, and metalinguistic awareness. Findings indicated that emergent writers applied similar strategies as older bilingual students, including lexical level code-switching, applied phonological rules of L1 to their respective L2s, and used experiential and content knowledge to write in their second language. These findings have instructional implications for both English Learners and native English speakers as well as for learning from students for program improvement.
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Long, Kathryn. Self-perceptions of non-native English speaking teachers of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5489.

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Fox, Diane. Chinese voices : towards an ethnography of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5780.

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Bergmann, Dennis. Metaphoric extension as a basis for vocabulary teaching in English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6091.

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Goldman, Susan R., and John Murray. Knowledge of Connectors as Cohesion in Text: A Comparative Study of Native English and ESL (English as a Second Language) Speakers. Fort Belvoir, VA: Defense Technical Information Center, August 1989. http://dx.doi.org/10.21236/ada213269.

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O'Malley, J. M., Anna U. Chamot, Lisa Kupper, and Mark A. Sabol. The Role of Learning Strategies in Second Language Acquisition: Strategy Use by Students of English. Fort Belvoir, VA: Defense Technical Information Center, January 1987. http://dx.doi.org/10.21236/ada192006.

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Sprague, Maureen. Foreign Student Enrollment Planning in Five Oregon Institutions with English as a Second Language Programs. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6421.

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Fetter, Robert. An Examination of the English Vocabulary Knowledge of Adult English-for-academic-purposes Students: Correlation with English Second-language Proficiency and the Validity of Yes/No Vocabulary Tests. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6779.

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Kern, Kristen. Developing a test of communicative competence for English as a second language students at the college level. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.694.

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