Journal articles on the topic 'English language Study and teaching (Higher) Balinese students'
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1
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.
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Baranowski, Artur. "Teaching English with Insta.Ling Online Platform: Case Study in Higher Education Level." Forum Pedagogiczne 9, no. 1 (September 4, 2019): 269–87. http://dx.doi.org/10.21697/fp.2019.1.19.
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The paper presents a study about using Insta.Ling e-learning platform in university teaching process of English language for Biology students. The aim of this study is to estimate its effectiveness and the correlation between the number of repetitions and the number of words memorized. The total number of students involved in this research is 129 (6 student groups and in 3 academic years). They are all students of Cardinal Stefan Wyszynski University, Warsaw. The results allow to assume that Insta.Ling environment is an effective way to learn new vocabulary and regular sessions positively affect the number of vocabulary memorized.
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Albatti, Hamood. "E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during Covid-19 Pandemic." Arab World English Journal 13, no. 4 (December 15, 2022): 355–71. http://dx.doi.org/10.24093/awej/vol13no4.23.
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The study’s main aim is to examine E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during the Covid-19 Pandemic. The significance of the study is to investigate the level of adoption of e-learning for English Language teaching and practice, the impacts of the adoption of e-learning for English Language teaching and training, challenges associated with the adoption of e-learning for English Language teaching and practice, and the future of the use of e-learning for English Language teaching and practice in Higher Education Institutions in Saudi Arabia. The study’s central question is what are the impacts and challenges of E-Learning for English Language Teaching in Higher Education Institutions in Saudi Arabia during the Covid-19 Pandemic? The study used the semi-structured interview to obtain data from six English language lecturers in Saudi Arabia Universities selected using purposive and convenient sampling techniques. The data obtained were analyzed thematically. The study concluded that e-learning is the future of theoretical and practical courses such as English language teaching and practice in Higher Educational Institutions. This technology usage will benefit everyone involved; Higher Educational Institutions can save money and time while encouraging creativity. The study recommended that students and staff should be trained and re-trained on how to use digital technologies. Education institutions and government agencies should support students with computers and adequate software.
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Havryliuk, Nataliia М. "VOCATIONAL EDUCATION, TEACHING ENGLISH TO STUDENTS OF ECONOMIC SPECIALTIES." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 23 (June 2022): 143–48. http://dx.doi.org/10.32342/2522-4115-2022-1-23-17.
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The article analyzes modern methods of teaching a foreign language for economic specialties, shows the feasibility of using these methods in higher education. The process of teaching English in non-linguistic higher education institutions has certain features that are related to the different initial level of language training of freshmen; the number of hours to study the subject; number of groups; low enthusiasm for learning a foreign language. We emphasize that motivation plays an important role in the educational process, and its formation should be one of the main tasks of the educational process of students of economic specialties. Motivation determines the productivity of educational activities and is an integral part of it. Practice has shown that high-quality training of foreign languages for economic specialties can be carried out through the introduction of modern educational technologies, such as: training, project methodology, technology of consolidation and distance learning, information and communication technologies, training and control work. It is determined that if the content of the subject «foreign language» is focused on the specialty of the free economic zone, the effectiveness of the curriculum can be significantly increased. The study found that the use of interactive learning technology involves seeking help in communication, including cognitive communication and constructivist methods of learning a foreign language. The evidence has shown that the use of innovative English teaching methods and multimedia teaching methods can increase students’ motivation to learn foreign languages, provide access to new alternative sources of information, develop independent psychological activities, develop communication skills, intercultural and professional skills. The formation of technical motivation of students of higher educational institutions of economic specialties is one of the main tasks of the educational process, and students should become active participants, not passive objects. The use of multimedia teaching aids to implement innovative methods of teaching English allows to increase students’ motivation to learn foreign languages, obtain new alternative sources of information, develop independent psychological activities, improve creative self-realization, cultivate communication skills, intercultural and professional skills. Therefore, these technologies help to qualitatively diversify courses, enrich them with information and diversify teaching, significantly increase the effectiveness of the professional content of “foreign” subjects in higher education in economic specialties. Methods of teaching foreign languages are constantly updated, so the demand for their study is growing. Since one of the most effective methods is communication, we see the prospect of further studies in its research.
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Mohamed, Mimi Nahariah Azwani, Nurzaidah Amanina Mazda, Riduan Yunus, and Shaharil Mohd Shah. "Developing the Ecosystem to Enhance Engineering Students’ English Language Abilities." LSP International Journal 9, no. 1 (June 14, 2022): 109–22. http://dx.doi.org/10.11113/lspi.v9.18495.
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English language teaching in higher education has become more challenging with the growing needs to address English language abilities of students of various fields of study. In Malaysia, English language practitioners at higher institutions hold the responsibilities of addressing the needs of English language competencies of engineering students to prepare these students for the language competency needs of working engineers in the real world. However, there may be limitations in developing these English language competencies within the walls of English language classrooms as English language practitioners may not have sufficient knowledge to contextualise English language teaching into engineering. Thus, an ecosystem is required within the engineering curriculum to provide opportunities for students to develop and apply their English language abilities within engineering contexts. One of the stakeholders that need to play a role in supporting the development of English language competencies in engineering is the engineering lecturers. This paper explores ways in which engineering lecturers perceive English language teaching and support the development of English language competencies in engineering education. Semi-structured interview sessions were conducted on three engineering lecturers from one public university in Malaysia. The data were transcribed, and thematic analysis was employed. The findings provide insights into the roles that engineering lecturers play in supporting the development of English language abilities of engineering students.
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Irwansyah, Dedi, Andianto Andianto, and Ahmad Madkur. "The Use of Islamic Literature to Teach Ethical English." Journal of Language Teaching and Research 12, no. 5 (September 1, 2021): 762–70. http://dx.doi.org/10.17507/jltr.1205.16.
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Ethical English instruction has paved the way for every religion to make its interpretation. From the Islam religion perspective, such interpretation is still under research. This study describes how ethical English instruction takes place in an Indonesian Islamic higher education institution; how literature, particularly Islamic literature, becomes a factor of ethical English instruction; and the students' transformation through ethical English instruction. Applying a content analysis method, this case study involved 60 freshmen students of the English language education program of State Islamic Institute of Metro, Lampung, Indonesia. The research data was drawn from five main data sources, namely interviews, classroom observations, teaching materials, samples of students' works, and questionnaires. This study shows that (1) the use of Islamic literature to teach ethical English in the Indonesian Islamic higher education is potential; (2) text exploitability becomes a dominant factor in ethical English instruction; and (3) a contextualized approach, derived from the existing global approach and local teaching method, transforms the students positively. It is concluded that ethical English teaching within Indonesian Islamic higher education ought to utilize Islamic literature and be conducted through a contextualized approach.
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Tawfiq, Hatim Hassan, and Abdelshafie Alrayeh Abdelshafie. "Linguistic Impediments of Communicative Proficiency: A Case Study of Students in the CSHS, Shaqra University, Thadiq, KSA." English Language Teaching 14, no. 11 (October 19, 2021): 61. http://dx.doi.org/10.5539/elt.v14n11p61.
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This paper examines the linguistic barriers that impede English language communicative proficiency of the students of English language in the college of sciences and humanity studies, Thadiq, Shaqra University, Saudi Arabia. The paper gives the specific linguistic problems that detain attaining a perfect English language communicative competence. The paper also examines the teaching strategies that help students reach competency in oral skill. It concludes with some suggestions that help students to achieve a higher proficiency in English language communication.
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Chicherina, Natalia Vasilievna, and Svetlana Yurievna Strelkova. "Translanguaging in English Language Teaching: Perceptions of Teachers and Students." Education Sciences 13, no. 1 (January 13, 2023): 86. http://dx.doi.org/10.3390/educsci13010086.
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The wide spread of English as the dominant language in higher education around the world due to the processes of globalization and internationalization, opposed to the emerging trend for ‘nationalism’ or ‘de-globalization’, has recently led to new interest in the role of languages other than English in teaching and learning processes. This article investigates the beliefs and attitudes of Russian university students and teachers concerning the value of English language teaching and the language of instruction in ELT to explore their perceptions of ELT in a Russian monolingual university. The participants of this study were 581 students and teachers of two Russian universities. The research questions were approached from a quantitative perspective with the analysis of data obtained from a questionnaire. The main statistically significant findings include the following: the value of ELT, supported by English-medium instruction is high for all groups of respondents; translanguaging practices in ELT with the minimized use of Russian as the mother tongue are a top priority both for the students and the teachers; additional language learning experience makes students more committed to more intensive language studies and increases their confidence in their ability to study non-language subjects in English.
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Minaeva, Irina Dmitrievna. "Organization of English self-study of part-time maritime students." Development of education, no. 1 (3) (March 18, 2019): 86–89. http://dx.doi.org/10.31483/r-22042.
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The paper considers the issues of part-time students’ self-study and various ways of its organization in the terms of education modernization. The discussion concerns a reasonable application of new technologies together with traditional methods of teaching part-time students a foreign language. The aim of applying new technologies is enhancing the effectiveness of education with competence approach in marine English teaching in order to develop the competence in compliance with federal educational standards of higher education (FGOS VO) and the IMO STCW Convention (1978/95).
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Al-Issa, Ali S. M. "Meeting Students’ Expectations in an Arab ICLHE/EMI Context: Implications for ELT Education Policy and Practice." International Journal of Applied Linguistics and English Literature 6, no. 1 (November 19, 2016): 209. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.1p.209.
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Students’ expectations have seldom received any attention in English Language Teaching (ELT) education research in the Arab World in general and in Integrated Content and Language in Higher Education (ICLHE)/English Medium Instruction (EMI) English for Academic Purposes (EAP) in particular, despite their importance for policy and practice. This mixed-method study investigates the expectations of 50 students attending an ICLHE/EMI EAP course at College of Law, Sultan Qaboos University (SQU) in the Sultanate of Oman. The results have shown that the students had course materials and content and course pedagogy and design implementation expectations. The results have further revealed that the teacher played a key role in meeting his students’ expectations through his effective teaching. The findings have important implications for ICLHE/EMI policy implementation in other similar local, regional and global contexts. Keywords: Students’ expectations; English Language for Law (1); Integrated Content and Language in Higher Education/English Medium Instruction; English Language Teaching; College of Law
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Abdelshaheed, Bothina S. M. "Using Flipped Learning Model in Teaching English Language among Female English Majors in Majmaah University." English Language Teaching 10, no. 11 (October 12, 2017): 96. http://dx.doi.org/10.5539/elt.v10n11p96.
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This study aims at investigating the effect of using Flipped Learning Model in teaching English language among female English majors in Majmaah University on their achievement in two different English courses and identifying their feelings and satisfaction about flipping their classes. The study used a pre-post test design and included two experimental groups (n=62). A comparison of students’ scores in pre and post experimentation were carried to identify the effect of the model and size of improvement in students’ achievement. An analysis of students’ responses to an online questionnaire was conducted to reveal their feelings towards the flipped model. Results affirmed the hypotheses of the study and there was a significant higher improvement in students’ scores in post-tests. Students also favored the flipped learning model and had positive feelings towards it.
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Wen, GONG. "An Empirical Study of College English Smart Teaching Driven by Intelligent Technology." Asia-Pacific Journal of Humanities and Social Sciences 2, no. 3 (September 30, 2022): 165–72. http://dx.doi.org/10.53789/j.1653-0465.2022.0203.019.p.
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With the continuous integration of artificial intelligence technology and foreign language education, the entire educational ecology, including traditional foreign language education concepts, education models, management structures and governance systems, is undergoing profound changes. This study uses the Rain Classroom Smart Teaching Platform for online-and-offline foreign language teaching, providing a virtual intelligent learning environment for learners. This pedagogy supports the construction of a learning community through the establishment of an online learning space, which seamlessly connects different learning scenarios and forms a multi-way interactive relationship between teachers and students. The questionnaire survey showed that students were more satisfied with this hybrid smart teaching module (88. 78) and were significantly more motivated to learn English (87. 6). The results of the pre- and post-tests conducted before and after the teaching experiment showed a significant increase in students’ scores ( p<. 05), confirming the effectiveness of the teaching model. This study has implications for the practice of EFL teaching in higher education.
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Yundayani, Audi, Fuad Abdullah, Soni Tantan Tandiana, and Bejo Sutrisno. "Students’ cognitive engagement during emergency remote teaching: Evidence from the Indonesian EFL milieu." Journal of Language and Linguistic Studies 17, no. 1 (March 30, 2021): 17–33. http://dx.doi.org/10.52462/jlls.2.
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The Covid-19 pandemic has influenced various dimensions of higher education systems globally, including English language learning. To illustrate, the pedagogical practices should be altered from face-to-face to online modes. This move affects students' learning engagement, notably cognitive engagement. Although myriad studies have focused on probing students' cognitive engagement, little is known about how students engage cognitively during emergency remote teaching (ERT). To fill this void, this study investigated students' cognitive engagement in English language learning activities in an ERT environment. Sixty students from three Indonesian higher educational institutions were involved as participants. The data were collected through a semi-structured interview and analyzed with thematic analysis (Braun & Clarke, 2006). The findings revealed that students, (1) deploying metacognitive language learning strategies, (2) possessing self-regulated learning, (3) designating English language learning motivation, (4) showcasing critical thinking as a manifestation of students’ cognitive engagement, and (5) connecting teaching materials to the students’ daily life. The implications of this study call for emphasizing students’ English language learning needs and teachers’ continuous professional development.
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Luo, Xinjie, Chubai Liu, and Qingsheng Lu. "A Case Study of Intercultural Sensitivity of Junior School Students in an International School." English Language Teaching 15, no. 1 (December 23, 2021): 69. http://dx.doi.org/10.5539/elt.v15n1p69.
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The process of internationalization requires people to have higher intercultural communicative competence, which refers to a person's ability to successfully communicate in different cultural environments. It consists of cognition, emotion, and behavior. The study of intercultural sensitivity actually focuses on the emotional factor in intercultural communication competence. Based on the concept of intercultural sensitivity and English teaching practice, this article intends to contribute a little to the intercultural communication teaching and relevant study by analyzing the current level of intercultural sensitivity of junior high school students and interviewing English teachers about the implementation of intercultural teaching strategies.
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Islam, Md Sadequle, and Mamunur Rahman. "Bangla in English Classes in Bangladesh: A Study of Learners’ Attitudes." South Asia Research 39, no. 3_suppl (September 26, 2019): 1S—12S. http://dx.doi.org/10.1177/0262728019872052.
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In South Asia, the use of students’ first language while studying English as a second or further language remains a matter of considerable interest and contention. This topic deserves further attention by teachers and researchers in efforts to make the educational and learning experience in often multilingual contexts as productive as possible. This short article addresses the ongoing debates in Bangladesh around the use of the Bangla language while teaching English classes at higher secondary (HSC) level. Presently, Bangla is generally discouraged on pedagogical grounds in the teaching and learning of English. This ethnographic study investigates the attitudes of Bangladeshi HSC level students towards the use of Bangla in English classes. The results indicate positive attitudes among the students towards using Bangla in the learning of English and suggest the necessity of revising the official negative approach.
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Hossain, Md Sabbir, and Md Nazmul Haque. "COMPLEXITIES IN TEACHING ENGLISH IN HIGHER SECONDARY LEVEL: A STUDY OF FOUR COLLEGES IN BOGURA DISTRICT, BANGLADESH." JOURNAL OF LANGUAGE 4, no. 1 (May 29, 2022): 34–48. http://dx.doi.org/10.30743/jol.v4i1.5225.
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This paper aims to explore the challenges of English language teaching in the Bogura district, Bangladesh. Although Bogura is advanced in establishing educational institutions and trades, it is still lagging in respect of the quality and consequence of English language teaching in higher secondary education. In comparison to the other subject, it seems much more difficult for both teachers and learners. Therefore, the problems of English language learning have been listed, and the result of class observation of colleges in the Bogura district has been presented. To do this study, a descriptive research design, quantitative method, and questionnaires are used. The present findings opine that the majorities depend on the exam system to just pass the exam and there is no equal chance to be skilled in four skills of the English language students. The lacking of teachers has also been detected. However, the study attempts to illuminate a scenario of the English teaching system as well as the problems and prospects of English language learning and teaching in higher secondary education.
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Ali Althubaiti, Haitham, and Hassan Saleem Alqurashi. "The Impact of Teaching Approaches on Students’ English Language Learning in Higher Education: A Case Study of a Saudi University." Arab World English Journal 13, no. 3 (September 24, 2022): 3–19. http://dx.doi.org/10.24093/awej/vol13no3.1.
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This study investigates the effect of teaching approaches on students’ English language learning at King Abdulaziz University (KAU). Moreover, it is an endeavor to know the difference between students’ interaction with the teaching approaches used by Non-Native English Speaking (NNES) lecturers and those used by Native English Speaking (NES) lecturers. A documentary review, observations, and semi-structured interviews with lecturers and students served as the data sources of this study, as per the qualitative case study approach. The interactions with students and teaching approaches of the lecturers varied in accordance with their native tongue— NNES lecturers and NES lecturers. The findings have revealed that the level of students’ interaction was less during the lectures delivered by NNES lecturers due to the adoption of a teacher-centered approach. Significantly, the level of students’ interaction was high during the lectures delivered NES lecturers. This is due to the fact that NES lecturers adopted a learner-centered approach
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Parnawati, Tantry Ajeng, and Atik Ulinuha. "ENGLISH AT HIGHER EDUCATION LEVEL: A NEED ANALYSIS." Premise: Journal of English Education 8, no. 2 (October 20, 2019): 226. http://dx.doi.org/10.24127/pj.v8i2.2296.
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This study aimed to reveal students’ skills on each English language skill and find out what students need and want on English language learning at higher education level. To meet the aim of the study, a mixed-method approach was employed. The participants of this study were students who have enrolled in a General English course at the target University. Quantitative data was gained from an online questionnaire and Qualitative data was obtained from the interviews. The result of this study showed that students are more confident with their reading and writing skills than their speaking and listening skills. The finding also showed that they need to learn more about speaking skill. For the students’ need, English for supporting their job gained the highest percentage among the other choices. However, students also wanted to learn more on grammar. Therefore, an adjustment for English teaching material at higher education level at the target university needs to conduct
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Dai, Fan. "English-language creative writing by Chinese university students." English Today 28, no. 3 (September 2012): 21–26. http://dx.doi.org/10.1017/s0266078412000259.
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In China, most universities have a school of foreign languages, where students majoring in English, German, French, Japanese, and other languages study the language for the first two years, and take introductory courses in the linguistics and literature of the language concerned, and then progress to higher-level linguistic and literary courses, as well as translation studies. English is the most popular foreign language in China, and, with the improvement of English teaching in high schools, the average student entering university now has a higher level of English proficiency than previous generations of students. However, students with high scores in English often choose to study ‘practical’ subjects other than English, such as business studies, computer science, economics, medicine, etc. Increasingly, a number of programs at universities in China are even being taught through the medium of English. Consequently, English majors have less and less advantage over non-English majors, and departments of English have had to restructure their syllabi to cope with the situation. Courses in translation studies, intercultural communication and applied linguistics have thus gained greater recognition because of their functional importance in the real world (see Qu, this issue).
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Salahuddin, Afsheen. "Students’ perception of Spoken English Anxiety at Higher Education Level." Asia Proceedings of Social Sciences 4, no. 3 (June 4, 2019): 96–98. http://dx.doi.org/10.31580/apss.v4i3.567.
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Developing countries like Pakistan are struggling for an Ideal model for English language teaching in their educational institute as English language is emerging as a powerful medium of communication. In Pakistan the public sector school still follows the same old traditional teaching methodology like grammar translation method while the private sector is trying to utilize modern teaching methodologies for enhancing confidence in spoken English but the private sector also needs a lot of effort. This study has tried to find out various factors which make students anxious when they speak in English language and to develop a model based on interactive activities to be incorporated in the curriculum of the institute where this research study took place.
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ISMETI, Enes. "THE CHALLENGES OF LEARNING ENGLISH AS A FOREIGN LANGUAGE IN COMMUNICATIVE APPROACHES IN HIGHER EDUCATION." PRIZREN SOCIAL SCIENCE JOURNAL 6, no. 2 (August 31, 2022): 32–42. http://dx.doi.org/10.32936/pssj.v6i2.326.
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The purpose of this study was to look at the difficulties students have when learning English as a foreign language in higher education. This paper reports on the results of an interview of 30 randomly selected students and four professors of the Faculty of Philology and English language department, respectively, at the University “Ukshin Hoti” Prizren. It is critical to provide learners with the best possible support in terms of a helpful learning environment and adequate and meaningful language experience when learning a second language. Furthermore, students of English language can work to enhance their English skills, making language teaching and learning more effective and relevant for both lecturers and students. After identifying some of the challenges in English language learning and use in higher education in the Kosovar context, this study will attempt to address some of the critical issues identified and suggest some measures to deal with them more efficiently than what is currently being done. One of the first principles to consider when planning and designing English language programs is the need to identify the goals of teaching English in the sociocultural context in which the learning is taking place in no uncertain terms. Finally, this research has recommended overcoming these challenges and future research.
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Maharany, Elva Riezky, Nuse Aliyah Rahmati, and Basori Basori. "STUDENTS PERCEPTIONS TOWARDS THE INDONESIAN LANGUAGE COURSE." JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang 8, no. 2 (February 3, 2022): 128. http://dx.doi.org/10.32682/jeell.v8i2.2210.
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Directorate General of Higher Education Ministry of Education and Culture Republic of Indonesia issued a decree named SK Dirjen Number 43 regarding the implementation of the personality development course in higher education. The vision of teaching those courses, including teaching Indonesian language, is to provide source of values and guidelines in the development and implementation of study programs to lead students to establish their personality as Indonesian people. The study brings comprehensions about students acceptance of teaching the course and be useful for study programs that offers ELE. The programs can use the findings as a reference how they have to design their curriculum to meet students needs as well as in line with the government regulations. this study applied a phenomenology under the qualitative approach. Based on the result of the data analysis to capture students of English Language Education (ELE) perceive the teaching of Bahasa Indonesia course at the university level, the researchers put into two major themes. The first theme is students positive perceptions Bahasa Indonesia course, while the last is students negative perception towards similar course.
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Kusmaryati, Sri Endang. "TEACHERS’ PERSPECTIVES OF TEACHING ENGLISH TO YOUNG LEARNERS (A DESCRIPTIVE STUDY AT PRIMARY SCHOOLS IN KUDUS)." ELT Worldwide: Journal of English Language Teaching 7, no. 2 (October 31, 2020): 94. http://dx.doi.org/10.26858/eltww.v7i2.9723.
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ABSTRACTIn Indonesia teaching English at primary schools aims to introduce English language as a foreign language. The policy of Departemen Pendidikan Nasional, No.0487/14/1992, Chapter VIII and Undang-undang Sistem Pendidikan Nasional, No.060/U/1993 explains that English can be incorporated into the curriculum of local content at primary schools. The English proficiency of primary school graduates should be appopriate and useful to prepare the to learn English at the higher level. Students of primary schools are young learners who have their own characteristics. Young learners take great pleasure in playing games. Therefore, teaching English for primary schools students must be well designed in accordance with the characteristics of the students. This study is a survey that aims to investigate teachers’ perspectives of teaching English to young learners in Kudus. Further, it inspects their problems in teaching English in their schools. A questionnaire is distributed to the targeting primary school teachers in Kudus. The result reveals that there are 67% of the teachers who agreed that English is appropriately taught at primary schools, while 33% of the teachers disagreed. Teachers’ problems in teaching English to primary schools students, among others are the limited time allotments, students’ proficiencies in vocabulary and pronunciation, students’ interests, limited facilities, textbook, media and learning materials, and too many students in the classroom. Besides, the primary school students are young learners who are very active and like to break the rules.
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Gestanti, Rohfin Andria, Elok Putri Nimasari, and Restu Mufanti. "MULTICUTURAL CLASSROOM: TEACHER’S REFLECTION IN TEACHING ENGLISH FOR INTERNATIONAL STUDENTS FROM NON-ENGLISH SPEAKING COUNTRY." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 7, no. 2 (November 24, 2018): 179–91. http://dx.doi.org/10.26618/exposure.v7i2.1511.
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This present article aimed to elaborate the challenging problems that have been encountered by multicultural classroom teacherand how to deal with it. Heterogeneity in classroom is a common issue in language learning, especially with the involvement of multiculturalism. In this globalization era, the emergence of educational exchange causes students from a country takes their higher education in another country having better quality and reputation. Those students are commonly addressed as international students. The enrollment of such students is perceived advantageous for the university since it improves the international recognition. However, it also requires some efforts concerning the multicultural issue such as language, so that the students may successfully accomplish their study in a country which the native language is different from their native. With regard to this condition, the use of international language as a means of communication is unavoidable. However, in some circumstances, the use of native language in which the students take their study is more required, depending on the educational policy in appointed university. There are several students from Thailand taking their study in a private university in Ponorogo. Concerning the language, most of them are not mastering both English and Indonesia. As a result, teaching those students might be challenging due to misunderstanding communication that may occur in the classroom, especially for students who do not enroll in English Department. It presents the author’s experiences in teaching English for specific purposes in Communication Science Department of this university.
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Nithideechaiwarachok, Bussayarat, Ornpiya Maneekanon, and Thirapong Bubphada. "Exploring English Language Proficiency, English Language Problems, and English Needs Among First Year Undergraduate Students." International Journal of Learning, Teaching and Educational Research 21, no. 12 (December 30, 2022): 273–90. http://dx.doi.org/10.26803/ijlter.21.12.15.
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English is used widely worldwide and is recognized as the most important language for communication. This research focused on the needs, problems, and proficiency levels in the English language for first-year students majoring in English for Business Management. A questionnaire, an Intensive English test, and a semi-structured interview were used to conduct this research with 40 undergraduate students. Participants achieved low scores in every area of the Intensive English test and expressed their problems and needs in studying the English language. The participants had the desire to learn speaking, reading, writing, and listening language skills, and native English-speaking teachers as well as Thai teachers took turns teaching as requested. The challenges faced when learning English included students’ inability to listen and speak the language. Moreover, students need to improve their English pronunciation, grammar, and vocabulary. The research shows the importance of English at higher education levels and understanding the needs of students with different levels of English proficiency in order to prepare them to be ready to use the language for education and work in the future. Students who want to study English for Business Management must have a good foundation in English to further expand their knowledge in the curriculum, which has an emphasis on using English skills in various areas, including listening, speaking, reading, and writing. Furthermore, one of the project objectives is to prepare students for the first semester of their university life.
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Mohd Faiz, Nur Sofurah, and Maziana Mohamed. "Internationalisation of Curriculum Delivery: Complexities of English as an Instructional Language in a non-English Culture." Asian Journal of University Education 18, no. 1 (February 14, 2022): 279. http://dx.doi.org/10.24191/ajue.v18i1.17197.
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Abstract: English language is the main lingua-franca in higher education worldwide. For that reason, higher education institutions in Malaysia including the Malaysian Technical and Vocational University (MTVU, a pseudonym) have been promoting English as the language of instruction. With the existence of international students and voluminous English academic resources, implementing English as the language of instruction is a significant commitment. International students, as well as academic staff in MTVU however, come from various non-western cultures where English is not their native language. This paper focuses on an issue related to the use of English language amongst these groups in learning and teaching processes. Jin’s (1992) theories underlying Cultural Synergy model was used as the underpinning theories of the study. Data collected were from focus group and semi–structured in-depth interviews which were conducted with eleven international students and nine academic staff in MTVU. Through interpretive thematic analysis, findings highlighted that limited English proficiency is not only an issue solely for international students, but also for academic staff. This paper reveals this unique and complex issue from the perspectives of both students and staff. The paper then further discusses the consequences of these complexities for the learning and teaching environment.
Keywords: Academic staff, English language, International students, Learning and teaching, Malaysian TVET
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Novianti, Alviaderi, and Martina Mulyani. "Facilitating Student Voice through Sandwich Principle of Teaching (SPoT): Research-Led Teaching in English Language Teaching (ELT)." NOBEL: Journal of Literature and Language Teaching 13, no. 1 (April 30, 2022): 1–17. http://dx.doi.org/10.15642/nobel.2022.13.1.1-17.
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This study explores the implementation of the Sandwich Principle of Teaching (SPoT) in facilitating the students to voice their thoughts properly while learning about research in English Language Teaching (ELT). This case study is guided by the theory of research-led teaching from Walkington and SPoT from Wahl. The study employed 30 students of higher education as research participants. In 14 weeks, the teacher alternately used traditional and collaborative learning. The students were involved in various learning experiences; formulating lesson goals, reading journal articles, selecting the article, identifying the gap, and choosing and defining research topics. The findings revealed that the integration of SPoT into research-led teaching provides guidance for the teacher to teach research and space to voice their thought under the language learning research program. The findings show a positive attitude on students’ experiences in each stage of the learning research program through SPoT. Based on the findings, it is concluded that the integration of SPoT into research-led teaching could provide the students a space to voice their thought in the language learning research program. They got better learning experiences as they could engage actively in the class and voice their thoughts as well.
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Kıncal, Remzi Y., Ceyhun Ozan, and Duygu İleritürk. "Increasing Students’ English Language Learning Levels via Lesson Study." English Language Teaching 12, no. 9 (August 20, 2019): 88. http://dx.doi.org/10.5539/elt.v12n9p88.
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The study aims to develop students’ higher cognitive skills e.g. analysis, synthesis and assessment and to increase their academic successes by reflecting their cognitive skills in psychomotor skills in practice with the help of lesson study. Therefore, the aim of the study is to increase students’ English as a foreign language learning level. Action research was used in the study. “English Achievement Test” and “Semi-Structured Interview Form” developed by the researchers were used as data collection instruments. English achievement test was used as pre-test and post-test to define students’ English language levels, and semi-structured interview form was used to determine teachers’ views about lesson study practice. According to research result, lesson study has increased students’ learning levels significantly. Moreover, teachers stated that lesson study was highly beneficial and affected their professional development in a positive way. It was stated by teachers in the study that lesson study had the teachers a chance to observe and assess their teaching qualities and so, it made the students’ learning levels increase significantly. Furthermore, all of the teachers agreed that lesson study as an in-service training model could be an approach used for both other lessons and nationally.
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Bekteshi, Edita, and Brikena Xhaferi. "Learning about Sustainable Development Goals through English Language Teaching." Research in Social Sciences and Technology 5, no. 3 (November 1, 2020): 78–94. http://dx.doi.org/10.46303/ressat.05.03.4.
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The purpose of this paper is to introduce the concept of Sustainable Development (SD) and its goals to the students of the Faculty of Education, future teachers, in order to become skilled and knowledgeable and then introduce these Sustainable Development Goals (SDGs) to their students. As such, this study tries to link the concept of English Language Learning (ELL), English Language Teaching (ELT), and the SDGs as a type of all-inclusiveness within the “3 Ps”: Planet, People, and Profit. The instrument used for the purpose of this study was an online questionnaire sent to the students of the Faculty of Education in Kosovo. The total number of participants was 89. The students’ responses revealed that 60 percent of the future teachers are aware of the SD concept; however, the results indicate that not all “3 Ps” are hit upon by the future teachers. Based on the results, the most common areas of interest and societal needs of learning about SDGs are related to education, gender equality, good health and well-being, alleviation of poverty, and decent work and economics. These same goals are also hit upon in ELT classes. The study concludes that Kosovo’s future teachers are more concerned about issues related to social issues—“P-People”—followed by goals related to “P-Profit,” while goals related to “P-Planet,” the environment, are left behind. Future teachers’ knowledge about SDGs is vital, for there is a significant direct impact of learning about specific SDGs in higher education institutions, and the application of SDG topics in English language classes can infuse the SD concepts.
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Olamide, Ijadimine. "Applied Linguistics in Context of English Studies in Nigeria Higher Institutions." JOURNAL OF ADVANCES IN HUMANITIES 4, no. 4 (December 27, 2016): 547–53. http://dx.doi.org/10.24297/jah.v4i2.5097.
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Applied Linguistics is a field of interest to scholars because it depends on insights in other fields such as philosophy and psychology in the teaching of language. Hence, this paper considers a review of Applied Linguistics as an important course of study for English students in Nigeria Tertiary Institutions by considering the context of English as a Second Language(ESL) as an important factor that should guide Applied Linguistics as a course for the students. In addition, questionnaires were administered to students studying English to further shed light on the subject matter. Furthermore, it provides added contribution to academic debate that borders on Applied Linguistics by recommending practicaldemonstration of theories of language and communication for the training of English as Second Language(ESL) students in Nigeria.
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Faisal, Khondaker Omer, and Yeakub Ali. "EFL Teaching and Learning in the Rural Areas of Bangladesh: Addressing Obstacles to Teaching L2." International Journal of Education 13, no. 4 (October 26, 2021): 1. http://dx.doi.org/10.5296/ije.v13i4.18965.
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English as a language is an essential tool in the negotiation of power and relationship at the interpersonal, social and the global level as well. The importance of learning English has increased significantly as a useful communication tool in the age of globalization. In the existing scenario, English language learning and teaching in the rural areas of Bangladesh has become a prime concern. This study aims to present the current English language education policy, language learning and teaching obstacles pertaining to the poorly equipped classroom, lack of trained language teachers, and inadequate use of technology and non-availability of learning materials in Bangladesh. To analyze and to find the solution to the language teaching and learning obstacles, the researcher employed both qualitative and quantitative methods. The research was carried out in ten rural colleges far from the capital city Dhaka. The population of this study was higher secondary level students in the academic year 2019-2020. The number of populations was 25 students from intermediate class and 10 teachers from same school and colleges, and data were collected through a questionnaire. The findings show that though CLT based English language curriculum has been operating at the higher secondary level in Bangladesh, most of the teachers are not familiar with CLT guidelines and CLT related activities. Besides this, there are some crucial factors which demand great attention to change the current scenario. As a result, there are inconsistencies between the stated objectives of Teaching English and the actual teaching techniques.
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Ivanova, Natalia Nickolaevna. "Integrating online Teaching English into the system of higher education." Siberian Pedagogical Journal, no. 1 (March 5, 2022): 77–86. http://dx.doi.org/10.15293/1813-4718.2201.07.
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The article discusses current problems in organizing and conducting online classes. The effectiveness and compliance of online teaching English with the modern competence approach in the process of evaluation of effectiveness of the selected learning model. The purpose of the article is to justify effectiveness of managing the student’s learning activities in the process of online learning through an optimal combination of possibilities of Moodle electronic educational environment and the use of interactive pedagogical technologies. Methodology and methods of research. The study was conducted on the basis of the implementation of the model of online English course as a process of building up students’ professionally significant competencies, development of students’ self-regulation strategies and improvement of their soft skills and abilities. The research methods used were the analysis of pedagogical, socio-psychological, scientific-methodological and special professional literature on the problem of research; purposeful observation of the process of development and training of students, analysis of experimental data, questionnaires. The developed model of online English course was implemented as part of an experimental study of the discipline “The English Language”. Conclusion. It is worth noting that the implementation of online teaching model based on the concepts of Edutainment, Self-Regulative Strategies of learning, as well as communicative approach with the use of interactive pedagogical technologies integrated into content-based learning corresponds to the modern competence-based approach implemented in the educational process of the discipline “The English Language”.
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Matsevich, Svetlana, Irina Korenetskaya, and Anna Kuzmichenko. "CONCEPTUAL METAPHOR AS MEANS OF TEACHING ENGLISH SPEECH PATTERNS IN HIGHER EDUCATION." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 5 (May 20, 2020): 494. http://dx.doi.org/10.17770/sie2020vol5.4959.
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The article focuses on the relevant problem of finding new methods in theory and practice of teaching foreign languages and attempts an interdisciplinary research of conceptual metaphors both as a phenomenon of linguistics and English-language training. The authors view the research novelty in considering conceptual metaphors of educational discourse as one of the means of teaching students English speech patterns. The research aim is to identify basic conceptual metaphors of educational discourse and describe the algorithm of using them in teaching English at universities. The primary methods of the study are conceptual-taxonomic analysis and the Metaphor Identification Procedure (MIP). The materials of the study include the articles of the English-language educational discourse and topical lectures on Education, Communication, Science and Society at TED Talks platform. The main research results present conceptual metaphor classification and its possible use as the means of teaching English speech patterns. The basic mechanism of learning new English speech patterns through conceptual metaphors suggests the implementation of cognitive-communicative approach. The results of the research are addressed to master and post-graduate students when learning English in professional sphere of education sciences.
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Qureshi, Habiba, Fareeha Javed, and Sana Baig. "The Effect of Psychological Factors on English Speaking Performance of Students Enrolled in Postgraduate English Language Teaching Programs in Pakistan." Global Language Review V, no. II (June 30, 2020): 101–14. http://dx.doi.org/10.31703/glr.2020(v-ii).11.
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This research attempted to identify the psychological factors that affect the speaking performance of students enrolled in Postgraduate English Language Teaching programs in Pakistan. A quantitative approach was used to address the main aim of this study. The participants of the research were 100 postgraduate students enrolled in English Language Teaching (ELT) and Teaching English to Speakers of Other Languages (TESOL) programs of public sector higher education institutions and universities in Pakistan. The findings revealed that many students in this study reported finding it difficult to speak in English in foreign language classrooms due to psychological factors like lack of selfconfidence, lack of self-esteem, fear of making mistakes, shyness, anxiety and motivation mainly. The findings also revealed that almost all the psychological factors are interlinked with each other and have a direct effect on the speaking performance of the students in this study.
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Madkour, Magda, and Rafik Ahmed Abdel Moati Mohamed. "Identifying College Students’ Multiple Intelligences to Enhance Motivation and Language Proficiency." English Language Teaching 9, no. 6 (May 3, 2016): 92. http://dx.doi.org/10.5539/elt.v9n6p92.
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<p>While most research studies on the theory of multiple intelligences focused on the application of the multiple intelligences domains as separate components, this quasi-experimental research targeted the effect of multiple intelligences as integrated abilities for teaching and learning English at higher education. The purpose of this study was to examine the impact of students’ multiple intelligences profiles on their motivation and language proficiency. The quantitative data was collected from the students of the College of Languages and Translation at Al-Imam Mohammad Ibn Saud Islamic University in Saudi Arabia. The researchers prepared a Likert scale questionnaire to identify students’ multiple intelligences. The participants formed two groups from male and female students who studied English courses at level 3. The first group studied English in a traditional classroom where they relied on memorizing grammatical rules while the second group studied English after identifying their multiple intelligences profiles. Using the Statistical Package for the Social Sciences software (SPSS), data analysis results indicated that ineffective teaching strategies that depended on encouraging learners memorizing language rules hindered students from boosting their language proficiency. The analysis of the data also showed that when students became aware of their multiple intelligences profiles, they managed to enhance their motivation, which helped them improve their language skills. The recommendations of the current research provide creative ideas for using multiple intelligences at higher education, including a model for integrating multiple intelligences for teaching English. The current research is also a contribution in teaching English to college students since it is among only a few studies that have applied Gardner’s theory at higher education.</p>
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Shilova, Lyudmila, Svetlana Masterskikh, Elena Mensh, and Maria Zemlyanova. "Learning English language in primary school." International Journal of Educational Management 34, no. 9 (August 29, 2019): 1475–89. http://dx.doi.org/10.1108/ijem-03-2019-0115.
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Purpose The purpose of this paper is to determine the level of intrinsic motivation of primary-school-age children alongside the factors that influence these levels when learning English. Design/methodology/approach This goal was reached through a study that was conducted in four educational establishments of Tyumen. The study benefits from qualitative and quantitative methods. The qualitative part consists of an experiment in a group setting. Two groups of students were learning under two different programmes and the teachers were making records of student outcomes, interest in learning and motivation. The findings demonstrate that the level of motivation/interest is higher when interactive techniques (appropriate for the age of students) are in use. The quantitative part involved a survey to identify intrinsic motivations by completing which the students revealed high and medium levels of motivation/interest to learn. Findings The findings can be used when updating or re-designing education programmes and when creating new methods for teaching English in Russian educational establishments. Originality/value Giving the schoolchildren a motivation to learn is, without any exaggeration, one of the central problems in modern school. Teaching English as a foreign language to students of younger age (schoolchildren) requires a special approach due to special psychological and mental characteristics that these students have. The scholars have established that learning of foreign languages happens best at a very young age. However, without proper methods of teaching, teachers will not be able to reach the learning objectives, which they were attempting to reach. The reason for this effect is simple. The way the subject is taught is expected to spark interest but with the lack of interest in the subject, students will not feel sufficiently motivated to actually learn something. Hence, motivation is essential for learning any foreign language. In the home setting, motivation to learn, as well as a positive learning environment, is the responsibility of parents.
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Khan, Mohammad Owais. "Necessity of ESP (English for Specific Purpose) Courses for Medical and Science Students at Najran University, Saudi Arabia: An Exploratory-cum-remedial Study." Theory and Practice in Language Studies 10, no. 2 (February 1, 2020): 208. http://dx.doi.org/10.17507/tpls.1002.09.
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English as we know that plays a major role in higher education, Science and technology. It also plays a very essential role in the field of Medicine and other related disciplines because textbooks and journals are mostly written in English. This paper is an attempt to call for ESP courses specially designed to meet the needs of the growing demand of teaching English to Medicine and Science students or to modify the prerequisite course of such professional disciplines i.e. “Preparatory Year Program (PYP)” up to the level of ESP. The present study identifies the students’ acuities about the significance of the language skills, their ability in performing those skills, and their preferences regarding the English language course. It also sheds light on the problems in teaching English for specific purpose in Saudi Arabia. This study investigates the challenges encountered in teaching Medicine and Science students in Saudi Arabia and also attempts to answer the following questions: (a) what are the challenges that Medicine and Science teacher face while teaching? (b) What are the causes of these problems and (c) how can such problems be minimized? Finally, the findings of the research suggest some remedial measures and recommendations for improvement.
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Romashko, Olha. "TRENDS IN COMPUTER-ASSISTED ENGLISH TEACHING PROCESS FOR STUDENTS OF NON-LINGUISTIC SPECIALTIES IN UKRAINIAN HIGHER EDUCATION INSTITUTIONS." Social work and social education, no. 2(7) (September 29, 2021): 225–32. http://dx.doi.org/10.31499/2618-0715.2(7).2021.244657.
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The article is devoted to the English teaching process for students of non-linguistic specialities of Ukrainian higher education institutions. Particular attention is drawn to one of the principles of organizing the educational process during a pandemic – the computer-assisted education process and its methodological principles. The article outlines current trends in the computer-assisted English language teaching process, consistent with the capabilities of online platforms and cloud technologies, the implementation of Internet technologies and the various forms of virtual language environment organization.
During the pandemic, the academic community as a whole almost overcame prejudice against the distance learning organization. Many HEIs actively implement and discuss distance learning methods and tools in the educational process, which significantly expands the geography of educational services, creates an opportunity to diversify teaching methods by students using different ways of presenting educational material, as well as promptly update the necessary training courses.
Peculiarities of computerization of teaching English to students of non-language specialities in the Free Economic Zone of Ukraine in a pandemic – increasing students ’motivation to acquire knowledge, skills, mobility and awareness of students with digital technologies, the novelty of methods and tools used.
Based on this, we can identify trends in the computerization of English language teaching – the formation of cyberspace, the widespread use of online platforms and cloud technologies, the implementation of modern Internet technologies and appropriate forms of virtual language environment.
The specifics of teaching students of non-language specialities, in this case, can be focused on creating an effective virtual language environment, which requires the modern teacher knowledge of the technical features of its design and practical implementation of the learning process.
We see the prospects for further research in this area for a comprehensive study of qualitative changes in the methodology of teaching English for students of non-language specialities in higher education institutions of Ukraine in terms of computerization and online learning.
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Yanti, Gina Selvira, and Rafika Nurhidayah. "A scoping study of “Snapshot” teaching framework." Journal on English as a Foreign Language 12, no. 1 (March 9, 2022): 74–96. http://dx.doi.org/10.23971/jefl.v12i1.3438.
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Despite the emergence of Dogme ELT in the 2000s, only small numbers of academic research employing this approach were documented, especially in the context of teaching English Speaking skills in Indonesian higher education. Also, as a response to Indonesian students’ unsatisfied performance in English skills, this study was aimed to introduce and propose an instructional framework using "Snapshot" for college students. As one of the Dogme ELT activities, it hopefully can boost students' motivation, participation, and ability to use the target language orally. Following the scoping study method by Arksey and O’Malley (2005), we gathered data by deriving and concluding theories and practices of research published in 2016 until 2020. As a result, there are thirteen studies on Dogme ELT. From those studies found, we derived and cultivated the implementation of the approach, the perspectives of teachers and students toward the activities, and then presented the proposed framework in teaching English speaking using Snapshot in three stages. Furthermore, the findings indicate that only five out of thirteen studies that empirically utilized and described Dogme ELT in the classroom with mostly favored by both teachers and students. In sum, the proposed framework hopefully can benefit educators in general, ELT teachers, and lecturers in particular.
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Rana, Md Masud, and Md Mahmud Hasan Chowdhury. "A Pragmatic Data Based Evaluation of CLT in the EFL Curricula at Higher Secondary Level in Bangladesh." International Journal of Applied Linguistics and English Literature 9, no. 3 (May 31, 2020): 11. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.3p.11.
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This paper evaluates the scope and relative unfeasibility of communicative language teaching (CLT) that was introduced at higher secondary level in Bangladesh to innovate English language teaching (ELT) by replacing grammar translation method (GTM). To substantiate the evaluation, a survey intended to determine the feasibility and relative drawbacks of CLT was made. A total of 100 teachers and 100 students participated in the survey of 10 different colleges of Dhaka and Khulna metropolitan cities of Bangladesh and two different questionnaires were used to collect quantitative data from randomly selected teachers and students. The study reveals that most of the EFL students in Bangladesh could not succeed in learning English language through CLT in spite of studying it for twelve years at their secondary and higher secondary levels. The paper also examines multifaceted problems affecting English language teaching and learning through CLT such as most of the classrooms of Bengali medium colleges are not well-furnished with modern language teaching equipment, lack of training and teaching materials, student’s lack of background knowledge, motivation etc. Therefore, the real outcome of CLT in Bangladesh could not meet the initial dream and promise with which it was introduced and eventually became inappropriate and ineffective.This article critically evaluates CLT focusing on multiple barriers and factors instrumental for the failure of the approach at higher secondary level in Bangladesh. Finally, the study concludes with several recommendations to promote English language teaching at higher secondary level in Bangladesh.
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Kalbani, Mouza Said Al, Josu Solabarrieta, and Ahmad Bin Touq. "Omani Students’ Perceptive of Communicative Language Teaching Approach in Higher Education in Oman: Its Practice." Proceedings 2, no. 21 (October 29, 2018): 1333. http://dx.doi.org/10.3390/proceedings2211333.
Full textAbstract:
This study aimed to analyze and understand learners’ attitudes towards Communicative Language Teaching (CLT) approach in a foreign language context in higher education in Oman. In the literature review, learners’ attitudes play a strong role in determining the success of innovations in instructional practices (Savignon and Wang 2003). In addition to that, this study is considered as an evaluative study to explore teachers’ implication of CLT and the impact of this implication on students “communicative competence”, which is considered as an ultimate goal of communicative language teaching in a foreign langue context (FL). The importance of this study is due to its significance to come up with a clear understanding of Omani learners’ beliefs considering teaching and learning process. It also aims to specify the impact of CLT as an effective teaching approach in English as a foreign language (EFL) among higher education students and to specify any difficulties or challenges that might hinder CLT implementation in the Omani context. To achieve this, a quantitative study had been used to collect data from both teachers and learners. The participants of this study were 631 students (189 male and 391 female) who were enrolled in Intensive English language programs (IELP) in Foundation Institute (FI) in two Universities (210 students from public university and 421 students from private university) and those participants were from three different English proficiency levels (247 level 1, 155 level 2 and 229 level 3). The analysis revealed that students perceived classroom’s practice to be more oriented towards using strategic and grammatical competence and less towards sociolinguistic and intercultural competences. Additionally, Omani learners reported statistically significant correlation between CLT practice. The students’ gender, language proficiency and education context affected how students perceived classroom practice.