Relevant bibliographies by topics / English/non-english speaking background

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

Academic literature on the topic 'English/non-english speaking background'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "English/non-english speaking background"

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Golebiowski, Zofia. "Scientific and technical English for non-English speaking background graduates." Australian Review of Applied Linguistics 16, no. 1 (January 1, 1993): 19–36. http://dx.doi.org/10.1075/aral.16.1.02gol.

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Linguistic and cultural needs of non-English Speaking background graduates in science and technology fields are currently not being met due to the lack of specific language and communication programs. This paper discusses the development of an innovative Scientific and Technical English curriculum to be offered in university as well as industrial settings, with the aim of providing language and acculturation bridging programs for the overseas qualified professionals, to satisfy Australia’s educational and industry requirements. It describes the aims, design and outcomes of a modular, socio-cultural, negotiated curriculum, written from a perspective of training in its broad sense with education playing an integral part. The acquisition of communicative skills in English which will enable the learners to access and function in positions commensurate with their overseas qualifications and experience is seen as the ultimate objective of the program.
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Neumann, Ruth. "English Language Problems and University Students from a Non‐English Speaking Background." Higher Education Research & Development 4, no. 2 (January 1985): 193–202. http://dx.doi.org/10.1080/0729436850040207.

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Shen, Qing, Dennis J. Cordato, Daniel K. Y. Chan, and James Kokkinos. "Comparison of Stroke Risk Factors and Outcomes in Patients with English-Speaking Background versus Non-English-Speaking Background." Neuroepidemiology 24, no. 1-2 (December 6, 2004): 79–86. http://dx.doi.org/10.1159/000081054.

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Elliott, Marietta. "Non-English-Speaking-Background Children in Wagga Wagga Schools." Rural Society 2, no. 3 (October 1992): 21–22. http://dx.doi.org/10.1080/10371656.1992.11005062.

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Legge, Varoe. "AGED WOMEN FROM NON ENGLISH SPEAKING BACKGROUNDS." Australian Journal on Ageing 6, no. 2 (May 1987): 16–21. http://dx.doi.org/10.1111/j.1741-6612.1987.tb00959.x.

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Oliver, Rhonda, Samantha Vanderford, and Ellen Grote. "Evidence of English language proficiency and academic achievement of non-English-speaking background students." Higher Education Research & Development 31, no. 4 (August 2012): 541–55. http://dx.doi.org/10.1080/07294360.2011.653958.

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Care, Esther, Erin Roberts, and Amanda Thomas. "Effects of language background on measures of ability of children in their first year of school." Australian Educational and Developmental Psychologist 26, no. 1 (March 1, 2009): 20–35. http://dx.doi.org/10.1375/aedp.26.1.20.

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AbstractThis report outlines the usefulness and appropriateness of three commonly used tests of ability for Preparatory level (Prep) children in Victoria, Australia, from non-English speaking backgrounds. Traditional school readiness and ability tests are dependent on knowledge of the English language, and thus may not be valid tools for assessing students with limited English proficiency. Tests that measure both verbal and nonverbal abilities were administered to 32 children, 14 from English speaking and 18 from non-English speaking backgrounds. Differences between the two groups of children are reported with a focus on interpretation in the context of effect of English language proficiency on performance. The results indicate that student performance on a variety of tests is constrained by English language knowledge, rather than by actual cognitive ability.
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Chur-Hansen, A., and R. J. Barrett. "Teaching colloquial Australian English to medical students from non-English speaking backgrounds." Medical Education 30, no. 6 (November 1996): 412–17. http://dx.doi.org/10.1111/j.1365-2923.1996.tb00860.x.

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Coley, Mary. "The English Language Entry Requirements of Australian Universities for Students of Non‐English Speaking Background." Higher Education Research & Development 18, no. 1 (April 1999): 7–17. http://dx.doi.org/10.1080/0729436990180102.

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Knox, Stephanie A., and Helena Britt. "A comparison of general practice encounters with patients from English‐speaking and non‐English‐speaking backgrounds." Medical Journal of Australia 177, no. 2 (July 2002): 98–101. http://dx.doi.org/10.5694/j.1326-5377.2002.tb04681.x.

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Dissertations / Theses on the topic "English/non-english speaking background"

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Suominen, Keiju, and n/a. "The migration experiences of non-English speaking background children." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061109.112910.

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This study examines the migration experiences of non-English speaking background children. The research was conducted at the Southside Primary Introductory English Centre in the A.C.T. An ethnographic approach was employed enabling the researcher to participate in the setting in order to develop an in depth understanding of the children's experiences. The data was collected using observation and key informant interviewing. The participants were encouraged to freely reflect on their past and present experiences to enable them to make a comparative analysis of their experiences in Australia and in their country of origin. The data has been faithfully recorded to represent the children's point of view. The data was then organised into taxonomies. These were used as a basis for the analysis of the data in relation to the pertinent literature. The three major categories examined were culture, interaction and feelings. This analysis has been used to draw implications for the education of migrant children in the A.C.T.
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Herbert, Jill, and n/a. "English in the workplace: meeting the need of the non English-speaking background staff at the University of Canberra." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050809.120042.

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Limited English proficiency (LEP) amongst non-English-speaking background (NESB) employees is a major concern for the Government, employers and unions in Australia. Due to their low levels of English proficiency, NESB employees are often unable to carry out effectively the required workplace tasks. In the current climate of rapid change in workplaces, as a result of Award Restructuring, NESB employees may also lack the communication skills necessary to undertake skill-based training and, therefore, be further disadvantaged. In light of these concerns, this study investigated the English learning needs of a group of NESB non-academic staff at the University of Canberra (UC). It established that there was a gap between their present levels of English proficiency and the levels required in their current positions. As a result, these employees are unable to engage effectively in all communication tasks required in the workplace. Following a detailed analysis of the current literature on the provision of workplace English training it is recommended that an English in the Workplace (EWP) program be provided at the UC for NESB non-academic employees. Specific recommendations are made regarding the design and implementation of the learning program.
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Barnard, Roger Christopher Graham. "Non English speaking background learners in the mainstream classroom : a New Zealand case study." Thesis, University of Chichester, 2000. http://eprints.chi.ac.uk/936/.

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The introductory chapter of this thesis presents the central premise of the study - that classroom learning is constructed through talk - and states the primary aims. These are to provide an ethnographic account of the process of learning in a mainstream classroom, and to apply to this account a specific theoretical framework with a view to refining its central constructs. The thesis proceeds with a discussion of the methodological basis of the investigation - ethnographic case study - and the procedures used for data collection and analysis. This is followed by a discussion of the theoretical orientation of the study, which explains the complexity of the learning context of isolated bilingual schoolchildren and the rationale for a sociocultural approach to explore it. The neo-Vygotskian constructs central to this study - the zone of proximal development, scaffolding and appropriation - are introduced and explained, as are supporting concepts. Each of the three following chapters of the thesis is divided into three parts. The first examines in detail one of these constructs, and also related concepts, with a view to their potential relevance to the specific context of learning. The second part in each chapter comprises a detailed ethnographic description, micro genetic analysis and interpretation of the context and continuity of the learning discourse. The third part in each chapter comments on the implications for the constructs at issue. These three chapters constitute a narrative of the way that classroom learning is constructed through talk over a school year. The thesis concludes with a review of the pedagogical and theoretical implications arising from the investigation, and considers the utility of a neo-Vygotskian framework for further research into classroom learning.
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Ferdous, Tabassum, and t. ferdous@cqu edu au. "Using Formal Health Education Sessions to Increase Mammography use among women of Non-English Speaking Backgrounds in Rockhampton." Central Queensland University. Department of Nursing and Health Studies, 2007. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20070718.142605.

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Although there has been an increasing incidence of breast cancer among Non-English speaking background (NESB) women in many developed countries, existing screening services are being underused by these women. Studies show that the barriers to the accessibility of breast cancer screening by NESB women include their lack of awareness, low level of education, low self-efficacy and lack of social interaction with other women. This study aimed to investigate the knowledge relating to breast cancer and mammography, self-efficacy and barriers to mammography use among NESB women in an Australian regional city before and after their attendance at a health education session. This health education session aimed to increase the awareness and use of mammography among these NESB women. Two widely used behaviour theories, ‘Health belief model’ and ‘Social Cognitive Theory,’ were applied as the theoretical framework for this study. A quasi-experimental study was conducted in which the health education session was used as an intervention. Pre-test and post-test questionnaires were completed by study participants before and after the health education session. Their knowledge of breast cancer and mammography was assessed. In addition, their self-efficacy and barriers to the use of mammography were also analysed. Results indicated that informal recruitment strategies were more effective with these NESB women. Initially 49 women were recruited. Of these, 23 women (47%) attended the health education session. As data showed tertiary educated and employed women who already had mammogram/s were more likely to attend the session. After attending the health education session, the women’s knowledge relating to breast cancer and mammography was improved and the perceived barriers to the use of mammography were reduced. During a three month follow-up period, there was no change of mammogram use by the women. However, the results showed a trend of increased intention to use the mammogram over a period of two years (41.7%) compared to six months (25.0%). Based on these results, further studies are recommended to explore the beneficial outcomes of health promotion programs targeting NESB women who are not in the workforce or have a low level of education.
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Burns, Robert. "Developing a test of premorbib fluid abilities for people from non-English-speaking backgrounds /." Title page, contents and abstract only, 2000. http://web4.library.adelaide.edu.au/theses/09SSPS/09sspsb967.pdf.

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Pallotta-Chiarolli, Maria. "Negotiating ethnicity, sexuality and gender : the personal identities of lesbians from non-English-speaking backgrounds /." Title page, abstract and contents only, 1991. http://web4.library.adelaide.edu.au/theses/09ARM/09armp168.pdf.

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Cornish, Audrey, and n/a. "NESB students at secondary college and university : a comparison of NESB success rates and an investigation into some of the factors which may affect study outcomes." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060629.163744.

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The increasing number of non-English speaking background (NESB) students (from both Australia and overseas) has led to concerns about the appropriateness of English as a Second Language (ESL) courses at upper secondary level as a preparation for tertiary study. These concerns have been voiced at both upper secondary and tertiary levels. It appears that NESB students' English language levels at Year 12 are a critical factor in determining whether or not they will succeed at tertiary study. On the other hand, they at times achieve high levels of competence in mainstream subject areas which are not reflected in their ESL results. Several other factors may also affect NESB students' tertiary success rates e.g. language and cultural background, and length of time in Australia. In addition, the responses of tertiary institutions to such students and their needs may be of importance. This study surveys the backgrounds and success rates of NESB students from an ACT secondary college who moved into tertiary study programs. It investigates their results in their Year 12 Certificates and traces them through three years of tertiary study. In doing so, the study identifies certain factors which appear to impact upon the students' success rates. Results obtained may prove beneficial to ESL service providers at upper secondary level. Furthermore, tertiary institutions may find such an analysis helpful in assisting them to develop appropriate approaches to meet the needs of this particular group of students.
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Nielson, Pam, and n/a. "A comparative analysis of English as a second language programs and services in government school systems in Australian states and territories and the nexus with Commonwealth funding." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060824.132257.

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The study investigates the nature and extent of provision of English as a Second Language (ESL) programs and services for students of non-English speaking background (NESB) in government school systems in the six Australian states and two territories and the interrelationship of state/territorial education authority provision and levels of commonwealth funding. The study further examines perceptions of state/territorial service providers of where the onus of responsibility for ESL provision lies. The study is limited to examination of ESL provision at the school level in government education systems only and does not address services for adult NESB learners or provision in the non-government sector. The study is set in the context of the impact of commonwealth immigration policies on the nature of Australia's multicultural society and on the evolution of provision of appropriate programs and services for NESB students in Australian government schools. The major findings to emerge from this study which bear on the issues identified in the literature and which are of significance for the future of ESL service delivery are: · the existence of overall commonality of definition of NESB students and identification of such students for ESL programs on the basis of need, but a degree of variation in procedures used by state and territorial systems which falls short of standard practice and renders comparative measurement of perceived shortfalls in provision difficult; · variation in definition of intensive programs which renders comparison of provision difficult; · strong commonality in overall provision of both programs and services across all schooling sectors, with limited local variation in service delivery; an increasing commitment in all systems to the mainstreaming of ESL provision through language across the curriculum programs aimed at complementing specialist ESL provision by enabling mainstream teachers to accept responsibility for the language needs of NESB learners; · variation in degrees of dependence on commonwealth funding for provision of programs and services ranging from almost total dependence on commonwealth funding in two systems to significant local education authority provision in four systems; · commonality of opinion among local service providers of the commonwealth's responsibility for some degree of funding of ESL provision, but variations in perceptions of the extent of the commonwealth's responsibility in this area; · commonality of experience of initial identification of need at the local level, but dependence on commonwealth intervention to approach adequate provision to meet identified need; · a degree of tension between on the one hand, recognition of individual differences among systems and the concomitant need, or desire, for state/territorial autonomy in service delivery; and on the other hand, recognition of commonality of purpose and provision and the concomitant need for some standardisation of practice in the interests of efficiency and accountability of service delivery. The study concludes with an examination of the implications of these findings for policy for future ESL service delivery.
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McFedries, Terri Hu. "Non-English-Speaking-Background secondary school fee-paying Asian students living in a host family environment in Christchurch : a research report." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2001. http://hdl.handle.net/10092/2868.

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The dramatic increase of foreign fee-paying students benefits our community on one hand, but on the other visible problems of teenage pregnancy, racism, drugs , abuse, indifference as well as invisible problems of loneliness and helplessness arise. The researcher noticed many sad cases through her work experience as a language teacher and as an interpreter for government agencies such as the courts, police, immigration and health over the last 20 years in Christchurch. Local residents lack a realistic understanding of the difficulties encountered by foreign students in adjusting to a new environment, a different culture and a new language. This study is an investigation of living situations of Non-English-Speaking Background (NESB) Asian secondary full fee-paying students (SFFPS) boarding with host families in Christchurch. Research was conducted by interviews and questionnaires with secondary school students in Christchurch. Aspects of Asian SFFPS living situations with host families that were investigated include the students' country of origin, age, size of host families, age group of host families' children, attitudes of the host families, host families' leisure life with students, students' social life, meals with host families and host families level of support. On the whole, the research suggests that Asian SFFPS boarding with host families lack supervision and support. Interactions between Asian SFFPS and their host families, local students and the local-community are infrequent. Many international students lack a congenial learning environment, a decent living environment, a proper provision of welfare support and a good relationship with the host culture and its people. Interactions are important to develop greater communicative competence and more confidence in the use of the English language in order to achieve wellbeing and multicultural linkage with New Zealand society as a foundation for later friendships. The study concludes with a list of recommendations that might improve the Asian SFFPS living situations. Interventionist strategies for intercultural interaction would I need to be introduced to promote more and better intercultural activities . Monitoring and supporting systems by schools, agents, guardians and host families are necessary.
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Fry, Anne J., University of Western Sydney, College of Social and Health Sciences, and of Nursing Family and Community Health School. "Understanding attempted suicide in young women from non-English speaking backgrounds: a hermeneutic and narrative study." THESIS_CSHS_NFC_Fry_A.xml, 2002. http://handle.uws.edu.au:8081/1959.7/643.

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This study seeks to attain understanding of attempted suicide in young women from non-English speaking backgrounds, constructing meaning(s) of attempted suicide and eliciting information about sociocultural influences and guided by philosophical hermeneutics and narrative inquiry using life story methods. Thematic analysis was used to explicate from the text 30 sub-themes, five themes (being in a gap between cultures and creating space for themselves, being traumatised and diminished by abuse, surviving dangerous relationships, suffering psychic pain, expressing the self by attempting suicide), and a meta-theme (paradoxically asserting the indefinite self). Interpretation was predicated on the belief that life stories are statements about self-identity, and represent coming into being through the interaction of coherence (the ability to establish connections between events, unifying themes, frames of reference and goal states), continuity (a longitudinal and sequential perspective on life) and connectedness (intrapersonal, interpersonal and transpersonal relationships). The paradox is that being unable to overcome the uncertainties of incoherence, discontinuity and problematic connectedness, participants were predisposed to act against self as a means of asserting agency. This understanding of attempted suicide represents a hermeneutic narrative reconceptualisation of the phenomenon, which places it outside discourses that sanction the language of psychopathology and provides a basis for developing alternative nursing theory and informing education and practice
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Books on the topic "English/non-english speaking background"

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Plimer, Don. Language services for non-English-speaking-background women. Canberra, AU: Australian Government Publishing Service, 1996.

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Alcorso, Caroline. Non-English speaking background immigrant women in the workforce. Wollongong, Australia: Centre for Multicultural Studies, University of Wollongong, 1991.

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Mitchell, Robyn. The non-English speaking-background learner in TAFE: A training handbook. [Adelaide, South Australia]: Published by Adelaide College of TAFE for the Department of Technical and Further Education, South Australia, 1987.

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Conner, Nicholas. Focused study on non-English speaking background immigrants in remote/rural areas of Australia. Wollongong, N.S.W: Published for the Office of Multicultural Affairs, Dept. of Prime Minister and Cabinet by Centre for Multicultural Studies, University of Wollongong, 1991.

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Kennedy, Shelley. Non-English-speaking background students: A study of programmes and support in New Zealand schools. Wellington, N.Z: Research and International Section, Ministry of Education, 1997.

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Barnett, Kate. The pathfinders: Women of non-English speaking background in white collar occupations in the public sector. Wollongong, N.S.W: Published for the Office of Multicultural Affairs, Dept. of Prime Minister and Cabinet by Centre for Multicultural Studies, University of Wollongong, 1991.

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Patetsos, M. The challenge of diversity: A study of non English speaking background communities living in the City of Wanneroo. Wanneroo: The City, 1991.

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Rice, Pranee Liamputtong. My forty days: Childbearing experiences of non-English speaking background women : a cross-cultural resourcebook for health care professional in birthing services. Carlton (Vic.): Centre for the Study of Mothers' and Children's Health, 1993.

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Alder, Kate. Multicultural Victoria: An inquiry into the adequacy of service delivery by state government bodies to people of non-English speaking background : literature review. East Melbourne, VIC: Victorian Ethnic Affairs Commission, 1995.

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Training Workshop on Census Cartography for English-speaking East and Southern African Countries (1989 Nairobi, Kenya). Training Workshop on Census Cartography for English-speaking East and Southern African Countries: Background documents : Nairobi, 8-19 May 1989. [Addis Ababa]: United Nations, Economic Commission for Africa, 1989.

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Book chapters on the topic "English/non-english speaking background"

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Mestan, Kemran. "Access, Achievement and Outcomes Among Students from Non-English Speaking Backgrounds." In Student Equity in Australian Higher Education, 125–41. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0315-8_8.

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Huang, Meichan. "Perceptual Judgments of Chinese Mandarin-English Speakers by Listeners from Shared and Different L1 Backgrounds." In Chinese-Speaking Learners of English, 109–20. 1. | New York : Routledge, 2020. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429290848-9.

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Huang, Zheng. "Voices of Chinese English Teachers." In Native and Non-Native English Speaking Teachers in China, 95–116. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5284-2_5.

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Huang, Zheng. "Chinese English Teachers’ Professional Identity." In Native and Non-Native English Speaking Teachers in China, 117–43. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5284-2_6.

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Moussu, Lucie. "Academic English Learners’ Attitudes Towards Native and Non-Native English-Speaking Teachers." In Teacher Education and Professional Development in TESOL, 68–80. New York, NY : Routledge, 2016. | Series: Global research on: Routledge, 2016. http://dx.doi.org/10.4324/9781315641263-4.

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Huang, Zheng. "Conceptualizing (Non-)Native Speaker Identity." In Native and Non-Native English Speaking Teachers in China, 19–46. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5284-2_2.

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Kamhi-Stein, Lía D. "Chapter 5. Research Perspectives on Non-native English-speaking Educators." In Directions in Applied Linguistics, edited by Paul Bruthiaux, Dwight Atkinson, William Eggington, William Grabe, and Vaidehi Ramanathan, 72–84. Bristol, Blue Ridge Summit: Multilingual Matters, 2005. http://dx.doi.org/10.21832/9781853598500-008.

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Heath, Melissa A., Elizabeth Cutrer-Parraga, and Amelia Black. "Translating post-disaster educational handouts for non-English-speaking caregivers." In Cross-Cultural Health Translation, 79–102. New York, NY : Routledge, [2019] | Series: Routledge studies in empirical translation and multilingual communication: Routledge, 2019. http://dx.doi.org/10.4324/9780429054402-6.

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Iwata, Yuko. "The Role of English Language Teaching for Liberal Arts Education in Non-English-Speaking Countries." In Education Innovation Series, 75–89. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2877-0_7.

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Huang, Zheng. "Introduction." In Native and Non-Native English Speaking Teachers in China, 1–18. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-5284-2_1.

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Conference papers on the topic "English/non-english speaking background"

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Xu, Dan. "Design and Research of New English Listening and Speaking Teaching Mode under the Background of Mobile Internet." In ICDEL 2019: 2019 the 4th International Conference on Distance Education and Learning. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3338147.3338168.

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Simpson Nikakis, Karen. "Weaving the Web - From Myth to Modernity." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3251.

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The discovery, development or invention of new objects and phenomena by humankind, requires a new set of words to be coined or adopted to describe it. This is also true of the Information Communication Technology (ICT) world. Words are not neutral, regardless of which dialect or language they occur in. They carry with them associations and connotations based on their previous applications and alliances, and augmented by their shapes, sounds, rhymes and rhythms. The subtext that word choice creates, while often not recognised or acknowledged, is important in considering how communication operates in, and shapes Information Technology (IT) environments. Many words that are now embedded in the ICT lexicon continue to be informed by these earlier meanings, some of which, in the English lexis, are drawn from myths. The vernacular of the ICT lexis reflects its openness to new ideas, the nature of its users, its English language roots and its Western cultural origins. This contributes to a particular communication style. But such lexis can prove problematic for non-English speaking background users and/or those from different cultures. As the ICT vocabulary continues to evolve, these language and cultural underpinnings are coming under challenge, suggesting a language and cultural future very different to the past. This in turn, will create a subtext that affects all users.
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Zou, Shuyuan. "Research on the Application of Communicative Approach in College English Listening and Speaking Teaching Based on Network Background." In 2017 3rd International Conference on Economics, Social Science, Arts, Education and Management Engineering (ESSAEME 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/essaeme-17.2017.276.

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Maheshwari, Greeni, and Susan Thomas. "An Analysis of the Effectiveness of the Constructivist Approach in Teaching Business Statistics." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3678.

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[This Proceedings paper was revised and published in Informing Science: the International Journal of an Emerging Transdiscipline (InfoSci)] Aim/Purpose: The main aim of the research is to examine the performance of second language English speaking students enrolled in the Business Statistics course and to investigate the academic performance of students when taught under the constructivist and non-constructivist approaches in a classroom environment. Background: There are different learning theories that are established based on how students learn. Each of these theories has its own benefits based on the different type of learners and context of the environment. The students in this research are new to the University environment and to a challenging technical course like Business Statistics. This research has been carried out to see the effectiveness of the constructivist approach in motivating and increasing the student engagement and their academic performance. Methodology: A total of 1373 students were involved in the quasi-experiment method using Stratified Sampling Method from the year 2015 until 2016. Contribution: To consider curriculum adjustments for first year programs and implications for teacher education. Findings: The t-test for unequal variances was used to understand the mean score. Results indicate students have high motivation level and achieve higher mean scores when they are taught using the constructivist teaching approach compared to the non-constructivist teaching approach. Recommendations for Practitioners : To consider the challenges faced by first year students and create a teaching approach that fits their needs. Recommendation for Researchers: To explore in depth other teaching approaches of the Business Statistics course in improving students’ academic performance. Impact on Society: The constructivist approach will enable learning to be enjoyable and students to be more confident. Future Research: The research will assist other lectures teaching Business Statistics in creating a more conducive environment to encourage second language English speaking students to overcome their shyness and be more engaged.
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Crump, Vanessa, and Julie Sparks. "Game of phones: Integrating mobile technology into science and engineering classrooms." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7971.

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Mobile technologies are ubiquitous in the lives of our students. Rather than seeing the presence of these devices in the classroom as a hindrance or a distraction, educators should embrace the opportunities for greater student engagement, collaboration and useful feedback. This paper reports some uses of mobile technologies in classrooms at UTS Insearch and the responses of science and engineering students. We hope that our reflections will be a useful guide to other educators and suggest simple ways to integrate flipped learning and gamification into undergraduate classrooms. UTS Insearch has a blended learning approach to learning and teaching where students learn through seamless integration of technology-enhanced strategies and face-to-face activities. We focus on our experiences using learning tools, such as Kahoot! and Mentimeter, to demonstrate practical applications of gamification in science and engineering classrooms. The teaching style used in Australian universities incorporating student-centred flipped learning is foreign to many students, especially those from Non-English Speaking Backgrounds, but data from surveys and reflections allow us to conclude that a majority of students value the use of emerging technologies in learning and that they assist with motivation, formative assessment, collaborative learning and student engagement.
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Thị Thảo dang, ly, Sean Watts, and Trung Quang Nguyen. "Massive Open Online Course: International Experiences and Implications in Vietnam." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3745.

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Aim/Purpose: This research critically reviews literature examining the prior empirical and case study research studies to help educators and to shape the conceptual framework of what and how to prepare for MOOCS (Massive Open Online Courses), especially in Vietnam, SouthEast Asia, and developing countries. Background: MOOCs are a disruptive trend in education. Several initiatives have emerged recently to support MOOCS, and many educational institutions started offering courses as MOOCS. Designing a MOOC is not an easy task. Educators need to face not only pedagogical issues, but logistical, technological, and financial issues, as well as how these issues relate and constrain each other. The ‘MOOC’ phenomenon is only just beginning to register with many educational policy makers in Vietnam. Currently, little guidance is available for educators to address the design of MOOCs from scratch keeping a balance between all these issues. Methodology: This study is a qualitative, case study and participant observation research with critical analysis of literature on MOOCs toward implementation of online learning in Vietnam. It began as a broad search for research on online teaching and the authors went into participant observation in courses in Vietnam and elsewhere. Contribution: Until now, designing a MOOC has not yet fully considered applications in non-native English speaking countries, such as Vietnam. This study gives guidance for educators to address the design of MOOCs from scratch keeping a balance between identified issues to shape the conceptual framework of what and how to prepare for MOOCS. Main MOOC development foci should be teachers and learners’ attitudes, as well as infrastructure toward teaching and learning in cyberspace specifically in Vietnam and SouthEast Asia.
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Eckhaus, Rebekka. "HOW CAN ENGLISH SPEAKING BUSINESS FACULTY ADAPT THE BUSINESS CASE METHOD FOR NON-NATIVE ENGLISH SPEAKING STUDENTS?" In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1269.

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Sari, Senorica Yulia, and Nora Fudhla. "Analysis of L1 Interference in Non-Native English Speaking (NNES) Students English Learning Process." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.048.

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Alaofi, Suad. "The Impact of English Language on Non-Native English Speaking Students' Performance in Programming Class." In ITiCSE '20: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3341525.3394008.

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Alaofi, Suad, and Seán Russell. "Computer Terminology Test for Non-native English Speaking CS1 Students." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3439593.

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Reports on the topic "English/non-english speaking background"

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Long, Kathryn. Self-perceptions of non-native English speaking teachers of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5489.

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Lang, Kevin, and Erez Siniver. The Return to English in a Non-English Speaking Country: Russian Immigrants and Native Israelis in Israel. Cambridge, MA: National Bureau of Economic Research, August 2006. http://dx.doi.org/10.3386/w12464.

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David, Rosa. Empowering All Who Teach: A Portrait of Two Non-Native English Speaking Teachers in a Globalized 21st Century. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2295.

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Lumpkin, Shamsie, Isaac Parrish, Austin Terrell, and Dwayne Accardo. Pain Control: Opioid vs. Nonopioid Analgesia During the Immediate Postoperative Period. University of Tennessee Health Science Center, July 2021. http://dx.doi.org/10.21007/con.dnp.2021.0008.

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Background Opioid analgesia has become the mainstay for acute pain management in the postoperative setting. However, the use of opioid medications comes with significant risks and side effects. Due to increasing numbers of prescriptions to those with chronic pain, opioid medications have become more expensive while becoming less effective due to the buildup of patient tolerance. The idea of opioid-free analgesic techniques has rarely been breached in many hospitals. Emerging research has shown that opioid-sparing approaches have resulted in lower reported pain scores across the board, as well as significant cost reductions to hospitals and insurance agencies. In addition to providing adequate pain relief, the predicted cost burden of an opioid-free or opioid-sparing approach is significantly less than traditional methods. Methods The following groups were considered in our inclusion criteria: those who speak the English language, all races and ethnicities, male or female, home medications, those who are at least 18 years of age and able to provide written informed consent, those undergoing inpatient or same-day surgical procedures. In addition, our scoping review includes the following exclusion criteria: those who are non-English speaking, those who are less than 18 years of age, those who are not undergoing surgical procedures while admitted, those who are unable to provide numeric pain score due to clinical status, those who are unable to provide written informed consent, and those who decline participation in the study. Data was extracted by one reviewer and verified by the remaining two group members. Extraction was divided as equally as possible among the 11 listed references. Discrepancies in data extraction were discussed between the article reviewer, project editor, and group leader. Results We identified nine primary sources addressing the use of ketamine as an alternative to opioid analgesia and post-operative pain control. Our findings indicate a positive correlation between perioperative ketamine administration and postoperative pain control. While this information provides insight on opioid-free analgesia, it also revealed the limited amount of research conducted in this area of practice. The strategies for several of the clinical trials limited ketamine administration to a small niche of patients. The included studies provided evidence for lower pain scores, reductions in opioid consumption, and better patient outcomes. Implications for Nursing Practice Based on the results of the studies’ randomized controlled trials and meta-analyses, the effects of ketamine are shown as an adequate analgesic alternative to opioids postoperatively. The cited resources showed that ketamine can be used as a sole agent, or combined effectively with reduced doses of opioids for multimodal therapy. There were noted limitations in some of the research articles. Not all of the cited studies were able to include definitive evidence of proper blinding techniques or randomization methods. Small sample sizes and the inclusion of specific patient populations identified within several of the studies can skew data in one direction or another; therefore, significant clinical results cannot be generalized to patient populations across the board.
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