Academic literature on the topic 'English language Study and teaching (Higher) Balinese students'
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Journal articles on the topic "English language Study and teaching (Higher) Balinese students"
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Strenge, Hans, Cokorda Bagus Jaya Lesmana, and Luh Ketut Suryani. "Random Number Generation in Bilingual Balinese and German Students: Preliminary Findings from an Exploratory Cross-Cultural Study." Perceptual and Motor Skills 109, no. 1 (August 2009): 61–75. http://dx.doi.org/10.2466/pms.109.1.61-75.
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Verbal random number generation is a procedurally simple task to assess executive function and appears ideally suited for the use under diverse settings in cross-cultural research. The objective of this study was to examine ethnic group differences between young adults in Bali (Indonesia) and Kiel (Germany). 50 bilingual healthy students, 30 Balinese and 20 Germans, attempted to generate a random sequence of the digits 1 to 9. In Balinese participants, randomization was done in Balinese (native language L1) and Indonesian (first foreign language L2), in German subjects in the German (L1) and English (L2) languages. 10 of 30 Balinese (33%), but no Germans, were unable to inhibit habitual counting in more than half of the responses. The Balinese produced significantly more nonrandom responses than the Germans with higher rates of counting and significantly less occurrence of the digits 2 and 3 in L1 compared with L2. Repetition and cycling behavior did not differ between the four languages. The findings highlight the importance of taking into account culture-bound psychosocial factors for Balinese individuals when administering and interpreting a random number generation test.
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Gómez Calderón, María José. "EMI and the Teaching of Cultural Studies in Higher Education: A Study Case." Language Value 14, no. 2 (December 2, 2021): 87–113. http://dx.doi.org/10.6035/languagev.6130.
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This paper examines students’ perspectives on the challenges raised by their first encounter with EMI pedagogy in higher education. The research was conducted with a group of beginner students with no previous experience in monolingual instruction in English. The case studied is based on two English Cultural Studies subject courses of the English Studies Program at a Spanish university and taught in a learning environment of total linguistic immersion. By activating their metacognitive and metalinguistic awareness, students were encouraged to take ownership of the stages of their learning process and assess it critically. Set at the intersection of EFL, ESP, and EAP, the specificities of these courses comprising linguistic and non-linguistic contents shed light on the teaching procedures employed in English Departments training programs, whose goals are to turn undergraduates into expert linguists and philologists and maximise their communicative proficiency in academic English.
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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.
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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.
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Wang, Jiachun. "A Comparative Study on the Washback Effects of Teacher Feedback plus Intelligent Feedback versus Teacher Feedback on English Writing Teaching in Higher Vocational College." Theory and Practice in Language Studies 9, no. 12 (December 1, 2019): 1555. http://dx.doi.org/10.17507/tpls.0912.12.
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For college students majoring in English, English writing is a relatively difficult project. How to effectively improve the English writing ability of students of English majors in vocational colleges is an important issue that every college teacher needs to pay attention to. As a teaching tool, the intelligent computer automated essay evaluation system can help students improve their English writing ability more objectively, efficiently and accurately. This paper employs the intelligent computer automated essay evaluation system as a teaching tool, taking college students as the research object, and carried out an 18-week online self-writing teaching experiment and traditional writing experiment. This paper conducts a comparative study on the washback effects of teacher feedback plus intelligent feedback versus teacher feedback on English writing teaching in higher vocational college, which provides a prominent research value and research significance for the reform and innovation of English writing teaching in higher vocational colleges.
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Unal, Menderes, and Elif Ilhan. "A Case Study on the Problems and Suggestions in Foreign Language Teaching and Learning at Higher Education." Journal of Education and Training Studies 5, no. 6 (April 27, 2017): 64. http://dx.doi.org/10.11114/jets.v5i6.2302.
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This study explores and identifies some reasons for the problems of foreign language learning (English) and teaching from the perspective of instructors and learners using the case study model. The data of the study was gathered by a semi-structured interview form, and the study group of the research was composed of English language instructors and graduate students at Ahi Evran University. Random sampling method was used to determine 15 instructors and 20 graduate students to face-to-face interview, and the data of the study was analysed by content analysis method, which the students and instructors agreed on students who have been problematic in language learning process. In addition to students, examination systems, instructional programs, language teachers’ qualifications and learning environments have been considered as barriers to language learning. On the other hand, students and instructors suggested starting learning/teaching English earlier, much more practice and exams on all four skills; elective courses; more practice and communication; revisions in teacher training system, considering individual differences; motivating and encouraging students; and designing well equipped language environment and teaching materials.
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Lin, Muying. "A Study on Foreign Teachers’ English Teaching in Higher Vocational Colleges from the Perspective of World English." Education Reform and Development 3, no. 2 (January 24, 2022): 25–28. http://dx.doi.org/10.26689/erd.v3i2.3602.
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There is a growing demand for foreign language teaching resources by higher vocational colleges. However, there are only a number of studies on the development and changes of English internationalization and its impact on foreign teachers’ teaching in higher vocational colleges. This paper analyzes the current situation and concludes that for “good” international language education, EIL and WE should be integrated, and different cultures in curriculum design, teaching methods, class management, and evaluation system should be respected. Foreign teachers in higher vocational colleges have the obligation to deeply understand the explicit and implicit explicit forms and functions of language as well as implement them in the teaching process, so as to effectively identify the cultural identity of students, which is reflected in the second language learning process.
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Qambarova, Diloram Y. "INTERACTIVE METHODS OF ENGLISH TEACHING IN HIGHER EDUCATION." Oriental Journal of Education 02, no. 01 (March 1, 2022): 1–7. http://dx.doi.org/10.37547/supsci-oje-02-01-01.
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As the world becomes ever more connected, the appeal of learning a new language is clear. Whether for business or pleasure, being able to communicate on an international level can bring many benefits. Nowadays most students of higher education want to use effective study methods so they can learn a language fast and speak it. So today English teachers of higher educations should be creative, searchable and find the best suitable method for each group or even for each student. In this article there are given some modern methods of teaching English.
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Dr. Afsheen Salahuddin, Dr. Fouzia Ajmal, and Dr. Saira. "Effectiveness of Learning Management System for Teaching English Language at Higher Education Level." sjesr 3, no. 4 (December 25, 2020): 1–9. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(1-9).
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The present research study was conducted in one of the private sector universities of Lahore city in Pakistan. This study has utilized a quantitative paradigm that included a single group pre-test post-test experimental design. The problem identified was a less developed English language grammar skill in the students and also how to teach English language successfully to the large classes i.e. consisting of 50 to 60 students. The main purpose was to develop some plans to facilitate the large classes. A single group quasi-experiment was conducted for four months (one semester) to find out whether the implementation of the Learning Management System (LMS) for the teaching of the English language is successful or not. The rationale of the study was to provide detailed lesson plans and analysis of how the teaching is done through the LMS in large English language classes like having 50 to 65 students per class. The results showed that LMS or the Learning Management System proved to be successful for teaching English to large classes as it saved time for the teachers and students both along with providing ample guidance and support. The present study is significant as it provides a guideline for other institutes on how they can also utilize this software effectively for teaching the English language.
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Basri, Muhammad, and Muhammad Azwar Paramma. "EFL Students’ Perspective on the Usefulness of ICT based Learning in Indonesian Higher Education." ELT Worldwide: Journal of English Language Teaching 6, no. 2 (October 31, 2019): 105. http://dx.doi.org/10.26858/eltww.v6i2.10515.
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The study explores the perception of the EFL students in English Language Teaching through ICT based learning at Universitas Negeri Makassar. It employs a descriptive study using purposive sampling techniques by taking 57 respondents from university students. The online questionnaire used to collect data on the perception of students on the ICT based Learning of English Language Teaching. The method of descriptive in terms of percentage has been used for data processing, and the deduction method has been used to analyze and interpret data. The result of this study indicates the positive perception those university students hold on the use of the Learning Management System in English Language Teaching. Further study can refer to this Acceptance Model in determining a suitable ICT integrated learning program between the reality and user expectations of the program used.
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Qin, Zhou. "A Case Study of Implementation of Action Research on Oral English Teaching in Vocational and Technical College." English Language Teaching 11, no. 12 (November 25, 2018): 205. http://dx.doi.org/10.5539/elt.v11n12p205.
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With the globalization and the increase of the foreign-oriented affairs, the oral English teaching and learning in higher vocational colleges has got a wide attention from all walks of life, especially, the educational circle. It has become an important task to explore how to improve the oral English teaching and strengthen students’ practical and communicative ability in higher vocational colleges. Aiming to reform the educational practice and to improve the effect of oral English teaching, a ten-week task-based teaching plan has been designed and some adjustments on teaching content have been done according to the actual situation in implementation. The figures in the final analyses show that not only have the students’ interests, confidence and effect of learning been rapidly improved, but also the teacher’s self–reflection and the ability of putting theories into the practice have been clearly strengthened. The research result in this paper reveals that action research is a useful and practical way to propel the development of the oral English teaching in higher vocational education.
Dissertations / Theses on the topic "English language Study and teaching (Higher) Balinese students"
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Johnson, Vanessa Jane. "A rationale for an E.A.P. programme for tertiary level social work students." Thesis, Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626421.
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Jung, Miso. "When English as a Second Language students meet text-responsible writing." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2906.
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This thesis follows two international freshman students in an English composition class at California State University, San Bernardino. The results indicate that the students generally experienced feeling challenged and overwhelmed about the unfamiliar topic, but detailed assignment guidelines played a key role for students to progress in understanding the assignment.
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Russell, Margo K. "A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2023.
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Writing for an academic purpose is not an easy skill to master, whether for a native English speaker (L1) or an English language learner (ELL). In order to better prepare ELL students for success in mainstream content courses at the university level, more must be known about the characteristics of student writing in the local context of an intensive English program. This information can be used to inform ELL writing instructors of which linguistic features to target so that their students produce writing that sounds appropriate for the academic written register.
Two corpora of 30 research essays each were compiled, one of L1 student writing done in various departments at Portland State University, and the other of ELL writing produced in an advanced writing course in Portland State University's Intensive English Language Program. The corpora were compared for the frequencies of 13 linguistic features which had been previously found in significantly different frequencies in L1 and ELL essays (Hinkel, 2002).
The tokens of each feature in each essay were counted, and the frequency rate was calculated in each case. The results of the Mann-Whitney U test found 6 features with significantly different frequency rates between the two corpora. The following features were more frequent in L1 essays than in ELL essays: modal would, perfect aspect, passive voice, reduced adjective clause, and it-cleft. In addition, the type/token ratio was found be significantly higher in L1 essays than in ELL essays.
An analysis of how each of the significant features was used in the context of ELL and L1 essays revealed the following: Both student groups were still acquiring the appropriate use of modal would; the majority of students in both groups did not utilize it-clefts; the lower type/token ratio in ELL essays meant that these students used a more limited vocabulary than did L1 students; and ELL students were still acquiring the accurate and appropriate uses of perfect aspect, passive voice, and reduced adjective clauses, whereas L1 students used these features grammatically and for the standard uses.
To apply these findings to the ELL writing classroom, instructors should help students raise their awareness of these six features in their own academic writing by leading students in identifying grammatical and ungrammatical uses of these features and providing practice in differentiating between uses which are standard to the register of academic writing and uses which are appropriate only in conversation. Two sample activities are included to illustrate how to implement these recommendations.
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Dooey, Patricia. "Issues of English language proficiency for international students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/628.
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In the last 20 years or so, there has been a phenomenal increase in the number of international full-fee paying students applying to study in Australian universities, The revenue provided in this way has helped to address the problems faced by cash-starved universities facing recurring funding cuts over the same period. Furthermore, the presence of such students on any university campus provides immeasurable enrichment to the student body in terms of cultural diversity and research potential, and indeed it is very tempting in an ever,-increasing global market, to be as flexible as possible with prospective international students. However, the process of admission also demands careful consideration on the part of the various stakeholders involved. Although several factors need to be taken into account, the most obvious and certainly of primary importance would be the need to prove proficiency in the English language, Given that English is the dominant means of communication in the university, all students are required to draw from a complex web of linguistic resources to construct meaning and to complete the range of tasks required of them during their tertiary studies, This volume deals :with the overarching theme of issues of English language proficiency for overseas students studying in an Australian university. This focus can be viewed from many angles, and there are certainly many key facets involved, a selection of which is explored in the papers of the portfolio. These include the following broad areas: recruitment and admissions, language testing and technology, curriculum and inclusivity, English language support, academic conduct and finally the specific needs of international students, as viewed from their own perspective.
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Monassar, Hisham M. "Cohesion and coherence : contrastive transitions in the EFL/ESL writing of university Arab students." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1312004.
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This dissertation investigates the expression of contrastive transitions in the ESL/EFL (English as a Second Language/English as a Foreign Language) writing of university students of Arabic language background. For this purpose, an experimental group of 30 freshmen at Sohar University in Oman whose native language is Arabic served as the experimental group. They did three tasks, two writing activities and a cloze test, ranging from semi controlled (free writing) to the highly controlled cloze test. A control group of 30 Ball State University freshmen in Muncie, Indiana who speak English as a native language performed the same three tasks.For the first task, the subjects wrote about one of 15 possible topics. They then performed the second task, which was writing about a different topic, and were also provided a list of 35 contrastive transitions to use at their discretion. For the third task, the subjects inserted contrastive transitions in the blanks of the doze test, marking the confidence in their choices on scales provided in the margins.This study indicates that the Arabic ESL/EFL students use contrastive transitions when writing contrastively in English. However, the expression of these contrastive transitions is relatively inadequate and limited compared to that of their native-English speaking peers. The Arabic students show a high rate of success in their expression of but as a contrastive transition. However, they show a lower rate of success in their expression of other contrastive transitions. Furthermore, the difference in the levels of confidence in the choices between appropriate and inappropriate contrastive transitions used in a controlled context shows they have little or no idea if their choices are correct or not.Department of English
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Ozawa, Michiyo. "Japanese Students' Perception of Their Language Learning Strategies." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5160.
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Students' use of language learning strategies (LLSs) is affected by their educational backgrounds and academic requirements, and so are their attitudes toward language learning. This study investigates Japanese students' perception of their English LLSs in different language environments: Japan and the United States. A group of 43 Japanese students from Otemae College participated in a cultural study program at Portland State University. The group consisted of 28 students who studied for two terms (ST Group) and 15 students who studied for three terms (LT Group). In this study, a combination of a self-assessment questionnaire, dialogue journals, and a card-ranking activity was employed. The self-assessment questionnaire, SILL (Rebecca Oxford's Strategy Inventory for Language Learning), was administered at different times during the learning period for identification of students' English LLSs in Japan (Ll) and in the United States (L2). The SILL provided this study with quantitative data; whereas, dialogue journals and the card ranking activity supplied qualitative data that more insightfully indicated students' perception of language learning, learning experiences, and insight into the students themselves. Dialogue journals allowed students to record their positive and negative experiences in the L2 related to language learning, emotions, concerns, problems, and questions. The students' LLSs increased in frequency and variety of use when the language environment changed from the Ll to the L2. The LLSs of the LT Group continued to improve during an additional term in the L2. Conversely, the LLS use by the ST Group regressed after only four months back in the Ll (except Affective and Social Strategies). The results of the SILL indicated direct strategies were adjusted according to English learning experience in a different learning environment. Three administrations of the SILL, dialogue journals, and the card ranking activity gave students opportunities to review the process of their English learning. This process functioned in raising students' awareness of language learning from cognitive, psychological, social, and cultural perspectives. Such conceptual development of metalinguistic awareness of the language and culture helped the students recognize their language learning experiences in the L2 as the process of human development.
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Zheng, Yongyan, and 郑咏滟. "Vocabulary knowledge development of Chinese learners of English in China: a longitudinal multiple-case study ofeight university students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45548250.
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Yeo, Inung. "Effective writing instruction for English-as-a-foreign-language university students in Korea." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2300.
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Beginning with an analysis of current problems in English education in South Korea, this project is intended to suggest various ways to implement effective English education, especially for writing instruction. The project is designed for students who have low English proficiency in South Korean colleges and universities.
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Koo, Bonhee. "Developing the English interactional competence of junior college students in Korea." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1449.
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Ruhl, Janice Elisabeth. "American Deaf Students in ENNL Classes: A Case Study." PDXScholar, 1995. https://pdxscholar.library.pdx.edu/open_access_etds/4920.
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Many deaf students who seek post secondary education need some sort of developmental education in reading and writing to ensure success in college. These students often end up in college preparatory or remedial classes that are designed for native speakers of English. For many of the deaf students entering college, English is a second language or a first language that they have failed to achieve fluency in. This study describes the experience of two deaf students enrolled in English as a Non-Native Language classes for the first time at an Oregon community college. The Office of Students with Disabilities and the ENNL department cooperated in this trial to determine whether the ENNL program is an appropriate place for American deaf students needing developmental education in English. Observations, interviews and writing sample analysis were used to provide a multi-layered description of the experience from several perspectives. The deaf students were found to display similar errors in their writing samples as traditional ENNL students at the same level and benefited from instruction geared to non-native speakers of English. The rehabilitation counselor and ENNL instructors agreed that placement of the deaf students in ENNL classes is appropriate and the program continues in fall term. The deaf students of this study stated that they were better served by ENNL classes than by Developmental Education Classes. Curriculum and methodology used in ENNL classes were found to meet the educational needs of the deaf students, and only minor modifications were made to accommodate the students. The experience from these classes has convinced the ENNL department to continue accepting deaf students to the program and enrollment of deaf students in ENNL classes is expected to increase.
Books on the topic "English language Study and teaching (Higher) Balinese students"
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Rehearsing new roles: How college students develop as writers. Carbondale: Southern Illinois University Press, 2002.
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Teaching science to language minority students: Theory and practice. Clevedon: Multilingual Matters, 1996.
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Writing students: Composition, testimonials, and representations of students. Albany: State University of New York Press, 1994.
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Boiarsky, Carolyn R. The art of workplace English: A curriculum for all students. Portsmouth, NH: Boynton/Cook Publishers, 1997.
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Hafernik, Johnnie Johnson. Integrating multilingual students into college classrooms: Practical advice for faculty. Bristol: Multilingual Matters, 2012.
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Romstedt, Kathleen. Reading strategies for university students. New York, N.Y: Collier Macmillan, 1988.
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Of the students, by the students, and for the students: Time for another revolution. Newcastle upon Tyne, UK: Cambridge Scholars Pub., 2010.
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Dispatches from the classroom: Graduate students on creative writing pedagogy. New York, NY: Continuum, 2012.
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Lamb, Ousey Debbie, ed. Teaching developmental immigrant students in undergraduate programs: A practical guide. Ann Arbor: University of Michigan Press, 2011.
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Progression and regression: Aspects of advanced Swedish students' competence in English grammar. Lund: Lund University, 2002.
Find full textBook chapters on the topic "English language Study and teaching (Higher) Balinese students"
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Belhiah, Hassan. "English as a Global Language in Morocco: A Qualitative Study of Students’ Motivations for Studying English." In English Language Teaching in Moroccan Higher Education, 33–48. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3805-6_3.
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Göktürk Saglam, Asli Lidice. "From Survival to Thriving Mode in EAP Classrooms in the Emergency Online Teaching: Student Perceptions of Learning-Oriented Assessment in Higher Education." In Moving English Language Teaching Forward, 249–70. Cappelen Damm Akademisk/NOASP, 2022. http://dx.doi.org/10.23865/noasp.166.ch11.
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Learning-oriented assessment (LOA) has gained attention as a classroom-based assessment approach because it is used to stimulate learning through assessment by focusing on actively engaging students in assessment and feedback. Although prior research has examined LOA from multiple vantage points, there is a lack of research on its implementation in online learning and how different stakeholders perceive the impact of online LOA practices. This chapter reports on a mixed method study exploring students’ perceptions of the LOA approach based on an integrated assessment task (reading/listening-to-writing/speaking) and used within the scope of an EAP program in a Turkish context to study its impact upon learning. Participants included 45 university students who completed an initial questionnaire; 21 of these students then participated in focus group interviews. Findings revealed positive student perceptions of online LOA tasks because of the opportunities these tasks provided for improved language and academic skills, collaboration and dialogue, deeper learning, and longer engagement. In addition, there was evidence of a greater emphasis on teacher feedback over students’ self- and peer evaluations when revising the written report. The findings highlight pedagogical implications for using integrated assessment tasks in online LOA practices.
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Liverød, Sara Barosen. "Gamers’ Self-Efficacy When Using English in School and When Gaming." In Moving English Language Teaching Forward, 195–217. Cappelen Damm Akademisk/NOASP, 2022. http://dx.doi.org/10.23865/noasp.166.ch9.
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The aim of this study is to examine the relationship between gamers’ and non-gamers’ self-efficacy when using English while playing video games at home and using English in the classroom. Data were collected through an online questionnaire distributed to 79 first-year upper-secondary students in Norway. The participants were divided into groups of self-reported gaming time per day: Frequent gamers (>3 h), Gamers (2–3h), Casual gamers (1–2h), and Non-gamers (0 h). The results show a statistically significant difference between Gamers (n = 11), Casual gamers, and Non-gamers in terms of self-efficacy. Gamers show a higher sense of self-efficacy when using English in the classroom (M = 39.45) and while playing video games (M = 39.9) than those who play either more or less. Higher self-efficacy correlates with higher grades in both settings (Classroom setting p = <.001; Gaming setting p = .010). There was no connection between being a gamer and their given grades (p = .337). The findings suggest that playing a moderate amount of video games in English can affect students’ self-efficacy positively in relation to using the language, both while playing and in the classroom. The findings also suggest that even though spending excessive time on video games might increase self-efficacy while playing, it cannot be transferred to the classroom. Background variables could not account for this difference. A secondary finding reveals clear gender differences in the amount of time spent on video games; further research is required in this field.
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Delk, Desmond Woodruff. "Voices of Experienced Physical Educators of English Language Learners." In Culturally Responsive Teaching and Learning in Higher Education, 280–303. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9989-0.ch013.
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The purpose of this chapter was to explore the factors that impact the teaching behaviors and goals of physical education teachers of English language learners (ELLs). Guided by the tenets of the theory of planned behavior, field notes and interviews of four PE teachers were conducted. Using qualitative methods through an interpretivist paradigm, the researcher found that these teachers 1) used an array of strategies to teach ELLs (peer helpers, demonstrations, Spanish infusion, and classroom routines) and 2) aspire to create inclusive and comprehensive learning environments for ELLs irrespective of administrative and parental engagement. The findings from this study indicate that the participants exhibit a commitment to diverse pedagogical approaches when teaching ELLs. Their limited background knowledge on teaching ELLs has forced these educators to develop unconventional practices and implement a variety of pedagogical approaches to ensure that all students learn, including ELLs.
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Atamturk, Nurdan. "Emergency Remote Teaching in Language Education." In Mobile and Sensor-Based Technologies in Higher Education, 111–32. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-5400-8.ch005.
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This chapter reviews research studies conducted on emergency remote teaching in foreign language education in higher education and presents the results of the qualitative study which evaluates the effectiveness of emergency remote teaching in English as a foreign language instruction. The data were elicited from 15 undergraduate students studying at the English language teaching departments in North Cyprus. The textual data gathered through self-reports revealed that a great majority of the participants were in favor of hybrid instruction after the pandemic. The rationale behind this result was found to be the fact that both in-person and online education had their own merits and demerits in their own way and that hybrid education had a potential to exploit the merits while avoiding the demerits. It was an unexpected result to find that the participants were in favor of the digitalization of language education.
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Horbacauskiene, Jolita, and Evelina Jaleniauskiene. "Shifting Towards English Medium Instruction in Higher Education." In Examining Content and Language Integrated Learning (CLIL) Theories and Practices, 62–78. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3266-9.ch004.
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In higher education (HE), the emerging global phenomenon of English medium instruction (EMI) has brought huge opportunities for both students and teaching staff as universities are increasing the number of English-medium programmes. A number of studies have been conducted to explore EMI policies and practices, implications for pedagogy, as well as challenges for educators and students, including learners' academic skills, learning styles, level of content knowledge, academic practices, and varying ethical standards. Some issues under analysis are considered to be the main problematic questions faced in multilingual and multicultural classrooms. As noted by Dearden, the change in the learning and teaching language may deeply affect not only students but teachers as well. The current study seeks to answer the research questions of how university teachers conceptualize EMI and what possibilities and challenges this practice offers.
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Aguilar-Pérez, Marta, and Elisabet Arnó-Macià. "“He's a Good Lecturer in Any Language”." In Teacher Training for English-Medium Instruction in Higher Education, 153–78. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2318-6.ch008.
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With English-medium instruction (EMI) as a growing trend worldwide, a major concern is whether teaching quality is affected in the shift from L1 to English. Taking a broad view of effective EMI teaching, which goes beyond language proficiency, this chapter analyzes two parallel lectures delivered in the L1 and in English by the same lecturer, exemplary of good teaching. Combining qualitative and quantitative methods, this study explores what makes effective EMI teaching according to stakeholders' perspectives and whether it changes from L1 to EMI. By comparing lecturer's discourse and lecturing style (personal/impersonal, interactive/monologic, formal/informal), students' satisfaction, accounts of classroom practices, and participants' views of what makes effective lecturing, this study provides a detailed view of the elements that make up effective EMI lecturing in order to derive implications for EMI training.
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Malewaneng Maja, Margaret, and Masilonyana Motseke. "Strategies Used by UNISA Student Teachers in Teaching English First Additional Language." In Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99662.
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The teaching of English to non-English speakers in historically disadvantaged areas of South Africa is a difficult task for student teachers. This study was conducted in the township schools at Ekurhuleni North District, in the Gauteng province of South Africa. The purpose of the study was to determine the extent to which students at the University of South Africa (UNISA) used interactive teaching strategies in the teaching of English as a First Additional Language (EFAL). The study also intended to highlight the support provided by UNISA lecturers to these student teachers. The study was grounded in interpretivism with self-determination theory (SDT) informing it. The study was a qualitative descriptive case study with document analysis, observations and semi-structured interviews utilised to collect data. Purposive sampling assisted in selecting six student teachers, of which three were male and three were female. The student teachers were studying in their 3rd and 4th years of the Bachelor of Education degree (B.Ed.), specialising in English. Data collected were categorised into codes and themes. The findings reveal that student teachers only used pictures, charts and flashcards as interactive teaching strategies in teaching EFAL. It was concluded that student teachers were not well-prepared in the use of interactive teaching strategies in the teaching of EFAL and were not adequately supported by the university. It is recommended that UNISA lecturers should regularly visit student teachers during their teaching practice offering support, motivation and advice.
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Hastowohadi, Hastowohadi, and Eky Kusuma Hapsari. "Exploring Students' Perceptions in Hybrid Vocational English Task-Based Language Teaching in Indonesia Higher Education." In Handbook of Research on Revisioning and Reconstructing Higher Education After Global Crises, 85–100. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5934-8.ch004.
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The transition from online to hybrid instruction has been implemented in recent years in response to vocational institution policy in the higher education context of Indonesia in order to implement student engagement in the wake of the COVID-19 outbreak. To address this issue, the authors sought to develop vocational English materials that incorporated hybrid instruction into a task-based approach that encourages independent student learning. The authors investigated and analyzed the responses of students learning vocational English to support our teaching and learning quality as a result of the implementation of the hybrid system. With an emphasis on vocational English tasks, it is hoped that this study will make a practical contribution to the teaching practice in Indonesian higher education during the transition from online to hybrid instructions.
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Şihmantepe, Aydin, Murat Selçuk Solmaz, and Cihat Aşan. "Improving Maritime English Oral Communication Skills in an Online Environment." In Trends and Developments for the Future of Language Education in Higher Education, 272–92. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7226-9.ch014.
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Online education has been an option until the first half of the year 2020. After the outbreak of COVID-19, online learning has gradually become a must for education. In this period, institutions have had to transform and adopt not only their teaching approach and content, but also their technology. Maritime education and training inevitably has followed the same pattern. As English is the operational language of the sea, teaching maritime English has had its share from this transformation. This study focuses on improving maritime students' job-related communication skills in an online environment with online role-playing. The study firstly reviews general requirements and setbacks involved in online teaching and language requirements at sea. The focus of the study is on online oral communication role-playing to perform ship-based external communication. The study concludes by pinpointing minimum requirements for conducting such training, lessons learned from the sessions, as well as knowledge and experience achieved by the students.
Conference papers on the topic "English language Study and teaching (Higher) Balinese students"
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Shirokikh, Anna Yurievna. "An experimental tailor-made ESP course: experience of teaching English to students of Economics." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7977.
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The purpose of the study was to find out how enhanced learner autonomy techniques can influence students' professional communication skills, subject-specific knowledge, levels of motivation in studying the language and general satisfaction from the studies. The problem under investigation is if students should be allowed to choose materials for language input and if the teacher will be able to work out an appropriate didactic approach in developing students' grammar accuracy, vocabulary range, speaking, listening and writing skills. the expermental course was designed for students of economics. Students' responsibility, the use of online resources and students' freedom in selection of teaching materials are viewed as key elements of the approach. the methodology of the course is worked out on the basis of close teacher-student interactin in and out of class. The results indicate that despite the fact that the course was time-consuming for both teachers and students, there are some positive results in respect of increased proffessional vocabulary range, levels of motivation and cognition.
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Bellés-Fortuño, Begoña, and Lucía Bellés-Calvera. "Learning Pronunciation with OERs: a practical case for Medicine students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5571.
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The aim of this study is to improve English pronunciation in the university classroom of first-year Medicine students through the use of OERs. Technologies such as Voki or LEO network are used in the practical sessions of the English for Health Sciences module. Voki platform allows learners to practise and improve their fluency and spoken skills in the target language. LEO network was also used to allow students to exercise and check their pronunciation performance with the tool ‘Learn English through dictation’. Two surveys addressed to students tried to delve into their level of English pronunciation and the importance given to this ability up to now. We aimed at knowing how much the students were exposed to pronunciation training before entering university and whether this training was presented through the use of new technologies. First-year Medicine students seemed motivated to the improvement and learning of pronunciation techniques through the use of OERs. A final questionnaire revealed that, although the teaching proposal with the use of computer tools was rewarding, not all of them seemed so fond of new technologies as expected.
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Ercan, Başak. "Quality Management Concerning Use of ICT in Higher Education Language Learning Environments: A Case Study in Turkey." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.71.
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Globalization and technology have changed educational settings, and information and communication technology (ICT) literacy has become inevitable in this new era of teaching and learning. ICT is believed to help to transfer educational environments into learner-centered ones and to enhance the quality of teaching learning and management in education. Over the last fifteen years, Turkish education system has been undergoing some reforms both in schools and universities, trying to equip education settings with at least a projector, a computer and Internet access. The survey presented in this article examines language teachers’ beliefs and attitudes towards ICT in teaching English at a state university. It aims to better understand the challenges teachers face in integrating ICT in teaching and learning and thus to search for the answer to the question ‘What are the main components of quality management in ICT use in higher education language learning settings?’. A semi-structured interview and focus group discussions were used to collect data. Twenty-eight teachers participated in the survey and the results showed that the majority of the participants had positive attitudes towards the integration of ICT in language learning environments; yet some of the teachers found the practice not that easy concerning finding the most suitable materials while preparing and delivering lessons. They also stated that their lack of classroom management skills, bad student behavior hindering learning and students’ lack of using ICT made the integration of ICT into education settings quite challenging and added that the lessons were quite short to implement ICT strategies appropriately. Another noteworthy result was that the majority of the teachers’ understanding of effective use of ICT in class seemed rather limited and unproductive. Therefore, the teachers were looking for support from the management to provide them with the required equipment and technical support when necessary. They also needed exchange of experience in learning of ICT skills in language teaching, which all showing that quality management in ICT use needs developing. Concerning all these, the researcher suggests ideas to improve the quality management in ICT use in language learning in higher education institutions.
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Maximova, Olga, and Tatiana Maykova. "SECOND FOREIGN LANGUAGE ACQUISITION: THE INFLUENCE OF STUDENTS’ FIRST FOREIGN LANGUAGE ON LEXICAL SKILLS DEVELOPMENT IN ENGLISH FOR SPECIAL PURPOSES." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/21.
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"Globalization and intercultural communication are stepping up the demands for modern specialists’ linguistic competencies. To provide successful professional communication, competitiveness and mobility, the graduates of higher education are to master two or more foreign languages. In this regard, it seems important to study the features of multilingual education, identify the difficulties that arise in multilingual teaching and outline the ways to overcome them. Although, there is a number of studies devoted to the impact of the native language on foreign language acquisition, the issue of learners’ first and second foreign language interaction seems to be inadequately treated and there is a lack of research on factors that increase learners’ second foreign language proficiency in three-language contact (i.e., their native, first and second foreign language). In particular, little attention is paid to cross-linguistic skills transfer or to lexical interference patterns that arise among students mastering their second foreign language. This paper is devoted to lexical interference that occurs when English for Special Purposes (ESP) is taught as the second foreign language to university students studying French or Spanish as their first foreign language. The purpose of the work is to identify which language(-s) are the source of interference through analyzing students’ errors. The hypotheses of the study are as follows: in case of receptive activity (reading) the language which is closely related to the target language will serve as the source of positive transfer. In productive activity (writing and speaking) lexical interference will arise and play a significant role. The source of interference will be learners’ first foreign language. To test the hypotheses, a pilot study was conducted, during which typical lexical errors of Russian-speaking students studying ESP as their second foreign language and French or Spanish as their first foreign language were identified. The control group were students with native Russian language and English as their first foreign language. The research methodology included questionnaires, testing and interviews. The research participants were RUDN University students. The results of the study confirm the presence of positive transfer and lexical interference in ESP terminology acquisition, the source of which is learners’ first foreign language. Learners’ typical mistakes are associated with the use of articles, prepositions, adjective order, fully and partially assimilated cognates, depend on their language experience and are due to their first foreign language interference"
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Sitorus, Mei Lusiana. "Non-Native English Teachers Interpretation of Rubrics Used for Assessing Students’ Writing." In International Conference on Future of Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3202.
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The benefits of rubrics as teaching learning tools have been identified specifically for performance-based assessment in language. In Indonesia, the ability to produce quality written work has become a necessity to complete higher education but it remained unclear how learning and assessment on this area were conducted. This paper focused on exploring the use of rubrics by four non-native teachers’ working for a private ESL school in Indonesia for assessing students’ writing tasks. The study investigated how the teachers’ current practice and how they approached rubrics for assessing writing by means of both closed and open-ended surveys. Additionally, an analysis of the assessed essay against the rubrics was conducted to identify interrater reliability. The results showed that the teachers had positive attitude towards rubrics, used rubrics regularly and approached rubrics in a similar fashion which was to use them as an assessment tool but not learning tool. There was an identified interrater inconsistency in the scoring results. Additionally, the teachers put a lot more focus on Grammar, Spelling and Punctuation category than on the other two categories (Function & Content, and Cohesion & Coherence). The implication of the study calls for more effective use of rubrics as teaching and learning tools by the teachers as well as the provision of teacher training which enable the teachers to do so and consequently resulting in improvement of interrater reliability. Keywords: rubrics, interpretation of rubrics, non-native teachers, English writing, writing assessment
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Kochkonbaeva, Sonaim I., Cholpon A. Tynybekova, Adelya D. Babaeva, Dinara A. Salieva, and Arzykan N. Shamuratova. "Conceptual foundations for forming students’ communicative competence through the use of multimedia technologies in the process of studying English." In Innovations in Medical Science and Education. Dela Press Publishing House, 2022. http://dx.doi.org/10.56199/dpcsms.oakw8094.
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In terms of international integration processes in the system of higher education of the Republic of Kyrgyzstan and an increase in the proportion of foreign students, the issue of development of the communicative competence of future specialists becomes crucially acute. An analysis of foreign practice shows that the developed foreign concepts of teaching the “English language” academic discipline are being implemented with great difficulties. The scientific novelty of the study lies in the attempt made by the authors to answer the research question posed in the article related to the substantiation of the conceptual foundations for the formation of communicative competence in the course of studying the “English language” academic discipline using multimedia technologies. The assessment of the reliability of the presented results is based on an integrative approach, on the methods of analysis and synthesis of scientific literature. A comparative analysis of foreign experience in the formation of students’ communicative competence shows that the problem under study has not been sufficiently developed. The components of communicative competence are substantiated. The existing foreign concepts of the formation of communicative competence are analyzed. The analysis of domestic and foreign studies made it possible to establish that most of the scientific provisions put forward in the concept, characterizing the features of the formation of communicative competence using multimedia technologies, have been confirmed in other studies and do not contradict them. The results of the study are important for the theory and methodology of teaching English in higher education.
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Osmonbaeva, Zhypargul, and Damira Pakhirova. "IMPACT OF PROPER QUESTIONING IN TEACHING AND LEARNING." In Proceedings of the XXVI International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25022021/7422.
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The paper attempts to share some of the experiences regarding the proper questioning and literature review on this topic. The paper is based upon the outcomes of proper questioning in teachers’ lessons and impacts of those questions on their teaching and students’ learning. Main importance is given to teacher’s role in proper questioning in teaching English. Significance of the study is questioning can be used in different types of classroom and it helps students develop thinking skills, language skills and shaped closed relation and interaction between student-to- student and student-to- teachers. Interview was used for data collection. The purpose of using interview was to listen to the views on the proper questioning which can impact on their teaching and students’ learning. Findings suggest that teachers’ often usage of different types classroom questioning which demand higher order thinking answers can be the indicative of a change in their approaches to and attitudes towards teaching and students learning.
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Burakova, Daria, Oksana Sheredekina, Maya Bernavskaya, and Elena Timokhina. "Video Sketches as a Means of Introducing Blended Learning Approach in Teaching Foreign Languages at Technical Universities." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.005.
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The topicality of the article is determined by the widespread use of blended learning approaches in higher education, especially in studying foreign languages. With the limited number of classroom hours proposed for teaching foreign languages at technical universities, it became very relevant to introduce various alternative out-of-class monitoring methods. The aim of the research is to investigate the effectiveness of introducing video sketches as the way to improve the process of foreign language studying at technical universities. The authors assume that recording video monologues could facilitate students’ speaking abilities, reduce the level of their anxiety compared to delivering monologues in class and could stimulate the effective use of classroom hours for teaching foreign languages. To prove this hypothesis the authors of the study conducted an experiment in Peter the Great St. Petersburg Polytechnic University during the autumn term of 2019-2020 academic year with the total number of 232 participants randomly chosen from 1-course students of technical specialties with different levels of English language proficiency. The possibility to record a monologue instead of delivering it face-to-face was considered as the IV (independent variable) of the experiment. Such research method as an open-close questionnaire was used afterwards to identify the students’ satisfaction with the proposed alternative as well as the analysis of the exam results at the end of the course. These results as the part of the students’ academic performance represented the DV (dependent variable) of the experiment. The obtained data showed that students of the experimental group passed their exam significantly better than the students of the control group. Thus, the present survey proved that students of the experimental group would prefer to record video sketches instead of delivering monologues face to face and that making video monologues improved their fluency and helped overcome some psychological barriers. On the basis of the research and the results obtained during the experiment, the authors conclude that the application of video monologues in the process of teaching foreign languages is highly promising.
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Mangwegape, Bridget. "EXPLORING SELECTED SETSWANA DRAMA TEXTS AS THE PRINCIPLE OF UBUNTU/BOTHO IN EDUCATIONAL CONTEXT." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end004.
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Talking about the importance of Ubuntu/Botho in any educational system “Authentic humanism consists in permitting the emergence of the awareness of full humanity, as a condition and as an obligation, as a situation and as a project”. To inculcate a sense of values at schools, is intended to help young people achieve higher levels of moral judgement. This belief is that education does not exist simply to serve the market, but to serve society, and that means instilling in students a broad sense of values that can emerge only from a balanced exposure to the humanities as well as the sciences. Enriching the individual in this way is, by extension, enriching the society. This carries the involvement within the teaching and assessment of Setswana drama texts with third year (BEd) students. Ubuntu is a Nguni term while Botho is a Setswana term from the Southern African region that means a belief in a universal relationship of sharing that connects all humanity. The researcher takes note of the key element of Ubuntu/Botho, understood as “motho ke motho ka batho” (in Setswana). The English translation of this expression is “a human being is a human being because of other human beings”. The participants in this study were 24 BEd students from the language department. The comprehensive analysis includes data gathered from students: peer observation and interviews. Text analysis was used to analyse and interpret qualitative data obtained through interviews and observations with the aim of investigating the principle of Ubuntu/Botho in the characters of the two drama texts and how could students apply Ubuntu/Botho in their teaching to illustrate each theme.
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"Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3973.
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Aim/Purpose: This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background: The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vietnam. The BC course was implemented the FC model across the Royal Melbourne Institute of Technology (RMIT) University’s campuses. The idea of using this model was to adapt with changes in social and technological developments. Methodology: A comprehensive literature related to the common pedagogy in practice in Vietnam was provided. This helped the design team of the BC course to understand the characteristics of the Vietnamese students and subsequently, offer a suitable flipped model that improves student’s engagement. A proposed method of using the design thinking (DT) approach while flipping a BC class was underlined. Contribution: The outcome of this study assists national educators in Vietnam to confidently embrace the FC concept as a model for pedagogical modernisation and advocate the real need to provide a dynamic learning environment. Findings: The initial conclusion showed that there is an existence of preparation for student’s study, especially during post-class periods. Recommendations for Practitioners: It is vital to conduct a rigorous student’s need and their learning styles before designing learning contents that matches with course learning outcomes. Recommendation for Researchers: In order to increase student’s engagement with the course content and materials, educators and designers may explore a combination of multimedia, pictures and narrative sources to enrich learning sessions while simplifying theoretical concepts. Impact on Society: Utilizing advanced technologies in teaching gives students advantages to interact and gain other skills that meet the demands of potential employers.