To see the other types of publications on this topic, follow the link: English courses.
Journal articles on the topic 'English courses'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'English courses.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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
2
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.
Full textAbstract:
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.
3
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.
Full textAbstract:
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.
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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.
Full textAbstract:
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
10
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.
Full textAbstract:
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.
11
Asquith, Steven, Phoebe Lyon, and Kathryn Jurns. "Taking an English Language Curriculum Online." JALTCALL Publications PCP2020, no. 1 (February 15, 2021): 19. http://dx.doi.org/10.37546/jaltsig.call2020.2.
Full textAbstract:
Whilst online courses have become ever more prevalent in the educational field in recent decades, their efficacy is still debated, especially with respect to language communication classes, which traditionally entail human interactions. Although there has been previous, limited research conducted into online learning options at the same tertiary institution (Mynard & Murphy, 2012), online courses were still far from ubiquitous in the Japanese landscape of tertiary language education curricula at the time of this study. However, adoption of online courses would allow for the expansion of current programs, enabling non-traditional students access to equal education opportunities as well as offer institutions a practical alternative to having to cancel lessons owing to unforeseen circumstances. This study investigates whether online lessons of the core curriculum classes offered at a language-focused Japanese university context, and which were based upon the regular in-class course content, offer comparable value to the regular classroom-based lessons in terms of students’ perceptions of the delivery, structure and usefulness of the lesson. By providing practical descriptions of how the traditional classroom lessons were adapted and delivered online, as well as quantitative feedback comparing the students' perceptions of the online versus classroom lessons, the paper will highlight the challenges of creating online course content, considering both instructors' and students’ viewpoints.
12
Eshtehardi, Reza. "Needs Analysis and Course Design; A Framework for Designing Exam Courses." International Journal of Applied Linguistics and English Literature 6, no. 6 (September 1, 2017): 274. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.6p.274.
Full textAbstract:
This paper introduces a framework for designing exam courses and highlights the importance of needs analysis in designing exam courses. The main objectives of this paper are to highlight the key role of needs analysis in designing exam courses, to offer a framework for designing exam courses, to show the language needs of different students for IELTS (International English Language Testing System) exam, to offer an analysis of those needs and to explain how they will be taken into account for the design of the course. First, I will concentrate on some distinguishing features in exam classes, which make them different from general English classes. Secondly, I will introduce a framework for needs analysis and diagnostic testing and highlight the importance of needs analysis for the design of syllabus and language courses. Thirdly, I will describe significant features of syllabus design, course assessment, and evaluation procedures.
13
Stoyanova, D. "Designing ESP Courses: Principles & Specificities." Professional Discourse & Communication 3, no. 1 (March 26, 2021): 62–74. http://dx.doi.org/10.24833/2687-0126-2021-3-1-62-74.
Full textAbstract:
The article is aimed at specialists in teaching English for professional communication and is dedicated to development of courses of English for Specific Purposes (ESP). The author describes characteristic features of such courses, that need to be considered by methodologists, and describes an algorithm that has been successfully used in course development at Skyes University and Skyeng online school. Besides the step-by-step algorithm, the article describes tools that are needed to successfully develop an ESP course: tools to check the text CEFR level, tools to select learning outcomes, vocabulary and grammar functions for a specific level of language acquisition, goals and professional area. The article also lists tools to ensure the pragmatic value of the course being developed and reasons for using particular approaches and techniques in teaching, such as Task-based learning, Project-based learning, case studies. All the methods and techniques, described by the author, are illustrated with examples from online courses that have been designed and used by Skyeng and Skyes University platform. The algorithm and set of tools will be useful for development not only of online courses but also of textbooks of English for Specific purposes and professional communication.
14
Flynn, Alison B. "Structure and evaluation of flipped chemistry courses: organic & spectroscopy, large and small, first to third year, English and French." Chemistry Education Research and Practice 16, no. 2 (2015): 198–211. http://dx.doi.org/10.1039/c4rp00224e.
Full textAbstract:
Organic chemistry is a traditionally difficult subject with high failure & withdrawal rates and many areas of conceptual difficulty for students. To promote student learning and success, four undergraduate organic chemistry and spectroscopy courses at the first to third year level (17–420 students) were “flipped” in 2013–2014. In the flipped course, content traditionally delivered in lectures is moved online; class time is dedicated to focused learning activities. The three large courses were taught in English, the small one in French. To structure the courses, each course's intended learning outcomes (ILOs) were analyzed to decide which course components would be delivered online and which would be addressed in class. Short (2–15 min), specific videos were created to replace lectures. Online and in-class learning activities were created in alignment with the ILOs; assessment was also aligned with the ILOs. A learning evaluation was undertaken to determine the impact of the new course structure, using Guskey's evaluation model. Analysis of students' grades, withdrawal rates, and failure rates were made between courses that had a flipped model and courses taught in previous years in a lecture format. The results showed a statistically significant improvement in students' grades and decreased withdrawal and failure rates, although a causal link to the new flipped class format cannot be concluded. Student surveys and course evaluations revealed high student satisfaction; this author also had a very positive experience teaching in the new model. The courses' overall design and evaluation method could readily be adapted to other chemistry, science and other courses, including the use of learning outcomes, the weekly course structure, online learning management system design, and instructional strategies for large and small classes.
15
Adarkwah, Michael Agyemang, and Yu Zeyuan. "Perceptions of the Effect of an EAP Course on English Self-efficacy and English Proficiency: Voices of International Students in China." World Journal of English Language 10, no. 2 (April 28, 2020): 1. http://dx.doi.org/10.5430/wjel.v10n2p1.
Full textAbstract:
The English language has become an essential means for communication and studies for international students globally. With the increasing number of international students trooping to China to study diverse courses which are taught in the English medium, there is a need to address challenges faced by international students from non-native English speaking countries. The study adopted an embedded mixed-method approach where face-to-face interviews and focus group discussions were conducted on freshmen international students taking English for Academic Purposes (EAP) in a specific faculty of a university in China. The interviews were supplemented by the Questionnaire of English Self-Efficacy (QESE) to measure their perceived English self-efficacy after the course. An online questionnaire on English Course Evaluation (ECE) was used to measure the students’ assessment of the course. The findings of the study offer insights into the effect of the intervention, challenges faced by students during the course, and suggestions on things to consider during the implementation of English courses for non-native English students in the future.
16
Stanley, Gordon, and Robert G. MacCann. "Removing Incentives for "Dumbing Down" Through Curriculum Re-structure and Additional Study Time." education policy analysis archives 13 (January 6, 2005): 2. http://dx.doi.org/10.14507/epaa.v13n2.2005.
Full textAbstract:
Offering differentiated courses to cater for a wide range of ability can lead to "dumbing down" when brighter students choose easier courses, which they can handle well without undue effort. This occurred when differentiated English courses were introduced in the senior secondary certificate in the state of New South Wales (NSW) in Australia. To avoid this trend continuing, new differentiated courses reported on a common scale were developed. At the same time a new preparatory course was provided to support weaker students to achieve the minimal standard in English. The resulting reform has led to stronger outcomes in English and increasing numbers of students taking more demanding courses. Defining clear standards on a common scale has led to better achievement for all students without having an adverse effect on participation in the senior secondary certificate.
17
Black, Jean. "Performance in English Skills Courses and Overall Academic Achievement." TESL Canada Journal 9, no. 1 (October 26, 1991): 42. http://dx.doi.org/10.18806/tesl.v9i1.595.
Full textAbstract:
The implementation of ESL courses at universities and colleges has been based on the assumption that a threshold level of English proficiency is necessary for students to succeed at their academic work. The correlation, however, between English language proficiency and academic success has not been clearly established. This paper describes a study undertaken at Brock University which correlates performance of students in ESL courses in spoken and written English with achievement in their other academic courses. The grades received in the ESL courses were correlated with the overall academic average and the major average for the whole group and for each of three degree groups-students completing B.A, RSc., and B.RE. degrees. Analysis of the data revealed a modest positive correlation between performance in written English and the overall and major averages in all groups except the B.RE., in which there was no significant correlation. The grades for the spoken English course failed to correlate significantly with either the overall average or the major average in any of the groups. Pedagogical implications of these surprisingly low correlations are discussed, and suggestions are offered for making skills learned in ESL courses more relevant to the academic needs of students.
18
Pitkänen, Kari K. "From a reader/listener to a speaker/writer: Student views confirm the need to develop English courses further towards productive, interactive skills." Language Learning in Higher Education 8, no. 2 (September 25, 2018): 445–68. http://dx.doi.org/10.1515/cercles-2018-0023.
Full textAbstract:
AbstractOver the past decades, Finland has become more international, and the need for academic and professional language skills has increased and shifted towards productive skills. In this paper, I shall provide an overview of this development as seen through course catalogues from four decades, and compare it with real student needs, strengths and weaknesses. The material consists of course descriptions from the 1970s to the present, which are used to trace the evolution and development of English courses taught at the University of Helsinki Language Centre. These were contrasted with 365 CEFR self-assessments my students completed at the beginning of their faculty-specific English courses (English Academic and Professional Skills) and another data set consisting of 20 interviews of graduates who have used languages professionally. The results show that the language courses have been developed so that they focus more on productive skills, which the students find demanding but essential for coping academically and professionally. For new teachers developing their English courses, this paper provides a context to be considered in the development process.
19
Davey, Bill. "University College of Cape Breton." Florilegium 20, no. 1 (January 2003): 128. http://dx.doi.org/10.3138/flor.20.039.
Full textAbstract:
In brief, I am the only one who teaches medieval literature in the Department of English. I teach two six-credit courses. I offer a third-year course, Middle English (a survey of literature in the first term and the Canterbury Tales in the second), every year. I offer Old English literature once every two or three years. Students who take a four-year major in English literature must take one of these courses, but may take both. The enrolment in the classes is good, so they are not in immediate danger.
20
Lin, Ching-Ying. "Taiwanese College Students’ Perceptions of Integrating Multimedia into ESP Courses." Studies in English Language Teaching 4, no. 3 (July 27, 2016): 351. http://dx.doi.org/10.22158/selt.v4n3p351.
Full textAbstract:
<p><em>The purpose of this study was to investigate the learning difficulties and the preferred learning strategies among Taiwanese college students while they were taking English for Specific Purpose (ESP) courses. Two different ESP courses are examined: one of the courses is an undergraduate Marketing English course and the other is an undergraduate Hospitality English course, both in a college of liberal arts and social science in the national university in Taiwan. The instructor in the ESP courses adopted the multimedia—integrated instruction. The multimedia—integrated instruction not only provided authentic materials for learners in the target ESP, but also offered students real situational settings and useful activities that based on individual need. The result of the study indicated that students’ self-learning effectiveness in both performance and linguistic skills were significantly improved. In addition, they reported satisfaction with the multimedia-integrated instruction. Thus, the multimedia—integrated instruction increase learners’ motivation and also offer a solution to learners’ problems in the development of ESP courses.</em><em></em></p>
21
Chaudhury, Tazin Aziz. "Identifying the English language needs of humanities students at Dhaka University." Dhaka University Journal of Linguistics 2, no. 4 (January 18, 2011): 59–91. http://dx.doi.org/10.3329/dujl.v2i4.6900.
Full textAbstract:
Till recently freshmen at all the departments of the Faculty of Humanities of Dhaka University compulsorily attended a centrally conducted English language skills development course titled the English Foundation Course. Since 2006 the Foundation Course was discontinued and replaced by individual courses conducted by the respective departments. However neither the English Foundation Course nor the present individual courses were designed on the basis of Needs Analysis - the primary pre-requisite of any curriculum design nor have they ever been evaluated. This article presents the findings of a formal needs analysis and evaluation conducted by the researcher. Key Words: Needs Analysis; Evaluation; Language skills and sub-skills; Course usefulness and difficulty; Classroom teaching styleDOI: 10.3329/dujl.v2i4.6900Dhaka University Journal of Linguistics Vol.2(4) August 2009 pp.59-91
22
VAN DER MEIJ, HANS, and XIAOGUANG ZHAO. "Codeswitching in English Courses in Chinese Universities." Modern Language Journal 94, no. 3 (August 18, 2010): 396–411. http://dx.doi.org/10.1111/j.1540-4781.2010.01090.x.
Full text
23
Yigitoglu, Nur. "Developing courses In English for specific Purposes." System 39, no. 4 (December 2011): 565–66. http://dx.doi.org/10.1016/j.system.2011.06.007.
Full text
24
Laborda, J. G. "Developing Courses in English for Specific Purposes." ELT Journal 66, no. 1 (December 15, 2011): 143–44. http://dx.doi.org/10.1093/elt/ccr072.
Full text
25
Serrano, R., E. Tragant, and A. Llanes. "Summer English courses abroad versus 'at home'." ELT Journal 68, no. 4 (April 26, 2014): 397–409. http://dx.doi.org/10.1093/elt/ccu007.
Full text
26
Gholami, Javad, and Masoumeh Samadi Osalu. "Developing Courses in English for Specific Purposes." Journal of English for Academic Purposes 11, no. 2 (June 2012): 170–71. http://dx.doi.org/10.1016/j.jeap.2011.07.004.
Full text
27
Kshetree, Arun Kumar, and Kamala K. C. "Gender and Indigenous Perspectives In English Courses." Butwal Campus Journal 3, no. 1 (July 1, 2020): 71–86. http://dx.doi.org/10.3126/bcj.v3i1.36508.
Full textAbstract:
This study presents the situation of inclusion of gender and indigenous perspectives in the M Ed English courses namely ‘Interdisciplinary Readings Part-1’ and ‘Readings in English’. It is basically a textual analysis of how gender roles are represented in the different texts of these courses and to whether there is the inclusion of indigenous knowledge in the texts to relate the previous knowledge of the readers with the new knowledge to be imparted. The researchers analyzed the texts in both courses and found that both courses were not able to respect gender balance in the matter of inclusion of female writers and female related issues though there are a significant number of texts with female names. Not only this, the inclusion of indigenous knowledge was also slightly neglected in both courses which may result in less interest of students. The researchers recommend including both perspectives properly in the courses of English so that the students enjoy learning new things linking them with what they have been practicing while reading the texts. The study will contribute to the syllabus designers, textbook writers, researchers and future teacher trainers for developing some insights related to these issues and help learners learn with pride and the feeling of ownership on gender issues and IK.
28
Chuang, Yung-Ting. "An EMI Pedagogy That Facilitates Students' Learning." English Language Teaching 8, no. 12 (November 5, 2015): 63. http://dx.doi.org/10.5539/elt.v8n12p63.
Full textAbstract:
<p>In recent decades, increasing numbers of EMI (English as Medium of Instructions) courses have been added to university course offerings in countries where English is not the first language, as a way of supporting university internalization and addressing the global status of English. However, some studies argue that EMI courses might affect the overall learning of course content because of students' poor lecture comprehension and passive engagement in class. In order to facilitate student engagement and improve learning experiences in EMI courses, the author introduces a pedagogical method that would facilitate students' overall learning in her EMI course. Based on students' overall feedback, the author confirms that her pedagogy is an effective method that improves lecture comprehension, encourages more class engagement, and promotes collaborative learning. Finally, the author recommends that other instructors apply this pedagogy to their EMI classes for better learning outcomes.</p>
29
Carter, Don. "Retrieving the forgotten influence of Herbart on subject English." English Teaching: Practice & Critique 15, no. 1 (May 3, 2016): 40–54. http://dx.doi.org/10.1108/etpc-01-2016-0013.
Full textAbstract:
Purpose The purpose of this paper is to examine the strong influence of Herbartian ideas on the first secondary school-based English course (1911) in New South Wales (NSW), Australia. Whilst previous research has established the influence of the “New Education” on the (NSW Director of Education, Peter Board, the architect of the) 1911 courses, no specific analysis of Johann Friedrich Herbart’s educational ideas has been undertaken in relation to this seminal secondary English course. Design/methodology/approach Through using three of Herbart’s key educational ideas as an interpretive framework to analyse the 1911 NSW Courses of Study for High Schools English course, the paper demonstrates the influence of those ideas on this inaugural secondary English course. Findings The analysis reveals that the NSW 1911 secondary English course was influenced by Herbartian educational ideas underpinning the course. Research limitations/implications This paper focuses on the “pre-active”1911 rhetorical English curriculum in NSW, rather than the “enacted” implemented curriculum. Practical implications The paper identifies Herbartian influences on the 1911 NSW English syllabus, revealing important philosophical ideas. Social implications Future English curriculum design will benefit from the identification of the philosophical ideas embedded in the NSW 1911 English curriculum. Originality/value This analysis provides insights into the Herbartian influences on the first secondary English course in NSW.
30
Cai, Huan, Meining Wang, and Yingmei Yang. "Teaching Accounting in English in Higher Education – Does the Language Matter?" English Language Teaching 11, no. 3 (February 14, 2018): 50. http://dx.doi.org/10.5539/elt.v11n3p50.
Full textAbstract:
Learning business related courses, especially accounting, in English is a challenge for many Chinese students. The purpose of this study is to provide some insights into the role of the language in accounting learning. We investigate this issue in the program of Teaching Business Related Courses in English for undergraduate students at Guangdong University of Foreign Studies. Accounting courses in English at GDUFS are taught to two different groups: English majors with higher English proficiency who are required to receive 2 years of intensive training in listening, speaking, reading and writing before taking the accounting course in English and non-English majors who do not receive the same level of English training as English majors do. We find that there is no direct significant relationship between accounting learning and students’ English proficiency but we do find a strong correlation between students’ analytical ability and their accounting learning instructed in English. We also find that motivation, specifically students’ clear career path in the accounting field, plays an important role in determining their performance in accounting learning. The findings in this paper have meaningful implications for the feasibility of teaching non-English majors accounting in English and for designing a good learning environment in English educational settings.
31
Guarino, Anthony J., Jo-Anne E. Schick, and Marian Parker. "Completion of Introductory English as a Predictor of Introductory Psychology Achievement." Psychological Reports 90, no. 3_suppl (June 2002): 1197–200. http://dx.doi.org/10.2466/pr0.2002.90.3c.1197.
Full textAbstract:
The high rate of attrition in introductory psychology courses at community colleges has led some institutions to require an introductory English course, focusing on reading and writing, as a prerequisite. The primary objective of this research was to assess whether successfully completing the introductory English course had any relation to successful completion of the introductory psychology course. Participants were 11,139 students enrolled over a 3-yr. period in introductory psychology courses at a large urban community college in the southwest. A simultaneous multiple regression analysis indicated a significant but not a practical increase in the variance of final grades.
32
Guarino, Anthony J., Jo-Anne E. Schick, and Marian Parker. "Completion of Introductory English as a Predictor of Introductory Psychology Achievement." Psychological Reports 90, no. 3_part_2 (June 2002): 1197–200. http://dx.doi.org/10.1177/003329410209000323.2.
Full textAbstract:
The high rate of attrition in introductory psychology courses at community colleges has led some institutions to require an introductory English course, focusing on reading and writing, as a prerequisite. The primary objective of this research was to assess whether successfully completing the introductory English course had any relation to successful completion of the introductory psychology course. Participants were 11,139 students enrolled over a 3-yr. period in introductory psychology courses at a large urban community college in the southwest. A simultaneous multiple regression analysis indicated a significant but not a practical increase in the variance of final grades.
33
Irudayasamy, Julius, Nizar Mohammed Souidi, and Carmel Hankins. "Impact of an ESP Course on English Language Proficiency of Undergraduate Engineering Students: A Case Study at Dhofar University." International Journal of Higher Education 9, no. 2 (March 28, 2020): 308. http://dx.doi.org/10.5430/ijhe.v9n2p308.
Full textAbstract:
Over the last several decades, graduate students from engineering courses have faced a challenge of regular rejections in the work market despite their outstanding academic qualifications. In response to this challenge, many universities across the globe have introduced in their curricula the English for Specific Purposes (ESP) courses tailored to the need of engineering students. The present study evaluated the effectiveness of the ESP course for engineering students introduced at Dhofar University in Oman. The study participants were first- and second-year undergraduates from the Faculty of Engineering. The participants responded to a 26-item survey that addressed the course content and the changes in the students’ English language proficiency. The results demonstrated that taking the ESP course had a positive impact on the course content, participants’ vocabulary and grammar, as well as on their specific English language skills. The limitations of the study include a relatively small sample of participants and the self-reporting bias inherent in the use of a self-report methodology. Therefore, further research using more objective measures to evaluate the effectiveness and impact of ESP courses on English proficiency of engineering students would be needed.
34
Indrianti, Titien. "Revisiting the Business English Courses to Meet the Stakeholers’ Demand." Jurnal Linguistik Terapan 9, no. 2 (November 30, 2019): 43. http://dx.doi.org/10.33795/jlt.v9i2.93.
Full textAbstract:
In the international business communication, English has become a medium of communication. To respond to such a global challenge, it is vital to equip students with Business English courses to prepare them to be more competitive worldwide. Nevertheless, studying Business English is quite problematic to many non-native learners since they have to focus both on the subject matter and the language. The present study is conducted to investigate the perspectives of the students and alumni on the Business English courses at the Business Administration Department, State Polytechnic of Malang. A survey on the second year students and the alumni was conducted. The questionnaires were distributed to elicit their views on the courses, as well as their recommendations. The existing English syllabuses and materials were collected to be overviewed. The findings indicate most students are in favor of the course. Their motivation and interest in the course are good that they make some attempts to support their Business English skills acquisition. The business English competences, like: business presentation, business meeting, business socializing, negotiation, business correspondence, and knowledge, like global business issues are of their benefits to prepare them to work and develop their career in the future. The alumni claim they apply the Business English knowledge and skills in their workplace. However, the level of the application is different following their job position in the workplace. The students’ proposals for the course are that it should be presented in a more fascinating way and business communication skills are more emphasized. Besides, global business materials and vocabulary in business are to be more inserted. The alumni recommend providing more business communication practices and vocabulary enrichment. Showing the formal and informal English usage is also necessary. Besides, character building related to business needs to be inserted. The Business English syllabuses and materials were in line with the students’ and alumni’s expectation. The content and materials have already covered business knowledge and skills as expected by the stakeholder.
35
Wijirahayu, Suciana, Hendro Priyatmoko, and Siti Hadianti. "Critical, Logical & Creative Thinking in A Reflective Classroom Practices." IJET (Indonesian Journal of English Teaching) 8, no. 1 (July 23, 2019): 33–40. http://dx.doi.org/10.15642/ijet2.2019.8.1.33-40.
Full textAbstract:
This study examines the application of higher order thinking in a class of Word Formation in Modern English course in Faculty of Classical and Modern Philology, Sofia University. The course description, classroom activities and assessment are presented to give evidence on how high order thinking was applied by the lecturers. The experience of taking courses in Language and Culture program, Department of English and American Studies, implemented in the four language skills from the courses of Varieties of Spoken English and The Principle of Literary Analysis are also elaborated. In the English classrooms, the students were asked to apply higher order thinking skills in order to improve their English mastery. Deep understanding about the subject matters and being able to construct pedagogical content knowledge to develop higher-order thinking skills of the students were shown in the classroom practices in this study.
36
Tarnopolsky, Oleg. "Expanding and Improving the English Language and Culture Education of Ukrainian Tertiary Students Majoring in English." International Letters of Social and Humanistic Sciences 87 (May 2019): 32–40. http://dx.doi.org/10.18052/www.scipress.com/ilshs.87.32.
Full textAbstract:
The article discusses an innovative course taught to students majoring in English at Ukrainian universities. The course called “Specific Features of the English Language and English-Speaking Nations’ Cultures in the Context of International Communication” was designed to eliminate the lack of a number of issues that must be included in the curriculum of English language and culture studies to be learned by such students but which are ordinarily not included there because each of them cannot make the subject matter of a separate university course and does not fit into the traditionally taught courses. The issues in question embrace: the specific (global or planetary) role of English among other languages of international communication; World Englishes, International English and English as a lingua franca and how to choose the variety of English to be taught as a foreign language; the specifics of business negotiations in English in intercultural contexts, business presentations in English, and business telephoning in English in such contexts; communicative behavioral etiquette (verbal and non-verbal) in intercultural communication in English; lifestyle communicative behavioral patterns of the English-speaking nations. The paper shows how teaching these issues enriches and improves the English language and culture education of English major students expanding that education and relevant practical training to fit much better the international and intercultural contexts of communication in English.
37
Wang, Kun, and Yi Yang. "The Integration of Information Technology in College English Courses." Advanced Materials Research 945-949 (June 2014): 3573–76. http://dx.doi.org/10.4028/www.scientific.net/amr.945-949.3573.
Full textAbstract:
This paper explores the integration of Information Technology in college English courses based on empirical research. A questionnaire about the current situation of educational technology training was conducted in three universities of Changchun City in China with 200 subjects selected. After analyzing the figures obtained, the paper deduces the conclusion that three ways contribute to the integration. The first step is to improve gradually the college English teachers’ educational technology training which proves to be necessary; Secondly, the Blended Learning Model is the key to the integration of Information Technology in extensive reading courses; Last but not least, computer software such as CAVOCA and Webquest is more effective in the course of listening and speaking.
38
Alkooheji, Lamya, and Abdulghani Al-Hittami. "University Graduates’ Perception about the Effect of EFL Speaking Skills on Employability." International Education Studies and Sustainability 1, no. 1 (February 24, 2021): p38. http://dx.doi.org/10.22158/iess.v1n1p38.
Full textAbstract:
This paper explores the perception of Bahraini graduates from the University of Bahrain on the speaking skills they acquired in EFL courses in higher education and to what extent it served them in job interviews and at work. The study employed an online survey to collect data from Bahrainis who have graduated from the University of Bahrain in the last five years, and 214 responses were collected. The results showed that the majority of participants thought that university EFL courses should focus more directly on English speaking skills as they affected their success in job interviews and for work. According to the participants, the three major obstacles to improving English speaking skills required for increasing employability in EFL courses were that these courses were mostly based on indoctrination, that students rarely found a chance to talk in class and also that topics were far from verbal communication needs at work. The study suggested some in-class strategies for improving English speaking skills and also recommended either making speaking a compulsory graded component of EFL courses and/or adding a compulsory English speaking course to the university programmes.
39
Vettorel, Paola, and Sara Corrizzato. "Fostering awareness of the pedagogical implications of World Englishes and ELF in teacher education in Italy." Studies in Second Language Learning and Teaching 6, no. 3 (September 29, 2016): 487–511. http://dx.doi.org/10.14746/ssllt.2016.6.3.6.
Full textAbstract:
Teacher education represents an essential step to raise awareness of the sociolinguistic changes brought about by the current pluralization of English and by its lingua franca role. Within the pre-service teacher education programs run at the Department of Foreign Languages and Literatures, University of Verona, Italy, part of the English language course focused on issues related to World Englishes (WE) and English as a lingua franca (ELF), aiming at fostering awareness of and active reflection upon their pedagogical implications. After taking into consideration recent developments in WE- and ELF-aware teacher education, we will report on findings from a research study involving trainee teachers attending the aforementioned courses for English in academic years 2012-13 to 2014-15. The main aim of the study has been to investigate whether, how and to what extent trainee teachers’ pedagogical knowledge and reasoning about a WE and ELF-informed perspective in teaching practices may undergo a change after attending these courses. Drawing upon different sets of data (questionnaires, reflections in e-learning discussion forums, interviews and final reports), the trainees’ increased awareness of and readiness to include a WE- and ELF-informed didactic approach after attending the course will be discussed, together with implications for foreign language teacher education.
40
Kholod, Iryna. "THE DIAGNOSIS OF TEACHERS’ POSTGRADUATE EDUCATION QUALITY." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 139–47. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232967.
Full textAbstract:
The article dwells on the problem of the quality of postgraduate pedagogical education through training courses. It presents the results of diagnostics of the quality of professional competence development, revealed by questioning the participants of advanced training courses of the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University. To identify the level of organization and teaching of online training courses, as well as to determine the difficulties that arose in their learning process, we conducted a survey of participants. Based on the analysis of the results of the survey, we made some proposals that participants consider a priority for their professional development.The article demonstrates the experience of the Faculty of Foreign Languages in organizing postgraduate training courses. The program of the advanced training course for English teachers at the Faculty of Foreign Languages of Pavlo Tychyna Uman State Pedagogical University concerns current Standards in the subject “The methods of teaching English”. The new program recommends implementing interactive teaching approaches and technologies, creative tasks, case studies, projects into the training courses. The main components of a teacher’s professional activity are aware of the needs of learners, planning and organizing lessons, assessing the level of communicative competencies, as well as the mastering of English, methods of teaching, managing their professional development. We discussed the conditions and forms of training, content materials, some specific difficulties in organizing training courses.
Keywords: postgraduate pedagogical education, training courses, quality assessment, questionnaires, methodological competence, digital competence, location of training courses, modern methods of teaching English, online courses.
41
Sánchez Hernández, Purificación, and Pascual Francisco Pérez Paredes. "Integrating English for Specific Academic Purposes (ESAP) skills into mainstream English courses." Revista Alicantina de Estudios Ingleses, no. 15 (2002): 229–40. http://dx.doi.org/10.14198/raei.2002.15.19.
Full text
42
Calkin, Siobhain Bly. "Carleton University." Florilegium 20, no. 1 (January 2003): 109–10. http://dx.doi.org/10.3138/flor.20.031.
Full textAbstract:
Medieval Studies at Carleton University are in a state of change right now. Recent retirements in some departments have meant that some offerings have disappeared, while recent hirings in other departments have led to an increase in the number and variety of courses offered there. A self-directed interdisciplinary B.A. in Medieval Studies is currently on the books, but has not often been taken up in recent years. Students usually study the Middle Ages as part of a more traditional disciplinary degree program (B.A. in History, B.A. in English). In the History department right now, one course on the Middle Ages is offered, a survey of the history of medieval England, and medieval history is listed as one of the supervised fields for the M.A.. In the College of the Humanities, students have the opportunity to take a more general introduction to the history of the Middle Ages, or a survey of medieval philosophy. Offerings in history and philosophy thus consist mainly of survey courses at the undergraduate level. Survey courses of medieval and Renaissance literature are offered by the French and English departments. Students in French may also take a course in History of the French Language and occasionally a fourth-year seminar in medieval French literature. In the English department, undergraduate students may pursue medieval studies beyond the survey level in a 300-level Chaucer course or in a 400-level seminar in medieval literature whose specific topic varies each year. Graduate courses in medieval literature are also offered each year in the English department's M.A. program. Independent reading courses, too, are offered, while courses such as History of the English Language (which has not been offered in recent years) are being revived. Thus, in some disciplines at Carleton the opportunity to study the Middle Ages has declined, but in others that opportunity has increased and will continue to do so.
43
Shrestha, Prithvi N. "Designing an online business communication course in English by responding to student needs through an evidence-based approach." Journal of China Computer-Assisted Language Learning 1, no. 1 (August 1, 2021): 47–79. http://dx.doi.org/10.1515/jccall-2021-2003.
Full textAbstract:
Abstract Communication skills are essential for the employability and academic success of business graduates. These skills are either embedded in undergraduate business management courses or taught in a separate course. Designing an English communication course for business management students is reported widely in the literature. However, research on such courses for distance education is scarce despite their increasing demand for distance courses due to an increasing globalisation of higher education and workplaces. This paper reports on the evidence-based design of an award-winning online business communication course in English which responded to changing needs of distance business management students at The Open University, UK. It draws on student needs analysis data (student surveys, online forum posts, industry skills survey reports and a content analysis of business management courses and assignments) and course evaluation surveys to investigate how the online course addressed student needs in terms of course content, teaching and learning and assessment. It argues that student needs analysis is paramount for any new course design and online delivery because the success of a course relies on meeting student needs. The paper has implications for business communication course design and business communication teachers.
44
Xie, Qing. "Using Production-Oriented Approach in Business English Courses: Perceptions of China’s English-Major and Non-English-Major Undergraduates." SAGE Open 11, no. 2 (April 2021): 215824402110165. http://dx.doi.org/10.1177/21582440211016553.
Full textAbstract:
In light of pedagogical innovation, this study reports a two-stage survey with 172 participants from English-major and non-English-major programs on their needs of production-oriented approach and perceptions of effective implementation strategies in business English courses at a Chinese university. The results of the study suggest that while the two student groups used different learning methods, both valued communication with native speakers. While the two groups had different needs in business English reading, writing, and speaking activities, they also preferred listening to business news broadcasts. The two groups liked learning in case studies and case-based methodology. Based on the needs, a production-oriented teaching procedure is designed. For teaching activities, the students preferred simulation and role-play. As to their favorite teaching and learning materials, English-majors mentioned English news reading and videos, whereas non-English-majors liked theme-based reading materials. For curriculum adaptation and post-course practice, they suggested using communicative activities and more recent cases. The majority of the groups considered the teaching activities, materials, and activities as effective. Based on the different needs and perceptions, effective and tailored implementation strategies for a production-oriented approach in business English courses for the two student groups at this Chinese university context are suggested. Informed by production-oriented pedagogical theories, the results of the study may have significant implications for business English teaching reform and theoretical development in Chinese universities as well as other cultural and education settings in further innovating and refining the teaching and learning process.
45
Randhawa, Bikkar S. "Structure of Learning Environment Variables under Two Instructional Conditions." Psychological Reports 66, no. 2 (April 1990): 531–38. http://dx.doi.org/10.2466/pr0.1990.66.2.531.
Full textAbstract:
The present study investigated the congruence between the factor structures of the learning environment and cognitive variables for mathematics and English courses in Grade 10. Three common factors were obtained in each course. Procedural characteristics and cognitive factors in mathematics were highly similar to the corresponding factors in English. However, the formative characteristics factor identified in mathematics was not congruent to the corresponding factor in English. Learning environment variables produced two factors. These factors resembled the congruent factor properties for the two courses when the learning environment and cognitive variables were factor analyzed together. Implications for learning and instructional research are mentioned.
46
Nhung, Le Thi Thuy, and Le Huong Hoa. "Needs analysis in ESP context: A case study of People’s Police University Students." HO CHI MINH CITY OPEN UNIVERSITY JOURNAL OF SCIENCE - SOCIAL SCIENCES 11, no. 1 (June 29, 2021): 66–73. http://dx.doi.org/10.46223/hcmcoujs.soci.en.11.1.1438.2021.
Full textAbstract:
This paper investigates the learning needs of students enrolled in an ESP course at the People’s Police University. A qualitative case study research design was employed through in-depth interviews with 20 undergraduate students. The findings show that the students perceived reading and writing as critical English skills needed for their future profession. The need to thoroughly understand the specialized subject matter in both English and Vietnamese was also reported. Also, the students wished to gain access to extra resources to assist their studying of ESP courses. The students experienced difficulties in mastering technical terms and specialization and comprehending online resources in English. Implications are made based on the findings. The study results would serve as a reference for language program managers, course designers, and English language instructors to enhance ESP courses’ quality in Vietnamese universities.
47
Liu, Wei, Feng Yu, and Hao Lin. "An Empirical Study on Imbalance of English Teaching Online." Applied Mechanics and Materials 687-691 (November 2014): 2375–78. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2375.
Full textAbstract:
National Level Quality Course Project in Higher Education aims at improvement of learners’ all-round English abilities and English teaching quality in universities and colleges in China by sharing free fine teaching information. An empirical study of National Level Quality Courses shows Online English teaching in Chinese colleges and universities is out of balance in information distribution, teaching guidelines, teaching modes, teaching methods and teaching/learning platforms between College English and English for English Majors.
48
Germizaj, Dr Sc Shykrane, and Dr Sc Shpresa Hoxha. "Students’ Perception of the ESP Courses at the University of Prishtina." ILIRIA International Review 4, no. 1 (June 30, 2014): 363. http://dx.doi.org/10.21113/iir.v4i1.71.
Full textAbstract:
It is widely accepted that three main factors that have contributed to the growth of English for specific purposes (ESP) are the increased demand for English to suit particular needs of learners on the one hand, and on the other the developments in linguistics and educational psychology, factors that brought about the need for increased specialization in language learning (Hutchinson & Waters, 1987).Considering the diversity of study fields offered at the University of Prishtina, the paper in general investigates the English courses offered in different academic units, including the status, the content, as well as the outcomes of these courses. In particular, in their research the authors focus on ESP courses offered in two University of Prishtina academic units: Faculty of Philology and Faculty of Economy.The paper presents the analysis of the course content, its delivery, as well as outcomes, highlighting similarities and differences, as well as various interrelated factors that influence the students’ success rate.As the consequence of the authors’ learning – centered approach, the paper also presents students’ perception of the courses as a crucial factor in course evaluation aiming at empowering students as stakeholders in the learning process.
49
Najmaddin, Shler Mohammed Ali, and Shilan Ali Hama Sur. "Needs Analysis as a Measure for the Accuracy of ESP Syllabus Courses in Kurdistan Technical Institutes, Department of Administration as a Case Study." Journal of University of Human Development 5, no. 3 (August 1, 2019): 150. http://dx.doi.org/10.21928/juhd.v5n3y2019.pp150-155.
Full textAbstract:
ESP courses are used in all Higher Education institutions in Kurdistan/Iraq. These courses are supposed to provide students with both awareness and skills to handle communication in English in the target subjects. This paper addresses the effect and shortcomings of “Administrative Reading in English’, an ESP course taught in Kurdistan Technical Institutes. The paper examines the extent to which these courses fit the needs of Kurdish students; and whether the curricula of the course reflect the characteristics of a systematic standard ESP course. Data was collected through a questionnaire distributed to three different student groups and interviews were conducted with instructors. The data is used to identify the drawbacks of the course material; and investigate the relevance of the teaching methods, assessment and the language used, to the level, motivation and needs of the students. The research concludes that a solid curriculum that takes into consideration students’ motivation for learning as well as their receptive and productive learning skills has not been correctly constructed for the courses in general.
50
Brox, Ali. "Notes from the Field: Course Design and Instruction Strategies in Environmental Studies classes for Bilingual Students." Issues in Language Instruction 4, no. 1 (January 10, 2018): 9–11. http://dx.doi.org/10.17161/ili.v4i1.7005.
Full textAbstract:
For the last eighteen months, I have helped design the curriculum and teach a three-course sequence of environmental studies courses created specifically for the Kansas University Academic Accelerator Program. The Academic Accelerator Program (AAP) is an intensive three-term program for first-year international students. Students simultaneously enroll in English-language courses and courses for academic credit. This article describes teaching strategies and assignments that have been effective in the environmental studies course sequence.