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Relevant bibliographies by topics / Non-ESL

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Academic literature on the topic 'Non-ESL'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Non-ESL"

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Milnes, Terry, and Liying Cheng. "Teachers' Assessment of ESL Students in Mainstream Classes: Challenges, Strategies, and Decision-Making." TESL Canada Journal 26, no. 1 (June 1, 2008): 49. http://dx.doi.org/10.18806/tesl.v26i1.129.

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Given the increasing numbers of ESL students in Canadian classrooms, this study investigated how teachers of mainstream classes assess the written work of ESL students and whether they use different assessment strategies for ESL versus non-ESL students. Interviews were conducted with seven mainstream teachers from a private high school in Ontario. Although within-school variation was evident in the participants' approaches to assessing the work of both ESL and non-ESL students, most participants modified their assessment strategies when marking the work of ESL students. This finding suggests a need for school-level discussions and structured professional development activities relating to assessing ESL students' work.

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Schleppegrell, Mary J. "Strategies for discourse cohesion." Functions of Language 3, no. 2 (January 1, 1996): 235–54. http://dx.doi.org/10.1075/fol.3.2.04sch.

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This article compares the frequency with which ESL and non-ESL writers use because clauses for three different discourse-pragmatic functions: to enhance a sentence with information relevant only to that sentence, to make a cohesive link with prior discourse, or to introduce new information which becomes the discourse topic. The ESL writers in this study use significantly more because clauses than non-ESL writers, especially locally relevant because clauses. Non-ESL writers typically create cohesive ties with prior or subsequent discourse when they use because. The article suggests reasons for these differences and draws pedagogical implications. This research affirms the importance in language acquisition studies of examining the functional distribution of syntactic structures and their relevance to global dimensions of text. As this study shows, language learners employ because clauses where more proficient writers use other constructions, making the distribution of because clauses significantly different in ESL and non-ESL writing.

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Ruvalcaba, Judith Gonzalez, Susan Welch, and Joan Carlisle. "ESL Versus Non-ESL Nursing Students' Perceptions of Incivility in the Clinical Setting." Journal of Nursing Education 57, no. 12 (December 1, 2018): 720–26. http://dx.doi.org/10.3928/01484834-20181119-04.

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Beckett, Gulbahar H., and Andrea Stiefvater. "Change in ESL Graduate Students’ Perspectives on Non-Native English-Speaker Teachers." TESL Canada Journal 27, no. 1 (December 18, 2009): 27. http://dx.doi.org/10.18806/tesl.v27i1.1028.

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This article discusses the findings of an ethnographic study that explored the perceptions of ESL graduate students toward non-native English-Speaker Teachers (NNESTs) in the United States, a little researched topic. Analysis of classroom observations and interviews with 12 ESL graduate students from various countries showed that international ESL graduate students were active agents capable of exercising their agencies in evaluations of NNESTs. Overall, students enjoyed having a non-native speaker as their ESL teacher, which suggests that NNESTs have the cultural capital necessary for teaching ESL center courses. The students also reported initial disappointment about the constraints of NNESTs and about their changed attitudes, which seemed to be connected to changes in their teachers’ confidence and effectiveness in classroom management. Suggestions for further research and practice are made.

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Shin, Sarah J. "Preparing non‐native English‐speaking ESL teachers." Teacher Development 12, no. 1 (February 2008): 57–65. http://dx.doi.org/10.1080/13664530701827749.

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RAMANATHAN, VAIDEHI, BRIAN MORGAN, and HELEN MOORE. "Non—Language Policies and ESL: Some Connections." TESOL Quarterly 41, no. 3 (September 2007): 573–83. http://dx.doi.org/10.1002/j.1545-7249.2007.tb00089.x.

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Zheng, Ying, Liying Cheng, and Don A. Klinger. "Do Test Formats in Reading Comprehension Affect Second-Language Students' Test Performance Differently?" TESL Canada Journal 25, no. 1 (October 1, 2007): 65. http://dx.doi.org/10.18806/tesl.v25i1.108.

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Large-scale testing in English affects second-language students not only greatly but also differently than first-language learners. The research literature reports that confounding factors in such large-scale testing such as varying test formats may differentially affect the performance of students from diverse backgrounds. An investigation of test performance between ESL/ELD students and non- ESL/ELD students on the Ontario Secondary School Literacy Test (OSSLT) was performed to investigate whether test formats in reading comprehension affected the two groups differently. The results indicate that the overall pattern of difficulty levels on the three test formats were the same between ESL/ELD students and non-ESL/ELD students, except that ESL/ELD students performed substantially lower on each format and that more variability was found among ESL/ELD students. Further, discriminant analysis results indicated that only the multiplechoice questions obtained a significant discriminant coefficient in differentiating the two groups. The results suggest a lack of association between test formats and test performance.

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Rampton, M. B. H. "A non‐educational view of ESL in Britain." Journal of Multilingual and Multicultural Development 9, no. 6 (January 1988): 503–29. http://dx.doi.org/10.1080/01434632.1988.9994354.

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Minamisawa, Masatoshi, Jun Koyama, Ayako Kozuka, Takashi Miura, Tatsuya Saigusa, Soichiro Ebisawa, Hirohiko Motoki, Ayako Okada, Uichi Ikeda, and Koichiro Kuwahara. "Duration of myocardial early systolic lengthening for diagnosis of coronary artery disease." Open Heart 5, no. 2 (December 2018): e000896. http://dx.doi.org/10.1136/openhrt-2018-000896.

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ObjectiveMyocardial early systolic lengthening (ESL) duration is prolonged in patients with coronary artery disease (CAD). However, the relationship between the fractional flow reserve (FFR), the current gold standard for evaluating physiological myocardial ischaemia, and ESL has not been studied. The aims of this study were to investigate whether left ventricular (LV) ESL duration could identify patients with CAD, and to examine the relationship between FFR and LV ESL duration.MethodsIn this single-centre, cross-sectional, prospective study of 75 patients with suspected or known CAD, we performed two-dimensional speckle tracking echocardiography at rest on the day before coronary angiography or percutaneous coronary intervention. Apical 3 views were used to examine ESL duration, defined as time from onset of the Q wave to maximum myocardial systolic lengthening.ResultsThirty-five patients had non-significant stenosis. Forty patients with CAD underwent FFR testing: 17 had an FFR≥0.8 and 23 had an FFR<0.8. Global ESL duration was 20.9±22.2 ms in patients with non-significant stenosis, 36.4±23.2 ms in patients with FFR≥0.8 and 39.6±29.5 ms in patients with FFR<0.8 (p=0.020). However, global and regional ESL durations were not significantly correlated with FFR and demonstrated poor reproducibility.ConclusionAlthough myocardial ESL duration was significantly prolonged in patients with CAD compared with patients without CAD, ESL at rest showed poor reproducibility, and this new parameter did not predict FFR in patients with suspected CAD.

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Kasuma, Shaidatul Akma Adi. "ESL Learning via Facebook Among Science and Non-Science University Students." International Journal of Virtual and Personal Learning Environments 11, no. 2 (July 2021): 1–17. http://dx.doi.org/10.4018/ijvple.2021070101.

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This study examines science and non-science students' perceptions of the effects of Facebook on their ESL learning. A questionnaire was used to gather data from 631 university students in Malaysia. The findings suggest the science students' more positive views of Facebook for ESL learning compared to their non-Science counterparts, although the differences in percentages between the two groups are small. The science students perceived higher confidence and motivation to read, speak, and write in English, in online and offline environment, after being exposed to Facebook. The science students also indicated a higher level of English language proficiency compared to the non-science students, which may explain their better perceived confidence and willingness to use Facebook in ESL environment. The incorporation of Facebook as a social media should therefore be seen as facilitating a variety of preferred learning styles and strategies in boosting students' learning interest, improving their language abilities, and providing them with the best academic experience.

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Dissertations / Theses on the topic "Non-ESL"

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Koptur, Deniz Ulis. "HOW DO NON-IMMIGRANT ESL STUDENTS EXPERIENCE A COLLEGE-LEVEL ESL PROGRAM?" Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492105325524639.

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Hall, Ernest W. "Test/non-test variations in the composing behaviours of academic ESL writers." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28231.

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Fluctuations in the quality of text produced by an individual writer from day to day have long been recognized, but variations in composing processes which may account for this have largely been overlooked as an area of study in the composition research both in English as a first language and in English as a second language. While process tracing research has revealed great variation among individual writers and among types of writers, and in the quality of writing an individual may produce from time to time, fluctuation in writing behaviours has been ignored. By closely observing, through video techniques, six ESL writers who had demonstrated considerable inconsistency in the quality of their writing, this study examined differences in their behaviours as they wrote in two situations: one a practice essay composition test, and the other an actual English composition proficiency examination. The subjects observed were selected because they had failed the examination at least twice before contrary to the predictions of their instructors. The researcher speculated that this inconsistency in their ability to perform was related to the heightened stress of the examination situation. Between the situations, variations were observed in the complexity of the texts generated, in the allocation of time to various composing activities, in the writers' pausing behaviours, and in the type of alterations they made while inscribing. In addition, each of the six writers displayed a unique profile in approaching the writing tasks. The findings of the study suggest that assessment and instructional practices need to address writing problems as distinct from language proficiency problems and that assessment and instruction practices need to attend to behaviours during the writing act while accounting for student writers who are unusually apprehensive about writing or who suffer from high levels of anxiety in test situations. The findings also reiterate the long-standing suspicion about the validity of assessing writing skill based on a single sample of a student's writing.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate

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Lo, Yuen-fan Mandy. "Unknown words in non-instructional texts : ESL primary learners' strategy use and their perceptions /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25754865.

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Zhang, Chao. "Associative priming of non-word dictation among young ESL learners with Chinese language backgrounds." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119733.

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The present study adopted Seymour and Dargie's design (1990) and examined the associative priming effect on English non-word spelling in young ESL learners with Chinese language backgrounds. Participants were either assigned to an unprimed non-word dictation condition or a primed condition where the non-word was preceded by a prime which is semantically associated to a word that rhymed with the target non-word. The orthographical choice of vowel pattern in the non-word dictation task for young ESL learners greatly depends on its contingency. The results in the present study indicated that the children with higher reading proficiency were more sensitive to high contingency vowel spelling patterns. The additive associative effect revealed in adult English speaking populations (Seymour & Dargie, 1990) was not evident in the current study with young ESL learners. This data adds to our understanding of contingency effects by extending research to ESL samples and aids in the development of the broader view of understanding the nature of mechanisms underlying sub-lexical spelling processes in L1 and L2 contexts. Some implications for the dual route model and linguistic transfer theory are discussed.
La présente étude a adopté le modèle de Seymour et Dargie (1990) et a examiné l'effet d'une amorce associée à un non-mot anglais sur la capacité à orthographier celui-ci chez les jeunes chinois apprenants l'anglais comme langue seconde. Les participants ont été assignés à deux conditions distinctes. Les élèves ont été évalués à l'aide d'une dictée de non-mots dans la première condition tandis que les élèves dans la deuxième condition ont dû effectuer une dictée de non-mots où ceux-ci était précédés par un mot sémantiquement associé au non-mot et rimant avec celui-ci. Les résultats ont démontré que le choix orthographique des voyelles dans la tâche de dictée de non-mots pour les jeunes apprenants l'anglais comme langue seconde dépend grandement de la contingence de celle-ci. De plus, ceux-ci ont également indiqués que les enfants ayant une meilleure compétence en lecture seraient plus sensibles à l'orthographe de voyelles de haute contingence. Dans la présente étude œuvrant auprès de jeunes apprenants l'anglais comme langue seconde, l'effet « associatif additif » révélé dans les populations d'adultes anglophones de l'étude de Seymour et Dargie (1990) n'était pas prédominant. Ces données aident notre compréhension des effets contingence en étendant la recherche aux échantillons ALS et aident à l'élaboration de la vision plus large de la compréhension la nature des mécanismes qui sous-tendent les processus d'orthographes sous-lexicales en L1 et L2 contextes. Quelques implications pour le modèle à double entrée et pour la théorie du transfert linguistique seront abordées à l'intérieur de la discussion.

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Torres, Julie West. "Speaking up! Adult ESL students' perceptions of native and non-native English speaking teachers." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4681/.

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Research to date on the native versus non-native English speaker teacher (NEST versus non-NEST) debate has primarily focused on teacher self-perception and performance. A neglected, but essential, viewpoint on this issue comes from English as a second language (ESL) students themselves. This study investigated preferences of adults, specifically immigrant and refugee learners, for NESTs or non-NESTs. A 34-item, 5-point Likert attitudinal survey was given to 102 students (52 immigrants, 50 refugees) enrolled in ESL programs in a large metropolitan area in Texas . After responding to the survey, 32 students volunteered for group interviews to further explain their preferences. Results indicated that adult ESL students have a general preference for NESTs over non-NESTs, but have stronger preferences for NESTs in teaching specific skill areas such as pronunciation and writing. There was not a significant difference between immigrants' and refugees' general preferences for NESTs over non-NESTs based on immigration status.

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Baskett, J. L., and Jo Baskett@canberra edu au. "An investigation into the factors contributing to success in university undergraduate computing courses." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050810.143403.

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This study investigated whether a predictive tool developed by authors in the United States (Konvalina, Stephens and Wileman) could be used with University students in Australia (in particular the Australian Capital Territory) to predict their success in first year University computing courses. It also investigated the effect of demographic and past academic factors in conjunction with, and instead of the predictive test. The study examined differences in performance between male/female students, English as a Second Language (ESL)/non-ESL students and full-time/part-time students. It also examined the effect of all the above factors on the continuing success of students in the course. While significant differences in first-time performance were found between ESL and non- ESL students, no differences were found between the other pairings. No differences were found between any of the groups in the continuing success in the course. The KSW Test, while being an indicator of first year success, was not a strong enough model to be able to be used as a predictive tool. The demographic and previous academic data from students recently at High School, in particular, the Tertiary Entrance Score, level of mathematics studied, and previous computing study, were found to be more useful as an indicator of success in fust year, explaining 53% of the variation in h a 1 unit score. In addition, 67% of the variation in continuing success in their course was also explained by the Tertiary Entrance Score, ASAT verbal and ASAT quantitative scores.

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Stasinopoulos, John. "A descriptive survey of the characteristics of adult ESL non-academic literacy programs in Franklin County (Columbus, Ohio) /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948807586303.

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Witcher, Teresa Lynn. "Finding the "T" in LGBTQ: ESL Educator Perceptions of Transgender and Non-Binary Gender Topics in the Language Classroom." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1433.

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While there is a “T” in the acronym for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ), the focus in both academia and the real world often shifts solely to sexuality. Even though the real world discussion of sexuality (and perhaps academia’s as well) is also much lacking in both attention to all sexualities (not simply heterosexual and homosexual), there is also a distinct lack of awareness about subtleties all along both the sexuality and gender spectrums. Although sexuality can depend on gender to some extent, particularly where limiting prefixes related to the preference for a specific binary gender (such as ‘hetero,’ ‘homo,’ or ‘bi’) occur, gender is separate from sexuality and the two cannot be simply conflated. Once gender is separated from sexuality, the issue of teaching LGBTQ topics in the English as a Second Language (ESL) classroom becomes even more complex. Previous research in the field has focused exclusively on sexuality while using the LGBTQ acronym, which serves as a subtle erasure of gender identities that are not explicitly bound within sexual identity. In the ESL classroom, gender should be problematized so that gender identity is moved from the passive acceptance of an assigned set of performative behaviors to a conscientious decision made by an empowered agent. This battles both cisnormativity (the functioning assumption and cultural framework that all people identify with their assigned sex at birth, which in turn leads to ostracism of those who do not operate in gender normative ways) but also allows all ESL students, regardless of gender identity, to look critically at what defines their gender and what factors go into the construction of any particular gender. Considering that many ESL students are coming from gender constructions present in their own cultures, even if those constructions resemble the Western binary, this is an incredibly feasible option given that scholars, such as Ged (2013), have found that gender identity, like all other aspects of identity, must be renegotiated in the language learning process, with results from the first cultural gender identity that are necessarily different by virtue of being constructed in an entirely difficult culture. This thesis examines the Teaching English as a Second Language (TESL) corpus as it relates to non-binary gender identity and sexuality, as well as transgender and nonconforming topics in other disciplines, and suggests several means of opening up and reframing the conversation of gender in the ESL classroom. In addition, a modified replication of Dumas’s (2010) study tool towards measuring educator perceptions in the Language Instruction for Newcomers to Canada (LINC) classroom was used to poll the opinions of four pre-service and thirteen in-service with regards to transgender and nonbinary topics in the American ESL classroom. This thesis concludes that there needs to be more research completed in the area, that teacher perceptions and their role in the classroom should be studied further to recognize what understandings or misunderstandings regarding gender in America are making their way into the ESL classroom.

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Chorna, Olena. "The effect of music versus non-music activities on English word acquisition in a toddler group with ESL learners." Tallahassee, Fla. : Florida State University, 2009. http://purl.fcla.edu/fsu/lib/digcoll/undergraduate/honors-theses/244580.

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Tsang, Yvonne Shuk Kuen. "An analysis of teacher-pupil interaction in ESL classroom with reference to native speaking and non-native speaking teachers." HKBU Institutional Repository, 1994. http://repository.hkbu.edu.hk/etd_ra/20.

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Books on the topic "Non-ESL"

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Librande, Linda. Non-traditional ESL: A bibliography. [Ottawa: Sectretary of State], 1988.

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Kobayashi, Toshihiko. Native and non-native reactions to ESL compositions. [Honolulu]: Department of English as a Second Language, University o f Hawaii at Manoa, 1990.

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Rampton, Ben. A non-educational view of ESL in Britain. London: Sociological Research Unit, University of London Instituteof Education, 1987.

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Mo, Judy. Non-English-major ESL teachers in Hong Kong: Problems in teaching and coping strategies. Hong Kong: City Polytechnic of Hong Kong, 1993.

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Burnie, Brian. Getting the credit you deserve: Portfolio development course for ESL speakers. Toronto: George Brown College, 1994.

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Look at Me When I Talk to You: ESL Learners in Non-ESL Classrooms, Second Edition (Pippin Teacher's Library). 2nd ed. Pippin Publishing, 2003.

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Brod, Shirley. What non-readers or beginning readers need to know: Performance-based ESL adult literacy. Spring Institute for International Studies, 1999.

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Book chapters on the topic "Non-ESL"

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Deshors, Sandra C., Sandra Götz, and Samantha Laporte. "Linguistic innovations in EFL and ESL: Rethinking the linguistic creativity of non-native English speakers." In Rethinking Linguistic Creativity in Non-native Englishes, 1–20. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/bct.98.01des.

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Horch, Stephanie. "Innovative conversions in South-East Asian Englishes: Reassessing ESL status." In Rethinking Linguistic Creativity in Non-native Englishes, 147–70. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/bct.98.07hor.

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Callies, Marcus. "Towards a process-oriented approach to comparing EFL and ESL varieties: A corpus-study of lexical innovations." In Rethinking Linguistic Creativity in Non-native Englishes, 99–120. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/bct.98.05cal.

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Christiansen, Bryan. "Best Practices for Teaching ESL in Higher Education." In Using Literature to Teach English as a Second Language, 52–64. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-4670-3.ch003.

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This chapter examines three realities in the typical higher education English as a second language (ESL) classroom in non-English speaking countries and how they can be resolved to enhance student learning and teaching performance by native- and non-native English-speaking instructors alike. The British Council in 2018 estimated approximately 1.7 billion people were learning and using the English language worldwide in 2015, and the number is only expected to grow in the coming years. Therefore, the importance of this chapter in examining best ESL teaching practices should be obvious. The chapter is based on the author's extensive ESL background in seven nations since 1982 at higher education institutions as well as an integrated literature review related to the practice of teaching ESL.

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"From Their Own Perspectives: The Impact of Non-Native ESL Professionals on Their Students." In Non-native Educators in English Language Teaching, 181–98. Routledge, 2013. http://dx.doi.org/10.4324/9781315045368-21.

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Cromlish, Alan. "Anonymous Online Learning in Korea and Integrating Anonymous Learning Elements." In Critical Assessment and Strategies for Increased Student Retention, 111–27. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2998-9.ch007.

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This paper explores anonymous online learning as a tool to overcome specific teaching and learning issues within Korean post-secondary institutions. The chapter utilizes a survey of a small group of ESL students at a single Korean university to better understand student preferences and opinions about non-traditional learning options and opportunities in Korea. While many students in Korea have not been exposed to online learning, the students surveyed expressed interest in learning online and they were especially interested in collaborative learning opportunities. As more online classes and online learning opportunities start to become available in South Korea, this study explores anonymous online learning as an effective tool to overcome some significant and distinct teaching and learning challenges at Korean post-secondary institutions. The anonymous online learning suggestions and approaches in the paper can be implemented within fully online courses and blended classes but they can also be used as stand-alone online components of traditional face to face and ESL courses.

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Cromlish, Alan. "Anonymous Online Learning in Korea and Integrating Anonymous Learning Elements." In Research Anthology on Developing Effective Online Learning Courses, 984–1000. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8047-9.ch048.

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This paper explores anonymous online learning as a tool to overcome specific teaching and learning issues within Korean post-secondary institutions. The chapter utilizes a survey of a small group of ESL students at a single Korean university to better understand student preferences and opinions about non-traditional learning options and opportunities in Korea. While many students in Korea have not been exposed to online learning, the students surveyed expressed interest in learning online and they were especially interested in collaborative learning opportunities. As more online classes and online learning opportunities start to become available in South Korea, this study explores anonymous online learning as an effective tool to overcome some significant and distinct teaching and learning challenges at Korean post-secondary institutions. The anonymous online learning suggestions and approaches in the paper can be implemented within fully online courses and blended classes but they can also be used as stand-alone online components of traditional face to face and ESL courses.

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Galuhwardani, Cindyra, and Bambang W. Pratolo. "Factors influencing anxiety of non-native English as Second Language (ESL) teachers in compulsory schooling." In English Linguistics, Literature, and Language Teaching in a Changing Era, 123–29. Routledge, 2019. http://dx.doi.org/10.1201/9780429021039-16.

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Mao, Yuping, Martin Guardado, and Kevin R. Meyer. "Integrating Chinese Community into Canadian Society." In Advances in Educational Technologies and Instructional Design, 459–83. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4482-3.ch022.

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The use of podcasting technology in language learning presents a unique set of challenges and holds a great deal of promise for digital natives as well as for newcomers to technology. The literature on podcasts in learning mainly focuses on student experiences in formal educational settings, while questions related to nontraditional students in freely-available language programs provided by non-profit organizations remain unexplored. Taking a case study approach, this research examines how podcasting enhances the English learning experiences of students in an English as a Second Language (ESL) course offered by a non-profit organization that provides community services to immigrants in Canada. This chapter discusses instructional and organizational benefits as well as the challenges of applying podcasts in language training. By triangulating the experiences of the students, instructor, and program coordinators, we are able to examine the effectiveness of such a program and offer recommendations for similar programs in the future.

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Watanabe, Masahito. "Project Ibunka – a web-based virtual exchange project." In Virtual exchange in the Asia-Pacific: research and practice, 201–30. Research-publishing.net, 2020. http://dx.doi.org/10.14705/rpnet.2020.47.1153.

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Since 2000, I have been coordinating a web based virtual exchange project, Project Ibunka. Ibunka means different cultures in Japanese. It aims to provide opportunities of authentic interaction among EFL/ESL learners all over the world. The project has been giving English language learners from various countries opportunities to use English for authentic purposes and promote intercultural understanding. Since 2000, more than 6,000 students from 22 countries have joined the project. The long life, the regularly appearing cooperative partner teachers, the diversity of students’ cultures, and the high quality of the messages exchanged, are the assets of Project Ibunka. This paper, as a case study of virtual exchange, overviews the background and the project constitution as a whole. It also analyzes the project management and students’ written products. The three administrative features, (1) non-unified project goals for partner institutions, (2) selecting and sequencing themes and sub-themes, and (3) moderation by experienced instructors, have contributed to students’ quantitative fluency as well as their qualitative improvement.

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Conference papers on the topic "Non-ESL"

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Mubarakshina, Anastasiya, Anna Karimova, and Oxana Khasanova. "MOTIVATIONAL FACTORS IN ESL FOR RUSSIAN NON-LINGUISTIC UNIVERSITY STUDENTS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1313.

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Carminelli, Antonio, and Giuseppe Catania. "B-Spline Finite Element Formulation for Laminated Composite Shells." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-67420.

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This paper presents a finite element formulation for the dynamical analysis of general double curvature laminated composite shell components, commonly used in many engineering applications. The Equivalent Single Layer theory (ESL) was successfully used to predict the dynamical response of composite laminate plates and shells. It is well known that the classic shell theory may not be effective to predict the deformational behavior with sufficient accuracy when dealing with composite shells. The effect of transverse shear deformation should be taken into account. In this paper a first order shear deformation ESL laminated shell model, adopting B-spline functions as approximation functions, is proposed and discussed. The geometry of the shell is described by means of the tensor product of B-spline functions. The displacement field is described by means of tensor product of B-spline shape functions with a different order and number of degrees of freedom with respect to the same formulation used in geometry description, resulting in a non-isoparametric formulation. A solution refinement method, making it possible to increase the order of the displacement shape functions without using the well known B-spline “degree elevation” algorithm, is also proposed. The locking effect was reduced by employing a low-order integration technique. To test the performance of the approach, the static solution of a single curvature shell and the eigensolutions of composite plates were obtained by numerical simulation and are then compared with known solutions. Discussion follows.

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Sitorus, Mei Lusiana. "Non-Native English Teachers Interpretation of Rubrics Used for Assessing Students’ Writing." In International Conference on Future of Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3202.

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The benefits of rubrics as teaching learning tools have been identified specifically for performance-based assessment in language. In Indonesia, the ability to produce quality written work has become a necessity to complete higher education but it remained unclear how learning and assessment on this area were conducted. This paper focused on exploring the use of rubrics by four non-native teachers’ working for a private ESL school in Indonesia for assessing students’ writing tasks. The study investigated how the teachers’ current practice and how they approached rubrics for assessing writing by means of both closed and open-ended surveys. Additionally, an analysis of the assessed essay against the rubrics was conducted to identify interrater reliability. The results showed that the teachers had positive attitude towards rubrics, used rubrics regularly and approached rubrics in a similar fashion which was to use them as an assessment tool but not learning tool. There was an identified interrater inconsistency in the scoring results. Additionally, the teachers put a lot more focus on Grammar, Spelling and Punctuation category than on the other two categories (Function & Content, and Cohesion & Coherence). The implication of the study calls for more effective use of rubrics as teaching and learning tools by the teachers as well as the provision of teacher training which enable the teachers to do so and consequently resulting in improvement of interrater reliability. Keywords: rubrics, interpretation of rubrics, non-native teachers, English writing, writing assessment

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