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Journal articles on the topic 'English for Universities'

Author: Grafiati

Published: 30 May 2022

Last updated: 31 May 2022

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1

Silalahi, Rentauli Mariah. "Indonesian University Graduates’ English Competence for Facing the Asean Economic Community (AEC)." IJEE (Indonesian Journal of English Education) 4, no. 1 (June 28, 2017): 71–83. http://dx.doi.org/10.15408/ijee.v4i1.3457.

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ABSTRACT The ASEAN Economic Community (AEC) has been started since 2015, yet Indonesia is not ready because many Indonesian graduates are not ready with adequate English competence. This means many students graduated from universities with poor English proficiency. To investigate this unpreparedness, this study was carried out to one of the universities in Indonesia by doing documents analysis towards the university’s curriculum and the graduates’ English proficiency as measured by TOEFL ITP test. After the analysis, this study found out that the university was not yet ready to produce graduates who are competent in English because the graduates’ TOEFL ITP average score for all years was 457. From 944 graduates batch 2001 to 2013, there were only 2 percent who could achieve a TOEFL ITP score of 550 or more. These research findings will be very useful for stakeholder and any other universities for reflection on their preparation for producing graduates who are competent in English. ABSTRAK Masyarakat Ekonomi ASEAN (MEA) telah dimulai sejak 2015, namun Indonesia belum siap karena banyak lulusan Indonesia belum memiliki kompetensi bahasa Inggris yang memadai. Ini berarti banyak siswa lulus dari universitas dengan kemampuan bahasa Inggris yang buruk. Untuk mengetahui ketidaksiapan ini, penelitian ini dilakukan pada salah satu universitas di Indonesia dengan melakukan analisis dokumen terhadap kurikulum universitas dan kemampuan bahasa Inggris lulusan yang diukur dengan tes TOEFL ITP. Penelitian ini menemukan bahwa universitas tersebut belum siap untuk menghasilkan lulusan yang kompeten dalam bahasa Inggris karena nilai rata-rata TOEFL ITP lulusan untuk semua tahun adalah 457. Dari 944 lulusan, angkatan 2001 sampai 2013, hanya ada 2 persen saja yang bisa meraih nilai TOEFL ITP 550 atau lebih. Temuan penelitian ini akan sangat bermanfaat bagi pemangku kepentingan dan universitas lain untuk merenungkan persiapan mereka untuk menghasilkan lulusan yang kompeten dalam bahasa Inggris.How to Cite: Silalahi, R. M. (2017). Indonesian University Graduates’ English Competence for Facing the Asean Economic Community (AEC). IJEE (Indonesian Journal of English Education), 4(1), 71-83 doi:10.15408/ijee.v4i1.3457DOI: http://dx.doi.org/10.15408/ijee.v4i1.3457

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2

Botha, Werner. "English in China's universities today." English Today 30, no. 1 (February 5, 2014): 3–10. http://dx.doi.org/10.1017/s0266078413000497.

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According to Bolton (2013), Chinese university students are invariably multilingual, not only acquiring English at school, but increasingly outside of their formal curricula, through the Internet, music, computer games, movies, and television series. Indeed, many of these students are also highly mobile, and in most cases migrate throughout Greater China (and abroad) in order to pursue higher education degrees. Bolton (2012, 2013) also points out that current theorizing about English in Greater China needs to take into account what he calls ‘the language worlds’ of these young people, especially with regard to how they use various languages in various aspects of their lives, increasingly sampling different ‘worlds’, both ‘physical’ as well as ‘imaginary’ (see also Blommaert, 2010). Studies of migration and mobility within Greater China – particularly with regard to how this relates to the use of English in the context of local languages and language varieties – have received very little attention. This paper aims to fill this gap by providing a sociolinguistic account of the contemporary use of English in China's higher education, by specifically reporting on a recent large-scale sociolinguistic study that was carried out in Macau and Guangzhou, in southern China. The study reported on in this paper captures the increasing use of English as a medium (or additional medium) of instruction in two universities at these locations. The study also reveals how English is used in the personal lives of ordinary Chinese students.

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3

Costa, Francesca. "English-medium instruction at universities." International Journal of Multilingualism 13, no. 2 (January 22, 2016): 252–55. http://dx.doi.org/10.1080/14790718.2015.1132552.

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4

Gundsambuu, Sainbayar. "Internationalization and English as a Medium of Instruction in Mongolian Higher Education: A New Concept." Journal of Language and Education 5, no. 2 (June 30, 2019): 48–66. http://dx.doi.org/10.17323/jle.2019.8481.

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The impact of globalization leaves no choice to universities but to go toward internationalization in order to survive in the growing competition in higher education. Following the global trend of internationalization, Mongolian universities plan to increase courses and programs in English in order to improve their competitiveness and ultimately to become internationally visible, at least in Asia. Based on two types of data, documents and an online survey, this study discusses the current process of internationalization at Mongolian universities and explores how faculty members perceive the rationales of implementing English as a Medium of Instruction (EMI). The findings revealed that the Mongolian government is the key player in internationalization through policies, taking initiatives, and encouraging national universities. The faculty members of the two leading private universities in Mongolia perceived that the introduction of EMI at their universities intends to improve their graduates’ English language skills to operate globally and as well as to promote their university’s international profile.

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5

Kurgansky, Sergey. "English-Language Education Programmes at Universities." Известия Байкальского государственного университета 28, no. 4 (December 27, 2018): 595–601. http://dx.doi.org/10.17150/2500-2759.2018.28(4).595-601.

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The need to implement priority projects of the Ministry of Science and Higher Education of the Russian Federation, to internationalize Russian universities and increase their competitiveness on the global educational products and services market requires a creation of educational programmes taught in the English language. The article analyzes the current state and prospects of development of English-language education programmes at Russian universities, especially at Irkutsk universities. It was found that a number of metropolitan universities are leading in this area, but so far, despite the significant expenses of leading universities on promotion in international rankings, there are few programmes and individual disciplines taught in English, and publications that reveal the experience of their implementation are few. The paper shows the importance of English-language education programmes for both the university and the region, identifies problems arising from their launch and development, summarizes the experience of implementing such programmes, and offers recommendations for their promotion at the university. The author makes a conclusion that English-language programmes contribute to the development of universities, improving the quality, competitiveness and prestige of higher education in the region and in Russia.

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6

Buell, Lawrence. "Teaching English in American Universities—1895." PMLA/Publications of the Modern Language Association of America 112, no. 1 (January 1997): 76–84. http://dx.doi.org/10.2307/463055.

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Although modem literary studies in the United States began well before the turn of the century, it was only through gradual evolution that the field acquired a self-conscious pedagogy differentiated from the methods of classical and philological education. A provocative barometer of this emergence is English in American Universities (Boston: Heath, 1895), a late-Victorian collection of twenty-five position statements by professors from leading universities and colleges from coast to coast, assembled by William Morton Payne in large part from papers previously published in the Dial. The following excerpts from this book concern pedagogical ethos (Martin W. Sampson, Univ. of Indiana), pedagogical drill (F. A. March, Lafayette Coll.), the undergraduate English curriculum (Melville B. Anderson, Stanford Univ.), and the premises of comparative literature (Charles Mills Gayley, Univ. of California, Berkeley).

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7

Pursglove, Jeff, and Mike Simpson. "Benchmarking the performance of English universities." Benchmarking: An International Journal 14, no. 1 (March 6, 2007): 102–22. http://dx.doi.org/10.1108/14635770710730964.

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8

Jones, T. "Teaching English in British Universities Now." Cambridge Quarterly 34, no. 3 (January 1, 2005): 251–55. http://dx.doi.org/10.1093/camqtly/bfi028.

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9

Song, Juyoung. "English and internationalization of Korean universities." Study Abroad Research in Second Language Acquisition and International Education 5, no. 2 (October 7, 2020): 153–74. http://dx.doi.org/10.1075/sar.19001.son.

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Abstract The internationalization of higher education in South Korea has brought marked changes to the linguistic and cultural diversity of university campuses. This ethnographic case study examined language policies, language use, and intercultural interactions in two localized English-Medium-Instruction courses that incorporated both English and Korean as mediums of instruction. The results drawn from interviews with ten participants and observations of classroom interactions show that English was a primary medium for students’ academic literacy and Korean as an additional communication tool in the absence of any explicit Medium of Instruction policy. They also illustrate how the different statuses of the two languages limited students’ investment in learning Korean as a second language and created unequal intercultural interactions between speakers of different languages. The results illuminate how a neoliberal ideology adopted and enacted at a national and institutional level through internationalization translated into implicit policies and practices at different levels on campus.

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10

Andrade, Maureen Snow. "International students in English-speaking universities." Journal of Research in International Education 5, no. 2 (August 2006): 131–54. http://dx.doi.org/10.1177/1475240906065589.

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11

Qiu, Xuyan, and Hong Cheng. "English-medium instruction in Chinese universities." International Journal of Bilingual Education and Bilingualism 23, no. 10 (March 22, 2018): 1303–6. http://dx.doi.org/10.1080/13670050.2018.1454044.

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12

Pranoto, Budi Eko, and Suprayogi Suprayogi. "A Need Analysis of ESP for Physical Education Students in Indonesia." Premise: Journal of English Education 9, no. 1 (May 15, 2020): 94. http://dx.doi.org/10.24127/pj.v9i1.2274.

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This research aims at constructing the ideal English material for Physical Education students of universities in Lampung. Currently, students at university are taught about general English and it stimulates the writers to conduct a research to reveal their need of ESP as the answer of the current issues. This research is conducted in two universities, namely Universitas Teknokrat Indonesia and Universitas Lampung. The participants are 50 students, and 10 lecturers of Physical Education study program from both respective universities. The data are in the form of qualitative data which are taken from the interview and the questionnaire to students and lecturers which cover topics needed, and teaching method. The findings reveal the Physical Education students’ need of ESP in varied range of topics. The highly desired topics are English for sport journalism, English for professional athlete/referee/coach. Furthermore, based on the perspective of lecturers, they believe that students’ speaking, and writing must be well developed in order to compete in international level as professional athlete, coach, journalist, and etc. The result of analysis concludes the importance of ESP for Physical Education’s students. Further research shall be conducted to test the effectiveness of the English topics constructed based on this current research.

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13

Feng, Yang, and Yanhong Feng. "A Comparative Study of College English Teaching Modes and Effects in Chinese Universities and Sino-Foreign Cooperative Universities." Studies in English Language Teaching 7, no. 3 (August 9, 2019): p328. http://dx.doi.org/10.22158/selt.v7n3p328.

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College English course in Chinese domestic universities focused on Comprehensive English and could not bring a satisfactory result in a long time. Students in theses universities often underperformed in English and they were left far behind by the students in Sino-foreign cooperative universities (SFCU). Through questionnaires, interviews and classroom observations on 256 students and 30 teachers in five Chinese public universities and four Sino-foreign cooperative universities, a huge gap in teaching objectives and modes, teaching staff, medium of instruction, the number of courses taught in English and class size, students’ English learning motivation and teaching effect between the two types of College English courses was found. The time to study and use English for non-English majors in SFCU in the four-year university study can reach 12,000 to 15,000 hours, which is 10-20 times longer than that of the students in Chinese domestic universities. In addition, 90% of students in SFCU can get Band 6.5 in IELTS, but less than 50% of students in Chinese domestic universities can get Band 5.0 in IELTS and 30%-60% of them will regress in English ability when they graduate. This study finds out that SFCU focus on academic English in College English lessons and their teaching modes and language environment can enhance students’ improvement in English, which shows the significance of reference for the reform of College English and the development of students’ English competence in China and other non-English-speaking countries.

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14

Usman, Herlina, and Miftahulkhaerah Anwar. "Integrated language skill approach: Model of teaching materials for elementary school teacher education programs in Indonesia." Studies in English Language and Education 8, no. 2 (May 3, 2021): 656–69. http://dx.doi.org/10.24815/siele.v8i2.19031.

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This study is aimed to develop teaching materials, which is an English module for Elementary School Teacher Education Programs in Indonesia based on the integrated language skill approach. A number of 75 respondents from the Elementary School Teacher Education Programs at three universities participated in this research, they are from Universitas Pendidikan Ganesha in Bali, Universitas Mulawarman in Samarinda, and Universitas Negeri Manado in Manado. At the Elementary School Teacher Education Programs, no book with a practical model of integrated language skill is available at these universities. In collecting and analyzing the data, this study combined the research and development (RD) model of Gall et al. (2003). The process comprised four stages to develop this module, they are (1) preliminary studies and needs analysis, (2) product design and development, (3) evaluation, field test, and product revision, (4) and product refinement and dissemination. The data was gained through three instruments from questionnaires, interviews, and formative tests to measure the mastery of English teaching materials for primary school teacher education. The result of this study demonstrated that the module is feasible and effective for English Elementary School Teacher Education Programs at the three universities.

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15

Komori-Glatz, Miya, and Barbara Schmidt-Unterberger. "From profiling to pioneering." European Journal of Language Policy: Volume 13, Issue 2 13, no. 2 (October 1, 2021): 239–58. http://dx.doi.org/10.3828/ejlp.2021.14.

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The first decade-and-a-half of the new millennium was a time of dramatic change for European universities. In response to the high level of competition on the international higher education market following the introduction of the Bologna process and the surging popularity of international rankings, universities are now looking for ways to differentiate themselves and their programmes. New English-taught programmes are increasingly seen as an opportunity to launch innovative curricula. This paper presents the results of a two-stage analysis of policy documents and expert interviews, revealing the drivers behind the decision to introduce English-medium education in the context of the ongoing internationalisation of higher education. The present study identified a shift in internationalisation efforts at WU Vienna University of Economics and Business, one of Europe’s largest business universities. While in the past decade the drivers behind the implementation of English-medium programmes were primarily connected to the university’s profile and reputation, the latest data show they are now characterised by the university’s aim to be perceived as an innovator and a pioneer.

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16

Lai, Hsuan-Yau (Tony), and Jih-Fu Tu. "Technology University Students’ Attitudes towards the English Graduation Benchmark (EGB): A Comparison between English-major and non-English Major Students." Sustainability 12, no. 6 (March 20, 2020): 2461. http://dx.doi.org/10.3390/su12062461.

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The English Graduation Benchmark (EGB) is a common criterion adopted by many universities in Taiwan, including both comprehensive and technology universities to monitor their graduates’ English ability. However, this common criterion has caused some debates in recent years about its appropriateness and fairness to students from less advantageous backgrounds. Some universities have decided to stop this policy in practice. This study aims to investigate technology university students’ perspectives and attitudes towards the EGB, as well as to compare and contrast the opinions of students from English and non-English departments. A quantitative method was adopted for this study. The questionnaire included: (1) Participants’ background information, (2) their experience of taking the proficiency tests, and (3) their thoughts on the EGB policy. In total, 360 students participated in this study. The results showed that most technology university students agreed with the establishment of the EGB. Students from English and non-English departments had positive attitudes because the benchmark motivated them to learn English in some way. Last but not least, technology university students considered the EGB to be useful for their future career development. This paper considers the possible implications of these findings for universities and the government, and suggests how they might re-conceptualize their policies to make them more sustainable.

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17

Mańczak-Wohlfeld, Elżbieta. "English-Polish contrastive grammar at Polish universities." Linguistics Beyond and Within (LingBaW) 2 (December 30, 2016): 126–38. http://dx.doi.org/10.31743/lingbaw.5642.

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Although contrastive studies do not enjoy great prestige among linguists, they have a very long tradition dating back to ca. 1000 A.D. when Ælfric wrote his Grammatica, a grammar of Latin and English. Even then he must have been aware of the fact that the knowledge of one language may be helpful in the process of learning another language (Krzeszowski 1990). Similarly, it seems that throughout the history of mankind teachers of a foreign language must have realized that a native and foreign tongue can be contrasted. However, contrastive linguistics only came into being as a science at the turn of the 19th and 20th centuries. The first works were almost purely theoretical, and it is worth emphasizing that among the first scholars working in the field was Baudouin de Courtenay, a Polish linguist, who published his contrastive grammar of Polish, Russian and Old Church Slavonic in 1912. The outbreak of the Second World War was a milestone in the development of applied contrastive studies since a need to teach foreign languages in the United States arose as a result. The 1960’s is considered a further step in the development of contrastive grammar since a number of projects were initiated both in Europe and in the U.S.A. (Willim, Mańczak-Wohlfeld 1997), which resulted in the introduction of courses in English-Polish contrastive grammar at Polish universities. The aim of the present paper is to characterize and evaluate the courses offered in the English departments of selected Polish universities and to suggest an “ideal” syllabus.

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18

Weber, William. "History in the English Schools and Universities." History Teacher 22, no. 3 (May 1989): 215. http://dx.doi.org/10.2307/492861.

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19

Andersson, Daniel C. "Renaissance Empiricism and English Universities: Recent Work." Journal of Early Modern Studies 2, no. 2 (January 1, 2013): 171–80. http://dx.doi.org/10.7761/jems.2.2.171.

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20

Tsepko, T. A., and H. L. Androsiuk. "MODERN TRENDS OF TEACHING ENGLISH IN UNIVERSITIES." Innovate Pedagogy 3, no. 21 (2020): 39–43. http://dx.doi.org/10.32843/2663-6085/2019.21.3-8.

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21

CASTREE, NOEL. "The future of geography in English universities." Geographical Journal 177, no. 4 (April 21, 2011): 294–99. http://dx.doi.org/10.1111/j.1475-4959.2011.00412.x.

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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.

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23

Poole, Brian. "English-medium Instruction at Universities: Global Challenges." System 41, no. 3 (September 2013): 880–82. http://dx.doi.org/10.1016/j.system.2013.07.004.

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24

BOLTON, KINGSLEY, and WERNER BOTHA. "English in China's universities: Past and present." World Englishes 34, no. 2 (May 13, 2015): 190–210. http://dx.doi.org/10.1111/weng.12133.

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25

Hamid, M. Obaidul. "English-medium instruction at universities: global challenges." Current Issues in Language Planning 15, no. 1 (December 3, 2013): 108–10. http://dx.doi.org/10.1080/14664208.2013.864066.

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26

Tange, Hanne. "English-medium instruction at universities: global challenges." International Journal of Bilingual Education and Bilingualism 17, no. 3 (May 20, 2013): 371–74. http://dx.doi.org/10.1080/13670050.2013.794604.

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27

Tanikawa, Miki, and Shuning Lu. "Do english-language newspapers make universities prestigious?" Agenda Setting Journal 1, no. 2 (August 18, 2017): 137–57. http://dx.doi.org/10.1075/asj.1.2.04tan.

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Abstract This study investigated whether English-language news media, which increased coverage of two large, well known private universities in Japan, increased their salience in the minds of international residents in Japan. Based on the agenda-setting theory of media influence, the authors made use of university enrollment trends as an indicator of public salience and found that the English-language media contributed to the growing prestige of the universities among the non-Japanese population. Academic reality in Japan underwent little change during that period with the top ranking government-funded universities, whose coverage in the English-language media did not increase, remained more prestigious within the local context, as is evident from local university rankings. This study also demonstrates that the media can exert an agenda-setting influence on institutions of higher learning, a domain that has not been traditionally investigated. The study also addresses the influences of the international, English-language press in the context of a non-English speaking country, Japan, and how the, “need for orientation” (NFO), might have been a factor.

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28

Strubell, Miquel. "English-medium instruction at universities: global challenges." Journal of Multilingual and Multicultural Development 37, no. 1 (November 6, 2014): 109–11. http://dx.doi.org/10.1080/01434632.2014.973652.

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29

Llurda, E. "English-Medium Instruction at Universities: Global Challenges." ELT Journal 67, no. 4 (August 10, 2013): 497–500. http://dx.doi.org/10.1093/elt/cct045.

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30

Hadlington, Simon. "Japanese higher education looks to English universities." Nature 331, no. 6155 (February 1988): 381. http://dx.doi.org/10.1038/331381a0.

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31

Dearlove, John. "Collegiality, managerialism and leadership in English universities." Tertiary Education and Management 1, no. 2 (January 1995): 161–69. http://dx.doi.org/10.1080/13583883.1995.9966874.

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32

Dearlove, John. "Collegiality, managerialism and leadership in English universities." Tertiary Education and Management 1, no. 2 (September 1995): 161–69. http://dx.doi.org/10.1007/bf02354082.

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33

Balatska, Natalia, and Iryna Kozeletska. "CREATIVE APPROACH TO ENGLISH TEACHING AT UNIVERSITIES." ГРААЛЬ НАУКИ, no. 11 (January 20, 2022): 473–75. http://dx.doi.org/10.36074/grail-of-science.24.12.2021.082.

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Osman, Wan Hurani, Sabariah Abd. Rahim, Anna Lynn Abu Bakar, and Nor Dawirah Rahman. "REVISITING ENGLISH LEARNERS' ACADEMIC WRITING NEEDS." International Journal of Education, Psychology and Counseling 6, no. 41 (July 31, 2021): 172–82. http://dx.doi.org/10.35631/ijepc.641013.

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Unlike Malaysian schools that use syllabi issued by the Education Ministry, Malaysia's public universities have full autonomy of their syllabi. English language courses and curricula in public universities are usually based on the needs of stakeholders; government, community, academicians, learners, and also parents (Avci, Ring, and Mitchelli, 2015). Traditionally, most English language courses focus on learners’ proficiency and aim to equip learners with general, social, academic, and employment language skills. In this century, there is a need to keep up with the learners’ latest needs and requirements which are closely related to technology and globalisation. This present quantitative study attempts to tap into the current needs, perceptions, and views related to academic writing in English of one of the stakeholders in a public university in Malaysia. A group of learners in a public university was given a questionnaire that contained questions related to academic writing and the English language at the undergraduate level. The findings of this study will help syllabus designers first identify the value and importance of the existing syllabi and then, if necessary, craft the syllabus based on the current needs and views of one of the university’s stakeholders.

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35

Erkin, Mukhammedov Hayitbaevich. "EAP ASSESSMENT IN AN ENGLISH-MEDIUM INSTRUCTION UNIVERSITY: A CASE FROM UZBEKISTAN." EurasianUnionScientists 7, no. 7(76) (August 20, 2020): 4–7. http://dx.doi.org/10.31618/esu.2413-9335.2020.7.76.947.

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A number of English medium instruction universities in Uzbekistan increasing considerably. Most of these universities deliver English for Academic Purposes module (it is also called Academic English in some universities). This article highlights the importance of assessment in English for Academic Purposes modules delivered in Level 3 (Foundation Studies) in an English medium university in Uzbekistan. The paper critically evaluates an essay and explains why preference has been given to portfolio assessment.

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36

Grebliauskienė, Beata. "Communication Challenges for Foreign Students Studying in English in a Non-English Academic Environment." Informacijos mokslai 86 (December 30, 2019): 56–67. http://dx.doi.org/10.15388/im.2019.86.26.

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Recently, education has become a global industry driven by students who have decided to study abroad. Trends show that more and more students choose to study at universities abroad for one reason or another. The growing number of international students also means a growing number of different cultures in a classroom. Cultural diversity is a highly complex phenomenon that influences the process of learning and teaching with its elements and has both positive and negative effects.The challenges faced by students with different cultural backgrounds, their impact on learning processes and academic achievements are of interest to researchers. But it should be noted that this type of research is mostly carried out in universities, where both local and foreign students study in the same language and operate in the same linguistic and cultural environment. However, an increasing number of universities operating in a local cultural and linguistic environment offer study programs abroad (mostly in English). And these organizations, as far as foreign students, face unique problems.The results of the qualitative research show that foreign students studying in such programs face both similar andunique challenges compared to studies in universities in English-speaking countries.

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37

Kim, Caroline. "The examination of the test of English as a foreign language (TOEFL): Evident disparities between world Englishes and standard English." Westcliff International Journal of Applied Research 1, no. 2 (November 1, 2017): 16–23. http://dx.doi.org/10.47670/wuwijar201712ck.

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While many English Language Learners (ELLs) embark on a path towards higher education in universities centered around Standardized English, they must undergo rigorous training to prepare for these demanding TOEFL exams. Students that have been exposed to World Englishes, or lingua francas, for communicative purposes are now asked to abandon these English varieties to assume the elevated importance of the Standardized form of English implemented across universities around the world. This paper analyzes the juxtaposition and negotiation of these languages as learners are often encumbered with not only linguistic barriers but cultural hindrances that contribute to identity displacement. As language is deeply entrenched in one’s cultural background, it is necessary to reflect on how these English proficiency exams negate the learner’s L1 along with the unique qualities that they strongly identify with.

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38

Zhou, Xiaozhou (Emily), and Mingjian Zha. "Back to basics." English Today 36, no. 4 (August 6, 2020): 24–29. http://dx.doi.org/10.1017/s0266078420000310.

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The English major programme and related academic disciplines in Chinese universities are apparently experiencing growing pains as documented in the article entitled ‘The English Major Crisis in China’ published in this journal (Chen, 2019). In the article, Chen analysed the controversies surrounding the English major programme in Chinese universities and presented a somewhat gloomy prospect for the English major programme as an undergraduate subject in Chinese universities. Yet we found that the disheartening picture of the English major programme as portrayed by the article is open to question. We are also concerned that the article may misguide readers and negate the efforts that educators have undertaken to refine the English major programme in Chinese universities. For this reason, we would like to respond to the article with a different view, which has been made possible by our concerted efforts to bring the English major programme back to its basics over the last few years. We argue that the English major programme will play a critical role in promoting humanistic education in Chinese universities.

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Yang, Yang, Chun Li Li, and Fan Hua. "An Introduction to Spoken English in Colleges and Universities." Advanced Materials Research 433-440 (January 2012): 5239–42. http://dx.doi.org/10.4028/www.scientific.net/amr.433-440.5239.

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The principal objective of Oral English teaching in college is to foster students’ ability of the oral expression and social intercourse. Therefore, the improvement of oral English teaching has been an essential part of college English teaching. College English teachers should put emphasis on oral training and promoting vocabulary accumulation. A Student-centered teaching structure can stimulate expressionism of the youth students and then make oral teaching diversity. This article makes an analysis on college crisis of oral English teaching and put forward five countermeasures for improvement of oral English teaching in college. At the present, the chief problem of English teaching in China lies in mute English which trained people with good scores but low qualities. Students start learning English mostly from their middle or even primary school until they enter into college. However, even more than ten years of study turned people failed to smoothly express in English. The reason is that teachers excessively focus on skills for examination and language itself, and take no account of the training of oral ability. In view of the penetrating knowledge on language intercommunication home and abroad, oral English training has becoming a crucial and constituent part of English teaching in college.

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Wu, Shaojie. "Analysis on the Development Path of Contemporary English Teaching in Universities and Colleges." Journal of Educational Theory and Management 3, no. 2 (October 24, 2019): 6. http://dx.doi.org/10.26549/jetm.v3i2.2141.

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As China’s opening up to the outside world continues to increase, mastering English profciency has become a basic requirement for Chinese citizens to move toward society and to go international. This paper focuses on the necessity of strengthening the English teaching reform in universities and colleges in China, the concept of English teaching reform and development in universities and colleges, the current problems and development path of English teaching in universities and colleges for reference.

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Kang, Hyun-Sook. "English-only instruction at Korean universities: Help or hindrance to higher learning?" English Today 28, no. 1 (March 2012): 29–34. http://dx.doi.org/10.1017/s0266078411000654.

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As the suicides by a few students at one of South Korea's (hereafter Korea) most prestigious universities drew a great deal of attention from the public, partial blame went to the new institutional policy imposed by the university's top administrator: exclusive use of English as the medium of instruction across the entire curriculum (McDonald, 2011). The fanatical pursuit of English education and the overall status of the English language in Korean society have been well documented in the literature (e.g., Jeon & Lee, 2006; Jeong, 2004; Lee & Shin, 2008; Park, 2009; Seth, 2002). However, little has been written about another controversial trend, English-only instruction, recently introduced at a few selective institutions of higher education in Korea.

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Karakaş, Ali. "Orientations towards English among English-medium Instruction Students." Englishes in Practice 2, no. 1 (January 15, 2015): 1–38. http://dx.doi.org/10.1515/eip-2015-0001.

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Abstract Based on the empirical data of my PhD research, this paper analyses the perceptions of 351 undergraduate students enrolled at English-medium universities towards English in terms of the language ideology framework. The students were purposively sampled from three programs at three Turkish universities. The data were drawn from student opinion surveys and semi-structured interviews. The findings paint a blurry picture, with a strong tendency among most students to view their English use as having the characteristics of dominant native varieties of English (American English & British English), and with a high percentage of students’ acceptance of the distinctiveness of their English without referring to any standard variety. The findings also show that many students’ orientations to English are formed by two dominant language ideologies: standard English ideology and native speaker English ideology. It was also found that a large number of students did not strictly stick to either of these ideologies, particularly in their orientation to spoken English, due, as argued in the main body, to their experiences on language use that have made them aware of the demographics of diverse English users and of the diverse ways of using English.

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Despagne, Colette. "EFL Teachers’ Perspectives on the Role of English in Two Mexican Private Universities." Profile: Issues in Teachers´ Professional Development 21, no. 1 (January 1, 2019): 43–57. http://dx.doi.org/10.15446/profile.v21n1.69239.

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In Mexican higher education, the spread of English has become a tool in the internationalization process of universities. However, language has been sidelined in the discourses of globalization and internationalization. Hence, this ethnographic case study aims to look at the spread of English in Mexican higher education through two private universities. It focuses on the universities’ internationalization process, and how English as a foreign language teachers perceive the role of English in this process. Findings show that while English as a foreign language teachers support linguistic ideologies that promote the spread of English as a natural and apolitical phenomenon, at the same time they also warn of ideological implications such as language hierarchies, cultural homogenization, and English linguistic discrimination.

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Zou, Li. "On Countermeasures of How English Education in Colleges and Universities Serves the Development of Chengdu Economic Zone—Taking Leshan City as an Example." Theory and Practice in Language Studies 7, no. 12 (December 3, 2017): 1315. http://dx.doi.org/10.17507/tpls.0712.20.

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The purpose of English education is to cultivate competent English talents who can meet the need of society. Guided by how English education in colleges and universities serves the development of Chengdu Economic Zone, and based on the characteristics of Leshan economic development, the paper is to analyze the English talents demand in Leshan City and to analyze the problems in how English education of colleges and universities in Leshan serves the development of Chengdu Economic Zone, as well as to study the countermeasures accordingly, aiming to promote English education in colleges and universities in Leshan City and to improve the construction and development of Chengdu Economic Zone.

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Tampubolon, Trihartina, and Darmahusni. "DESIGNING ICT COMPETENCES-INTEGRATED LANGUAGE AWARENESS (ENGLISH PHONETICS AND PHONOLOGY, ENGLISH MORPHOLOGY AND SYNTAX, AND ENGLISH SOCIOPRAGMATIC) ASSESSMENT INSTRUMENTS FOR ELESP." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 2 (December 31, 2019): 124–30. http://dx.doi.org/10.21009/ijlecr.052.14.

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Abstract The purpose of this research was to design ICT competences-integrated Language Awareness (English Phonetics and Phonology, English Morphology and Syntax, and English Socio-pragmatic) assessment instruments for English Language Education Study Program (ELESP). The Design and Development Research (DDR) acommodatesthis research to produce the models and principles guided by the design, development, and evaluation processes. The data of this research are final test of assessment instruments from five Universities existing assessment instruments of English Language Education Study Program, UNESCO document, European Profiling Grid (EPG) document, and Common European Framework of Reference (CEFR). The reseacher conducts three phases: need analysis, where the writeranalyses the existing assessment instruments of five universities and compare them to ICT competences of EPG, information gathering, and prototypical design. The findings shows the ICT competences of five universities on Technology Literacy of UNESCO. The research results are the procedures to design Table of Specification (ToS), the design ICT competences-integrated in Table of Specification, and design ICT competences-integrated in test and non-test of Language Awareness assessment instruments. Keywords: Assessment instruments, ICT competences, Table of Specification, andLanguage Awareness.

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Khorsheed, Ranwa, Suzan Deeb, and Rasha Al Dahhan. "University Students’ Attitudes Towards Online English Postgraduate Programs." Theory and Practice in Language Studies 11, no. 6 (June 1, 2021): 688–94. http://dx.doi.org/10.17507/tpls.1106.13.

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This paper aims to discuss students' attitudes towards enrolling in online English postgraduate programs at Virtual universities with a special reference to the Syrian Virtual University. It would therefore highlight the benefits that students get at these virtual universities as an alternative to traditional on campus education. Several points will be unwrapped such as virtual universities being an alternative under certain circumstances, and students' perception of the educational process in terms of fulfillment.

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Sae-Ong, Uraiwan, and Shaik Abdul Malik Mohamed Ismail. "Mind Your Gap between Entry English Proficiency and Graduation Expectation." Asian TESOL Journal 1, no. 1 (November 30, 2021): 1–9. http://dx.doi.org/10.35307/asiantj.v1i1.11.

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In recent years, the trend of teaching and learning English as a foreign language in Thai universities have changed drastically. This can be seen by the changes in the English as a foreign language curriculum and the manner it is being taught in schools as well as in the universities. The main objective of these changes is to prepare students to participate more aggressively in the ASEAN community, where English is the universal language. Thai universities launched a new policy about English graduation requirements aligned with the Common European Framework of Reference (CEFR). One area of interest is whether there is a gap between the entry English proficiency and English graduation expectation. Thus, this study sought to gauge the gap between English oral proficiency among the Thai 1st year undergraduates and the expected exit proficiency level (B2 CEFR). Results suggest that almost all 1st-year university students in Thailand have a tremendous gap between the real entry English oral proficiency level and the high expectations exit proficiency level. This information about the gap would allow the universities to prepare their students accordingly.

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Lawson, Colin W. "Undergraduate Economics Education in English and Welsh Universities." Journal of Economic Education 20, no. 4 (1989): 391. http://dx.doi.org/10.2307/1182689.

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Shevchenko, M. V. "COMMUNICATIVE APPROACH TO TEACHING ENGLISH AT TECHNICAL UNIVERSITIES." Advanced Education, no. 3 (July 7, 2015): 101–7. http://dx.doi.org/10.20535/2410-8286.44302.

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Illuzzi, Michael C., and Alex Duke. "Importing Oxbridge: English Residential Colleges and American Universities." History of Education Quarterly 38, no. 3 (1998): 332. http://dx.doi.org/10.2307/369169.

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