Relevant bibliographies by topics / English courses

Contents

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

Academic literature on the topic 'English courses'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "English courses"

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Maharddhika, Rizkiana. "Rethinking the Concept of Team Teaching for English and Non-English Course." Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya 25, no. 2 (September 30, 2019): 1–5. http://dx.doi.org/10.33503/paradigma.v25i2.522.

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Generally, a course is taught by one lecturer during one semester. However, one of the institutions in Malang implemented a team teaching model in almost all courses either English or Non-English course. The courses with two and three credits are strongly advised to implement the team teaching model. In this institution, team teaching model is one subject taught by two lecturers; one lecturer for seven meetings before the middle test, and another different lecturer for seven meetings after the middle test. In other words, students will meet two lecturers for one course in one semester in turn. Hence, in this study, the researcher aims to elaborate the concept of team teaching model implemented in this institution. Then, it compared to the real concept of team teaching implementation from other discussions. As a result, there was a bit misconception in the implementation of team teaching concept in this institution. Overall, this study hopefully contributes the insight of team teaching concept for this institution that could be implemented to all courses properly later on
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Khoshaba, Samir. "English As Course Instruction Language. Experiences From Machine Design Courses." Balkan Region Conference on Engineering and Business Education 1, no. 1 (August 15, 2014): 145–48. http://dx.doi.org/10.2478/cplbu-2014-0031.

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Abstract Globalization and internationalization of higher education around the world is “forcing” many universities and colleges from non-English speaking countries to offer a significant part of their educational programs in English. The main motivation to do so is partly to successfully implement student exchange programs such as the European Erasmus Program, and partly to attract “fee-paying free-moving” students from abroad. A third long-term reason to teach in English is to educate young pre-professionals for the global market. However, the adaptation of technical courses from national languages to English cannot be done overnight. On the contrary, this process demands time-consuming preparations that typically involve the expansion of background references and careful planning. In addition, the English skills of course instructors must assure the effective transmission of information, and very often professors face certain difficulties and uncomfortable limitations. Generally speaking, instructing in a foreign language results in less “colourful” expressions. Recent investigations conducted in Sweden on higher education show that teaching efficiency is inferior for courses taught in English when compared with the same courses given in Swedish. This paper deals with various experiences related to the process of changing the language of instruction from Swedish to English in three Machine Design courses taught at Linnaeus University.
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Chun, Seungwoo, Hyondong Kim, Chan-Kyoo Park, Karin McDonald, Oh Sun Ha, Dae Lyong Kim, and Seon Min Lee. "South Korean students' responses to English-medium instruction courses." Social Behavior and Personality: an international journal 45, no. 6 (July 7, 2017): 951–65. http://dx.doi.org/10.2224/sbp.6049.

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We explored the underlying mechanism for South Korean university students' negative responses to English-medium instruction (EMI) courses. Specifically, English language anxiety and confidence, and EMI course attitudes and avoidance were analyzed using survey data from 187 Korean university students. Results showed that English language anxiety played a key role in both EMI course attitudes and avoidance, and also affected student achievement in EMI courses. Students' English language confidence and their perceptions of their instructors' English language competence were found to be unrelated to EMI course attitudes and avoidance, but were negatively related to English language anxiety. In addition, students' EMI course content understanding and grades did not directly influence EMI course avoidance, but did indirectly influence course avoidance through EMI course attitudes. Our results highlight the importance of addressing students' emotional challenges and attitudes to improve their motivation to take EMI courses.
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Kong, Yuan. "A Research on Postgraduate English Curriculum Based on the Academic English." Theory and Practice in Language Studies 8, no. 10 (October 1, 2018): 1338. http://dx.doi.org/10.17507/tpls.0810.12.

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In this paper, the current research situation of academic English is reviewed. From the perspective of curriculum research, we investigate the implementation of Public English curriculum and the needs of academic English, and then put forward some specific measures for the construction of academic English courses. This paper mainly discusses three aspects of the requirement, setting and teaching of academic English courses. On the basis of previous studies, there are not many academic English courses for postgraduate students in Colleges and universities. According to the theory that education is ahead of the economic development, it is an advanced research path to explore the establishment of academic English course in the teaching of postgraduate English. The object of this study is a very representative University in a certain area, which can reflect the overall level of higher education in the region to a certain extent. Both the hardware and the software facilities can provide practical possibilities for the proposal and implementation of this article, and also have a reference for the national colleges and universities.
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Munzaki, Dara Fitria, Lilis Suadah, and Risdaneva Risdaneva. "TEACHING METHODS USED BY STUDENTS OF DEPARTMENT OF ENGLISH LANGUAGE EDUCATION OF UIN AR-RANIRY IN TEACHING ENGLISH AT ENGLISH COURSE." Englisia Journal 4, no. 1 (August 3, 2017): 10. http://dx.doi.org/10.22373/ej.v4i1.1023.

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Learning can take place in school, course, and community. There are some differences of teaching at school and course, such as teaching methods used. It is one of the most important elements in teaching. Teaching method is used to help the learners to gain the knowledge and help them to achieve their learning targets. Therefore, this research focused on teaching methods that were used by English Education Department students in UIN Ar-Raniry in teaching grammar at English courses. The purposes of this research were to identify which methods were used in teaching grammar at courses and to describe the teaching techniques that were applied in classroom. The participants were five English Education students who have been teaching English at English courses. They were selected using purposive sampling with a consideration that they have completed Teaching Method, Micro Teaching, and Teaching Practice (PPL) subjects in their previous semesters. This research was conducted by using qualitative descriptive and two techniques for collecting data namely observation and interview. Based on the research findings, writer found that all of the selected teachers used Grammar Translation Method (GTM) as the main teaching method which was sometimes combined with some techniques of other methods such as Direct Method, Communicative Language Teaching (CLT), and Bilingual Method.
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Safitri, Mahda, and Setiawati Setiawati. "Relationship Betweenparticipant’s Learning Readiness Educate Through Onlinewith the Learning Results on English Courses." SPEKTRUM: Jurnal Pendidikan Luar Sekolah (PLS) 9, no. 3 (August 31, 2021): 307. http://dx.doi.org/10.24036/spektrumpls.v9i3.113233.

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This research is based on the low learning outcomes of students online in English courses at the English Tutorial Center Padang, it is suspected that there is something to do with students' readiness to learn. The purpose of this study is to reveal: (1) a description of students' readiness to learn online, (2) student learning outcomes in English courses at the English Tutorial Center Padang, and (3) reveal the relationship between students' readiness to learn online and learning outcomes in the English course at the English Tutorial Center Padang. This type of research is descriptive correlational research through a quantitative approach. The population of this research is English course students for the period of July - August 2020, totaling 35 people and a sample of 70%, namely 24 people with cluster random sampling technique. The data collection technique used is a questionnaire and the tool used is a questionnaire. The data analysis technique used the percentage formula and the spearman rho formula.The results of this study indicate that: 1) students' online learning readiness in English courses at the English Tutorial Center Padang is low; 2) student learning outcomes in English courses at the English Tutorial Center Padang are low; 3) there is a significant relationship between students' readiness to learn online and their learning outcomes in English courses at the English Tutorial Center Padang. The suggestion of this research is that the manager of the English course at the English Tutorial Center Padang should provide facilities that will be used during learning so that it can foster enthusiasm and readiness to learn students. Instructors should be creative when using learning media so that they can bring up the enthusiasm and readiness of students to learn in the implementation of learning activities.Keywords: Learning Readiness,Learning Outcomes
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Zhang, Hao. "What Makes an Effective English-Medium Course in China? Experiences and Perspectives of International Undergraduates." RELC Journal 49, no. 3 (April 26, 2017): 353–68. http://dx.doi.org/10.1177/0033688217691815.

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This research explores international English majors’ experiences and perceptions of the characteristics of an effective English-as-a-medium-of-instruction (EMI) course. Through an analysis of the triangulated data collected through questionnaire surveys, classroom observations, interviews and correspondences between 45 students and their lecturer in an EMI course at a key comprehensive university in Beijing, this study found that international English majors viewed the lecturer’s English proficiency, personality, commitment to students and to teaching, teaching approach, and language use as the major factors contributing to EMI course effectiveness. Meanwhile, these students did not consider their own English proficiency as crucial to the effectiveness of EMI courses, and neither did they expect EMI courses to improve their English ability.
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JARVIS, HUW. "Internet usage of English for Academic Purposes courses." ReCALL 13, no. 2 (November 2001): 206–12. http://dx.doi.org/10.1017/s0958344001000623a.

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This paper begins by documenting general usage of the Internet as a tool for delivery of English for Academic Purposes (EAP) courses. It then goes on to illustrate how a number of specific internet-based classroom activities might be integrated onto EAP courses in order to equip non-native speakers with the main skills that they are likely to need when following an academic course at a British university.
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Fitria, Rini, Ervina Ervina, Kurniati Kurniati, and Riki Astafi. "Pendampingan peningkatan kemampuan bahasa Inggris siswa panti asuhan Dayang Dermah Bengkalis." ABSYARA: Jurnal Pengabdian Pada Masyarakat 2, no. 1 (July 31, 2021): 56–61. http://dx.doi.org/10.29408/ab.v2i1.3540.

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In addition to studying in formal schools, children can also study in non-formal schools, such as taking courses to understand a lesson. However, to be able to take the course certainly costs a lot. The symptoms found were that some students came from underprivileged families. Found it difficult to divide their study time with their busy lives at the orphanage, lacked interest in learning English, and did not have English language manuals other than textbooks from school. This service activity aims to improve students' English through courses at the Dayang Dermah Bengkalis Orphanage. The method used in this service activity is through fun courses in games, singing, and short conversations. The result of this service is that students' English skills have increased with this course, as evidenced by the increase in students' average English scores from 78 on the initial test to 87 on the final test. It can be concluded that using the course method is an effective way to Improving Students' English at Dayang Dermah Bengkalis Orphanage
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Gashi, Bardha, and Jasmin Jusufi. "Analysis of ESP Courses Profile: Bridging the Gap Between ESP Challenges and 21st Century Skills." European Journal of Language and Literature 9, no. 1 (June 10, 2017): 63. http://dx.doi.org/10.26417/ejls.v9i1.p63-69.

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English has the status of a global language and nowadays, it is “a must tool“. In order to be successful in any field of study you need to know the language that is spoken or known worldwide. Therefore, English should be included in any fields of study or disciplines. English for Specific Purposes (ESP) Courses have been offered at the public universities in Kosovo as an elective or compulsory course at many departments, at least for two semesters. Teaching English courses in higher education should be designed based on students’ needs by analyzing their level of English and study disciplines, concretely, English for specific purposes courses. Even though, ESP looks as an “easy peasy” issue, in this study has been involved the challenges that ESP teachers and students come across during the complexity of teaching and learning process. In general, this paper also presents an overview of the current situation of ESP courses profile at three public universities in Kosovo. The study has been carried out using three different evaluative research instruments, concretely, has been included a quantitative questionnaire with students and ESP teachers, a qualitative questionnaire (interview) with ten ESP teachers, currently teaching English specific courses at the three universities and also a class observation at three main public universities in Kosovo (Prishtina, Peja and Prizren). Based on the findings, the course content affects directly beliefs, motivation and interests of the students. Hence, ESP courses should be designed based on students’ specific language and professional needs in each discipline, while studying at Higher Educational Institutions.
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Dissertations / Theses on the topic "English courses"

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Schug, Daniel. "English courses across disciplines : a question of motivation." Thesis, Paris 8, 2019. http://www.theses.fr/2019PA080057.

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Cette thèse présente une étude comparative sur la motivation des étudiants dans des cours d’anglais général et des cours d’anglais de spécialité (ASP). Depuis leur conception, les cours d’ASP sont considérés plus motivants que les cours de langue général grâce au fait qu’ils soient, dans l’idéal, adapté aux intérêts et aux besoins des apprenants. À présent, par contre, très peu de recherche existe pour confirmer cette notion. La présente étude vise donc à examiner cette question à travers une analyse compréhensive de la motivation des étudiants en cours de langue à l’Université de Paris 8 (France) et l’Università Ca’ Foscari Venezia (Italie). Ce projet est ancré dans deux thèmes principaux dans les recherches sur la motivation pour apprendre une langue étrangère : l’importance du contexte d’apprentissage et les objectifs que peut avoir un apprenant pour la langue. De ce fait, Le L2 Motivational Self System et la Théorie des systèmes dynamiques complexes ont été choisis pour guider l’analyse des résultats. Ces deux théories permettent un examen minutieux de différents éléments présents dans la salle de classe ainsi que du concept de soi de l’apprenant. À travers les questionnaires, les entretiens et les observations en classe, cette étude a pu établir une image détaillée des facteurs susceptibles d’influencer la motivation et l’engagement des apprenants dans les cours d’anglais général et les cours de langue de spécialité afin de faciliter les comparaisons. Finalement, plusieurs similarités ont été identifiées dans la motivation des étudiants dans les deux types de cours ; un grand nombre de participants a exprimé, par exemple, une préférence pour les cours qui commençaient tard dans la journée et pour les leçons organisées autour des activités orales. Cependant, de diverses différences ont également été repérées entre les deux groupes ; les étudiants dans les cours d’ASP avec un niveau de langue très bas, par exemple, ont exprimé un niveau de motivation beaucoup plus bas par rapport aux étudiants dans les cours d’anglais général du même niveau. Ces résultats sont discutés davantage avec leurs implications pour l’enseignement et la recherche
This thesis presents a comparative analysis of student motivation in courses of General English and courses of English for Specific Purposes (ESP). For as long as they have existed, ESP courses have been thought to be inherently more motivating than general language courses given that they, ideally, cater directly to students’ needs and interests. To date, however, very little research exists to support this belief. This study therefore seeks to shed light on this question through a comprehensive analysis of motivation in university students at the Université de Paris 8 (France) and the Università Ca’ Foscari Venezia (Italy). This report is organized around two major themes in motivation research: the importance of classroom setting and the role of the learner’s goals for the language. As such, the L2 Motivational Self System, along with the Complex Dynamic Systems Theory, have been chosen as the principal frameworks guiding this report. These theories allow for a thorough examination of a learner’s self concepts as well as all the factors present in their learning environment. Through the use of questionnaires, interviews and classroom observation sessions, this study has obtained a detailed image of factors influencing learner motivation and engagement in General English and ESP courses, allowing for a comparison of the two groups. Ultimately, it was found that learner motivation was quite similar between the two course setups; students in both groups appreciated certain activities with comparable regularity and they complained about certain elements in the same way. Nevertheless, pronounced differences were also spotted; at lower levels of language proficiency, for example, students in ESP courses reported markedly weaker levels of motivation than their General English counterparts. These findings are discussed in detail along with their implications for further research and classroom practice
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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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Thompson, Clarissa. "Pedagogy and prospective teachers in three college English courses /." Thesis, Connect to this title online; UW restricted, 2002. http://hdl.handle.net/1773/7826.

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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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Ahmad, Tajuddin Azza Jauhar. "A Malaysian professional communication skills in English framework for English for occupational purposes courses." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/28747/.

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Malaysian employers have considerable reservations when it comes to graduates’ employability skills, particularly their flawed English language competence. Given the challenges faced by higher education institutions in Malaysia to match employers’ requirements, there is a need to initiate holistic and comprehensive research on the curriculum practices of current English for Occupational Purposes (EOP) courses. This study sought to better comprehend employers’ perspectives, expectations and practices in dealing with the English language demands of the workplace environment. The requirements demanded by Malaysian employers will determine the key definition of professional communication skills for successful workplace functions. The aim of this study was twofold. Firstly, it intended to define Professional Communication Skills (PCS) by looking at the needs and requirements of Malaysian stakeholders, namely employers, the government and academia. This component explores the requirements, suggestions as well as common practices in relation to English language communication carried out at the workplace in the public and private sectors in Malaysia as voiced by the stakeholders. These valuable facts will help to fulfil the fundamental objective of this study, which is to determine the key definition of professional communication skills identified by Malaysian stakeholders for successful workplace functions. A clearly defined Professional Communication Skills Framework in English is aimed for at the end of this study. Secondly, it also aims to produce an informed, impartial and highly valid PCS framework for English by having the stakeholders thoroughly involved in creating meaning and amending the components within the framework during the validation stage of the study. Additionally, in order to make sure that the framework is not only valid but also achievable, a few experts in the field of teaching English in higher education have looked through the framework thoroughly. This qualitative study sits within the interpretivist paradigm, where data were primarily drawn from in-depth interviews with 24 respondents in the following subgroups: 1) human resource managers from key multi-national industries (10 respondents); 2) government executives who recruit entry-level employees for public sector (4 respondents) and; 3) EOP instructors and HE liaison officers for industrial training (10 respondents). The data were subjected to rigorous deductive and iterative analysis in which soft systems methodology (SSM) was applied. To assure the rigour, integrity and legitimacy of the research process and its worth, trustworthiness criteria were applied all the way through the study. Key findings of the study centre on the complexities of graduates’ English language workplace literacies, where it was discovered that the balance of breadth and depth of communicative competence should be embedded throughout the system of education, as early as in pre-primary education. Contrary to expectations, the findings illustrate that graduates’ personal attributes were rated more important than communicating fluently in the English language. Stakeholders compellingly proposed that these attributes should be stressed during the teaching and learning process in HE institutions and observable measures should be designed to assess the graduates’ personal attributes that are desired by stakeholders. The findings also stress the dire need to put emphasis on fluency over accuracy in the HE curriculum. This study has yielded findings that make an original contribution to both the theory and practice of English language literacies since it adds to the broader view of workplace literacies by unveiling the requirements for English language used in a professional setting situated in a Malaysian context. This study has provided conclusive evidence by documenting Malaysian stakeholders’ requirements regarding the workplace literacies of graduates, scrutinising the findings and developing a practical PCS framework for English, using a Communication Competence Model (Morealle, Spitzberg and Barge, 2007) as its point of departure. These outcomes are especially beneficial for informing policy makers’ agendas in producing competent graduates for the future local and global workforce.
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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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Erwin, Martha L. (Martha Lea). "English Methods Courses in Texas Preparation for the Essential Elements." Thesis, University of North Texas, 1988. https://digital.library.unt.edu/ark:/67531/metadc500661/.

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This study analyzes the congruence between the objectives of secondary-level English methods courses in Texas universities and the objectives of the state-mandated high school curriculum (the essential elements) in language arts. A questionnaire was used to obtain information from 26 English methods instructors at 22 universities in Texas. The data obtained from these questionnaires reveal that these instructors strongly emphasize preparing prospective English teachers to teach the essential elements of composition. Other significant findings include: (1) the lack of emphasis in the English methods course on strategies for teaching the essential elements of language, when those elements are unrelated to composition, and (2) the lack of uniformity which characterizes the organization of the English methods course at major Texas universities.
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Kwok, Yeung Kwai-ming Hily. "A study of the adaptation of authentic materials for civil service English courses." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553872.

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Hannon-Odom, Roxanne Denise. "Perceptions and practices in developmental English courses at a community college." [Pensacola, Fla.] : University of West Florida, 2008. http://purl.fcla.edu/fcla/etd/WFE0000111.

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Erozan, Fatos. "Evaluating The Language Improvement Courses In The Undergraduate Elt Curriculum At Eastern Mediterranian University: A Case Study." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12606120/index.pdf.

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The present study evaluates the language improvement courses in the undergraduate curriculum of the Department of English Language Teaching (ELT) at Eastern Mediterranean University. The language improvement courses are: Oral Communication Skills I and II, Reading Skills I, II, and Advanced Reading Skills, Writing Skills I, II and Advanced Writing Skills, and English Grammar I and II. In this evaluation study, the adapted version of Bellon and Handler&rsquo
s (1982) curriculum evaluation model was employed. The participants of the study were six instructors teaching the language improvement courses and students enrolled in these courses. The data, both qualitative and quantitative, were collected through course evaluation questionnaires for students, interviews with students and teachers, classroom observations, and examination of relevant written documents such as course policy sheets, course materials, and assessment tools used in the courses. The results of the study show that generally the language improvement courses were effective in terms of five aspects specified in the evaluation model employed in the study, as perceived by the students and the instructors. However, the students and the instructors suggested making some changes to the existing language improvement courses to make them more effective and better adjusted to the students&rsquo
needs and expectations. Some important conclusions drawn and recommendations made were: Practice (i.e. practice and production) component in the language improvement courses should be enhanced, a wider variety of authentic materials should be used in the courses, various methods and activities should be utilized in teaching-learning process, and intra-subject and inter-subject relationships (i.e. continuity and coherence) between or among the courses need to be strengthened.
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Books on the topic "English courses"

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Council, British. Marketing English language courses overseas. Manchester: British Council, 1993.

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Institute, Swedish. Courses in English: Universities & university colleges. Stockholm: Swedish Institute, 1995.

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Iggulden, M. First steps in English. Loughborough: Ladybird, 1995.

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Basturkmen, Helen. Developing courses in English for specific purposes. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010.

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Orebro, University of. ECTS student guide and courses in English. Orebro: The University, 2004.

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Basturkmen, Helen. Developing Courses in English for Specific Purposes. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230290518.

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Council, British. Short courses advanced English and academic English: September 1994-April 1995. Manchester: British Council, 1994.

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Council, British. Short courses advanced English and academic English: May to September 1995. Manchester: British Council, 1994.

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English, National Board for Nursing Midwifery and Health Visiting. English National Board: Information on post basic courses. London: E.N.B., 1985.

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Council, British. Short courses English for specific purposes: Summer 1995. Manchester: British Council, 1994.

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Book chapters on the topic "English courses"

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Basturkmen, Helen. "English for the Police." In Developing Courses in English for Specific Purposes, 71–87. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230290518_5.

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Basturkmen, Helen. "English for Medical Doctors." In Developing Courses in English for Specific Purposes, 88–107. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230290518_6.

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Basturkmen, Helen. "English for Thesis Writing." In Developing Courses in English for Specific Purposes, 122–36. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230290518_8.

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Marshall, Bethan. "Multi-Modalities in Literacy/English Education Courses." In Building Bridges, 105–16. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-491-6_8.

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Christison, MaryAnn, and Denise E. Murray. "Connecting Lessons, Courses, and Programs." In What English Language Teachers Need to Know Volume III, 106–16. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429275746-9.

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Anthony, Laurence. "Deciding learning objectives for ESP courses and programs." In Introducing English for Specific Purposes, 77–96. London ; New York : Routledge, [2018] | Series: Routledge introductions to English for specific purposes: Routledge, 2018. http://dx.doi.org/10.4324/9781351031189-6.

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Anthony, Laurence. "Evaluating learners, instructors, courses, and programs in ESP." In Introducing English for Specific Purposes, 122–45. London ; New York : Routledge, [2018] | Series: Routledge introductions to English for specific purposes: Routledge, 2018. http://dx.doi.org/10.4324/9781351031189-8.

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Hu, Lin, Honghua Xu, Shuying Zhuang, and Xiaohan Zhang. "M-Learning Activity Design for College English Courses." In Advances in Computer Science and Education, 365–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-27945-4_58.

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Ni, Xiaohui. "Teaching Methods about Civil Engineering Professional English Courses." In Lecture Notes in Electrical Engineering, 689–92. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24820-7_110.

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Anthony, Laurence. "Identifying needs in the design of ESP courses and programs." In Introducing English for Specific Purposes, 63–76. London ; New York : Routledge, [2018] | Series: Routledge introductions to English for specific purposes: Routledge, 2018. http://dx.doi.org/10.4324/9781351031189-5.

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Conference papers on the topic "English courses"

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Lázár, Viktória. "University Business English Courses Revisited." In 5th International Scientific Conference 2021. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-464-4.18.

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The unexpected transition from in-person to online teaching in the spring of 2020 took university language instructors off guard. The objective of my research is to show that adapting to the new-normal (i.e. unplanned shift to online teaching) had a ripple effect on teaching methods, learning goals, student motivation. The setting of the research is a Business English course at a university in Budapest (Hungary). The autoetnographic research I carried out provides personal reflections both on the objective elements of the course: needs, learning objectives, teaching material and methods and evaluation, and on the affective elements: student motivation and emotions. The findings show that adverse circumstances can force teachers and students not only to set more realistic learning goals, focusing on the most relevant and important materials, but by keeping standards high, to find a new form of motivation.
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"Role of Recessive Courses in English Teaching." In 2020 International Conference on Educational Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000330.

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Ji, Wen. "Research on Cultural Character of English Courses." In International Conference on Electronics, Mechanics, Culture and Medicine. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/emcm-15.2016.80.

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Changjun, Yang. "Construction of Cultural Character of English Courses." In International Conference on Information System and Management Engineering. SCITEPRESS - Science and Technology Publications, 2015. http://dx.doi.org/10.5220/0006022001940197.

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Milal, A. Dzo'ul. "Improving Language Skills in the Teaching of Content Courses." In International Conference on English Language Teaching (ICONELT 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iconelt-17.2018.7.

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Borodzhieva, Adriana. "ANALYSIS OF ONLINE BUSINESS ENGLISH COURSES IN BULGARIA." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1076.

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Korompot, Chairil Anwar. "Restructuring and reorienting English speaking skills courses for initial English teacher education in Indonesia." In 8th International Conference of Asian Association of Indigenous and Cultural Psychology (ICAAIP 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icaaip-17.2018.67.

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Karasik, Olga, Nadezhda Pomortseva, and Natalia Bobyreva. "EXPLORING ENGLISH AND AMERICAN LITERATURE IN LINGUISTIC ACADEMIC COURSES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0761.

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Lijun, Wang. "The Application of Research Teaching Model in English Courses." In 2015 Conference on Informatization in Education, Management and Business (IEMB-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/iemb-15.2015.89.

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Skripichnikova, Natalya, and Oksana Davydova. "THEORETICAL AND PRACTICAL ENGLISH COURSES: ONLINE MANAGEMENT SYSTEM LEARNING." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0676.

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Reports on the topic "English courses"

1

Murillo, Marco. Examining English Learners’ College Readiness and Postsecondary Enrollment in California. Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.policy.8.

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Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy brief concludes with recommendations for state-, district-, and school-level improvements for ELs’ college readiness and postsecondary enrollment.
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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Nechaeva, I. Yu. Distance course «English for masters in space information systems and technologies». OFERNIO, March 2018. http://dx.doi.org/10.12731/ofernio.2018.23547.

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NIKITINA, IRINA. THE LANGUAGE OF CORRUPTION IN ENGLISH BUSINESS DISCOURSE. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/2077-1770-2020-4-3-163-169.

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This article is devoted to identifying the patterns of the use of the language of corruption in English business discourse. In the course of the research, the author analyzes functional features of the language of corruption in English business discourse and describes in detail the various techniques underlying the replacement of the direct naming of “bribe, to give a bribe” to the euphemistic one in English. The analysis allows identifying language strategies characteristic of the modern English business communication.
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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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