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1
Velasco, Paloma Julia, Begoña Learreta, Claudia Kober, and Irene Tan. "Faculty Perspective on Competency Development in Higher Education: An International Study." Higher Learning Research Communications 4, no. 4 (December 31, 2014): 85. http://dx.doi.org/10.18870/hlrc.v4i4.223.
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The purpose of this research is to establish common ground on how faculty development should be instituted and the needs it should address on an international level, with its major focus being the development of competencies. A survey was developed and distributed to a sample of 764 university teaching professionals. Results show that 90% find that it is either important or very important to develop competencies in higher education, and that 73% find they are well or very well trained in developing and assessing competencies, particularly with regard to applying theoretical knowledge in practice, teamwork, and oral and written communication skills. The least valued competencies are found to be entrepreneurship and leadership. The most valued teaching methods are: project based learning, immersion in a professional environment, visits, field trips, and anything that closes the gap between the professional and academic worlds. University teaching staff consider the best assessment scenarios to be those that involve a certain amount of immersion in real situations, problem posing, and simulation; the optimum measurement instruments use observation techniques and rubrics. The need to create academic teaching communities is found to be of great importance. A common assessment method is also seen as a useful addition.
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Martyushev, Nikita, Anna Shutaleva, Elena Malushko, Zhanna Nikonova, and Irina Savchenko. "Online Communication Tools in Teaching Foreign Languages for Education Sustainability." Sustainability 13, no. 19 (October 8, 2021): 11127. http://dx.doi.org/10.3390/su131911127.
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Higher education curricula are developed based on creating conditions for implementing many professional and universal competencies. In Russia, one of the significant competencies for a modern specialist is business communication in oral and written forms in the Russian language and a foreign language. Therefore, teaching students to write in a foreign language is one of the modern requirements for young specialists’ professional training. This article aimed to study the tools of online communication that are used in teaching foreign languages. The article presents the results of an empirical study and analysis of factors of application of online communication technologies in foreign languages teaching, synchronous and asynchronous means used in online learning, and the advantages of integrating online communication tools into the educational process of teaching a foreign language. The study of the advantages and disadvantages of educational platforms is based on an analysis of information and online communication technologies used in the educational process. Based on the example of teaching a foreign language, the article shows how online communication platforms are involved in the educational process. Furthermore, the teachers’ and students’ opinions are presented on how online platforms are convenient. The survey involved 928 first-year students and 76 foreign language teachers of Volgograd State University (Volgograd), Linguistics University of Nizhny Novgorod (Nizhny Novgorod), Tomsk Polytechnic University (Tomsk), Ural Federal University, named after the first President of Russia B.N. Yeltsin (Ekaterinburg). It was revealed that the integration of online communication tools has positive effects on the formation and development of written communication skills.
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Yanti, Ili, Rosi Widia Asiani, and Muhammad Kukuh. "STUDENTS' MATHEMATICAL LITERACY IN SOLVING HIGHER ORDER THINKING SKILL PROBLEMS ON MATRIX MATERIAL." Jurnal Pendidikan Matematika (JUPITEK) 5, no. 2 (December 31, 2022): 175–86. http://dx.doi.org/10.30598/jupitekvol5iss2pp175-186.
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This qualitative descriptive study aims to describe students' mathematical literacy skills in solving Higher Order Thinking Skills (HOTS) questions on matrix material. The method used in this research is qualitative method. The subjects of this study were 6 students of class XI IPA SMA Al-Azhar Jambi. The instrument used is the initial ability test which contains 5 items, the Higher Order Thinking Skills (HOTS) written test which contains 3 essay questions and interview guidelines. Data analysis techniques include domain, taxonomy and componential analysis. The results of this study are: 1) It shows that all subjects meet the communication indicators (except S6), S1, S2, S3, S4 almost meet the indicators of mathematization, problem solving strategies and the use of formal and symbolic language, technical and operational languages, S5 and S6 do not meet the three indicators, and 2) the factors that affect mathematical literacy skills are: students' perceptions of the importance of mathematics, self-confidence in mathematical abilities, teacher quality in teaching, teacher character in teaching, models, media, strategies, approaches used in teaching, learning, limited time in working, level of HOTS questions and student interest in solving problems.
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Lebedev, A. V., S. V. Bespalova, and I. S. Pinkovetskaia. "Developing the communicative-pragmatic competence in the training of the Russian linguistics bachelor students." Revista Amazonia Investiga 10, no. 37 (March 5, 2021): 135–45. http://dx.doi.org/10.34069/ai/2021.37.01.14.
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The development of the oral and written skills in the practice of teaching foreign languages in the Russian linguistic higher institution pays the major attention to the construction of monologic and dialogical statements without focusing on the pragmatic factors of communication. When mastering language expressions, students do not always correlate them with the specific communicative tasks in a certain situation of foreign language communication, which is due to the ignorance of the pragmatic component. Meanwhile, the correct correlation and use of linguistic units in the process of foreign language communication (adequate to a given situation and intentions) is extremely important at the first or second (freshman and sophomore) years of higher education, when students primarily master the skills of the correct expression means. However, in teaching foreign languages (e.g., German and English), there is a disregard for such pragmatic factors as: setting and defining intentions, social roles and focusing on the interpersonal relations of communicants, targeted communication; isolation of the communicative competence from the pragmatic issues; insufficient study of the discourse content and structure as the means of teaching foreign languages in conjunction with pragmatic characteristics. The authors propose their own methodology for the development of the communicative-pragmatic competence under the conditions of training the prospective bachelors of linguistics. Research methods include systematic approach, provisions of the interdisciplinary approach, competence-based approach, comparative method, modeling method. The communicative-pragmatic model of teaching foreign languages presented in this article has confirmed its effectiveness for the development of oral and written speech practice among bachelor students of the linguistic university. The introduction of the developed methodology will increase the level of the language proficiency and the degree of formation of the students` communicative-pragmatic competence by motivating and expanding their speech capabilities.
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Ramadhani, Irma, and Gusti Nur Hafifah. "Teachers’ Feedback in Writing Class through Online Platforms in Higher Education." Borneo Educational Journal (Borju) 4, no. 2 (August 1, 2022): 42–57. http://dx.doi.org/10.24903/bej.v4i2.1012.
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The purpose of this study is to explore the types and implementation of online feedback that the teacher use during online writing class. It also investigates the students’ responses to the teacher’s feedback. This research was conducted using a qualitative descriptive method. The participants of this study were 4th-semester students in writing class. The results of the study show that the teacher uses three online platforms in teaching writing, namely: What’s App Group, Zoom, and the university e-learning program Moodle. It is found that the teacher applied verbal and written feedback during the teaching-learning process. The feedback was given that are given directly and indirectly in synchronous and asynchronous class activities via Zoom meeting and assignments features via Moodle. However, what’s app group was only used for daily class communication. the study found that the WhatsApp application is not suitable for giving feedback in writing class, because writing feedback needs longer sentences and it is not practical for the teacher to give feedback via What’s app. Additionally, Students show positive perceptions toward the types and techniques of the feedback given by the teacher. Students generally agree that teachers' feedback motivates and give a positive impact on writing learning activities and improves their writing ability.
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Saleem, Muhammad, and Rafaqat Ali Akbar. "Issues of English Curriculum Implementation at Higher Secondary Level Schools in Pakistan." Review of Education, Administration & LAW 3, no. 2 (September 30, 2020): 293–305. http://dx.doi.org/10.47067/real.v3i2.64.
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The study was aimed to examine the issues of English curriculum implementation at higher secondary level schools in Punjab. The study is quantitative in nature. The sample of the study was comprised of 429 English teachers teaching at higher secondary level schools. Stratified sampling technique was used to select the sample and one instrument was used for data collection named Issues of English Curriculum Implementation Questionnaire (IECIQ) comprised of 58 items developed by the researcher on a 5-point Likert scale from 1 (strongly disagree) to 5 (strongly agree). The reliability of questionnaire of issues on English curriculum implementation was found .82. The instrument was also validated from 5 experts of relevant areas which assisted in refining language, clarity in items and sentence structure. The data were collected through survey research method and were analyzed by applying descriptive analysis techniques. The results of the study showed that English teachers used to face issues in English curriculum implementation at higher secondary level schools such as lack of communication skill, inappropriate teacher trainings, teaching method and methodology, multicultural society, lack of social and ethical development of students, lack of teaching resources and aids, inappropriate assessment procedures, misalignment of the content of English textbook, insufficient institutional resources, inappropriate government policies regarding English curriculum implementation and immeasurability of students learning outcomes written in English curriculum document. The results of the study suggested to give motivation to English teachers by providing attractive incentives, appropriate training programs and proper supervision of curriculum implementation of English subject.
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Temel, Faruk, and Onur Önürmen. "Distance Education in Higher Education Institutions during the Pandemic: Communication Academics’ Perspectives." Yuksekogretim Dergisi 12, no. 1 (April 30, 2022): 89–101. http://dx.doi.org/10.2399/yod.21.744061.
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The Covid-19 pandemic, which started in China and has spread all over the world, has had various social, political and economic consequences. With new measures implemented due to this pandemic in Turkey, particularly in the field of education, the 2020–2021 spring semester was officially declared to be completed through distance education, effective as of March 16, 2020. In this study, the problems in distance education were examined in the light of the distance education experiences of communication academics teaching at communication faculties in Turkey during the pandemic. Focusing on the relationship between education and communication, the study aimed to reveal communication academic staff’s evaluation and views of distance education. The research, which used a questionnaire to obtain qualitative and quantitative data, was carried out by reaching 91 participants, who constitute a sample of 1100 communication academics who teach at 65 communication faculties (private and state), by e-mail. The results were analyzed through 5-point Likert scales under the categories titled (i) Criteria for communication conditions, (ii) Levels of agreement with propositions related to face-to-face education methods, (iii) Levels of agreement with propositions of distance education methods, (iv) Levels of agreement with the effectiveness of distance education, and (v) Perspectives on the instructional methods by the content of the course, and interpreted in light of the qualitative data about the general assessment of the distance education process during the pandemic. Analysis results of frequency tests, descriptive tests and qualitative data showed that communication preferences were an important factor in determining the efficiency of training methods. While the face-to-face education model is preferred over distance education due to its efficiency by communication academics, they attribute the success of distance education to using visual, audio and written materials. In addition, the success of distance education and face-to-face education models was found to vary by the nature of the course (applied-theoretical).
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Khmarenko, Nikita I. "Psychological and pedagogical conditions for teaching students writing skills based on cooperative learning and ICT." Tambov University Review. Series: Humanities, no. 2 (2022): 380–90. http://dx.doi.org/10.20310/1810-0201-2022-27-2-380-390.
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Teaching writing foreign-language statements to students majoring in foreign-language is one of the goals of teaching a foreign language in higher education. Modern information and communication technologies sustain business and personal communication in the context of glob-alization and informatization of society. Their use in the educational process as a means of training prepares future specialists for professional activity. Within the framework of this study, the psychological and pedagogical conditions for teaching writing foreign-language statements based on information and communication technologies are highlighted and substantiated. The use of the term ‘foreign language written statement’ is justified, its content is defined. Psychological and pedagogical conditions are considered as one of the varieties of internal pedagogical conditions aimed at personal growth and the development of general cultural and professional competencies. The following psychological and pedagogical conditions of teaching writing foreign language statement on the basis of pedagogical technology “cooperative learning” with the use of ICT are divided into: 1) motivation of students to take part in teaching writing foreign language statement; 2) development of foreign language communicative competence of students at level B1 and above; 3) consecutive execution of the stages of teaching writing foreign language statement based on cooperative learning with the use of ICT; 4) development of ICT competence of all subjects of the pedagogical process. All psychological and pedagogical conditions are described in detail and justified.
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Tsuroyya, Chasna. "STUDENTS’ PERCEPTION ON PEER CORRECTION IN ACADEMIC ENGLISH WRITING: A CASE STUDY IN A HIGHER EDUCATION." Research and Innovation in Language Learning 3, no. 2 (June 1, 2020): 85. http://dx.doi.org/10.33603/rill.v3i2.3108.
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Peer correction has taken an important role in language teaching and learning as in contribution to motivate the performance of L2 learners in writing classroom. Peer correction encourages the development of autonomous learning due to teachers' review that took over-dependence thus lowered the students' initiative. However, the previous studies show that many teachers are still doubting the effectiveness of peer correction because of students' lack of knowledge and unable to assist other students. The current study investigated the writing performance of English L2 learners who either provided or received written peer correction in the context of academic writing tasks. Twenty participants enrolled and attended writing class in English Education Department in a state university in Surakarta. They were given a rubric to both reviews other students' writing tasks and receive peer feedback. In collecting data, questionnaires were collected after the writing projects. Results show the use of peer correction increased their writing motivation, self-regulated reflection, bidirectional communication, and deeper critical thinking. Thus, this study provide a clear finding of the efficiency of peer correction in improving students' academic writing and can be useful to be implemented in writing class for English learners
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Asghar, Rai Muhammad. "Online Teaching." Journal of Rawalpindi Medical College 24, no. 1 (December 12, 2020): 1–2. http://dx.doi.org/10.37939/jrmc.v24i1.1531.
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Higher education systems all over the world are challenged nowadays by new information and communication technologies (ICT). These technologies have had a huge impact on the world economy, corporate management, and globalization trends. They bear a tremendous potential in reshaping the nature of study environments everywhere.The Internet provides the opportunity to access intercultural and personalized knowledge for learning, to acquire theoretical knowledge, and to explore and apply knowledge. The Internet offers worldwide accessible knowledge and learning applications at any time and at any place. One of the learning applications which has become widespread is online learning.Existing and emerging e-learning technologies are having intense, immediate, and disruptive impacts on the education systems. Nowhere is the impact felt more than on the practitioners who teach. More specifically, education has moved into the third decade of profound change in how courses and programs are designed and delivered. During this time, many new possibilities have become apparent. simultaneously, many changes have sprouted in almost all the sectors of education with the rise of e-learning technologies.Online teaching can be defined as gaining knowledge and skills through learning applications that are written, communicated, supported, and managed with internet technology. It is often referred to as e-learning. Online learning has become one of the most beneficial applications in higher education. Online courses and programs continue to grow in higher education sittings. Students are increasingly demanding internet access and as a result, universities and colleges are improving their systems to meet their demands.Online teaching is an instructional delivery system that allows students to participate in an educational space without being physically present in the same location as the instructor. The rapid growth in the number of distant education courses and programs has/had a profound impact on the ideas and beliefs about teaching and learning. The use of the internet with web-based course work has become a core method of instruction in distance learning.
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Asghar, Rai Muhammad. "Online Teaching." Journal of Rawalpindi Medical College 24, no. 1 (December 12, 2020): 1–2. http://dx.doi.org/10.37939/jrmc.v24i1.1531.
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Higher education systems all over the world are challenged nowadays by new information and communication technologies (ICT). These technologies have had a huge impact on the world economy, corporate management, and globalization trends. They bear a tremendous potential in reshaping the nature of study environments everywhere.The Internet provides the opportunity to access intercultural and personalized knowledge for learning, to acquire theoretical knowledge, and to explore and apply knowledge. The Internet offers worldwide accessible knowledge and learning applications at any time and at any place. One of the learning applications which has become widespread is online learning.Existing and emerging e-learning technologies are having intense, immediate, and disruptive impacts on the education systems. Nowhere is the impact felt more than on the practitioners who teach. More specifically, education has moved into the third decade of profound change in how courses and programs are designed and delivered. During this time, many new possibilities have become apparent. simultaneously, many changes have sprouted in almost all the sectors of education with the rise of e-learning technologies.Online teaching can be defined as gaining knowledge and skills through learning applications that are written, communicated, supported, and managed with internet technology. It is often referred to as e-learning. Online learning has become one of the most beneficial applications in higher education. Online courses and programs continue to grow in higher education sittings. Students are increasingly demanding internet access and as a result, universities and colleges are improving their systems to meet their demands.Online teaching is an instructional delivery system that allows students to participate in an educational space without being physically present in the same location as the instructor. The rapid growth in the number of distant education courses and programs has/had a profound impact on the ideas and beliefs about teaching and learning. The use of the internet with web-based course work has become a core method of instruction in distance learning.
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Supratman, Lucy Pujasari. "Interactive Learning Method Based on Information and Communication Technology." Jurnal Penelitian Komunikasi 21, no. 2 (December 20, 2018): 119–30. http://dx.doi.org/10.20422/jpk.v21i2.376.
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There are many models of lecturing method in higher education level. Telkom University as a university that based on Information and Communication Technology (ICT) applies its teaching and learning method through the use of internet facility. Based on research, we found that the interactive learning method based on ICT was applied well. The numbers of classes that had been involved were three classes, the classes observed in applying the interactive learning method based on ICT (high-speed wifi, digital slide projector, audio video interactive facility using YouTube and Blogspot). This interactive learning method based on ICT collaborate the lecturer-student proximity at class. The research used a descriptive case study to elaborate the classes for the whole semester. The result found that this method proved successful in sharpening student’s critical thinking. The student’s perspective to analyze social phenomenon in the society have broadened fast. It helped the student to build courage in delivering critical argument orally and written.
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Flanagan, Marian, and Carmen Heine. "Improving English L2 Writing in Web Communication: Can Peer Feedback Help?" Fachsprache 40, no. 3-4 (November 2, 2018): 94–121. http://dx.doi.org/10.24989/fs.v40i3-4.1712.
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As teachers of English as a second language (L2) in web communication, our aim is to help L2 students improve their spoken and written English language skills. Teacher feedback has been shown to do this in some cases. However, only using teacher feedback can put huge pressure on the teacher, both in terms of time and resources. This paper describes and discusses our attempt at introducing peer feedback as an additional way of providing students with feedback on their English writing. Before conducting this study, we did not know if peer feedback would be feasible in our teaching environment or whether it would benefit the students and teachers. Our aim was to establish a status quo of our students’ abilities in providing and implementing peer feedback. We introduced peer-feedback tasks and focused on the types of feedback provided by the students, the phrasing of the feedback, both when implemented and not implemented by the students, and the types of revisions made by the students. Our findings allowed us to develop peer-feedback process guidelines for web communication as a way towards improving written feedback processes in higher education, and hopefully for others to adapt and implement in their own communication classrooms.
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Flanagan, Marian, and Carmen Heine. "Improving English L2 Writing in Web Communication: Can Peer Feedback Help?" Fachsprache 40, no. 3-4 (November 2, 2018): 94–121. http://dx.doi.org/10.24989/fs.v50i3-4.1712.
Full textAbstract:
As teachers of English as a second language (L2) in web communication, our aim is to help L2 students improve their spoken and written English language skills. Teacher feedback has been shown to do this in some cases. However, only using teacher feedback can put huge pressure on the teacher, both in terms of time and resources. This paper describes and discusses our attempt at introducing peer feedback as an additional way of providing students with feedback on their English writing. Before conducting this study, we did not know if peer feedback would be feasible in our teaching environment or whether it would benefit the students and teachers. Our aim was to establish a status quo of our students’ abilities in providing and implementing peer feedback. We introduced peer-feedback tasks and focused on the types of feedback provided by the students, the phrasing of the feedback, both when implemented and not implemented by the students, and the types of revisions made by the students. Our findings allowed us to develop peer-feedback process guidelines for web communication as a way towards improving written feedback processes in higher education, and hopefully for others to adapt and implement in their own communication classrooms.
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Kuznetsova, O., and V. Zlatnikov. "APPROACHES AND EFFECTIVE METHODS OF INSTRUCTION IN THE FOREIGN LANGUAGE FOR SPECIAL PURPOSES." Visnyk Taras Shevchenko National University of Kyiv. Military-Special Sciences, no. 1 (45) (2021): 17–20. http://dx.doi.org/10.17721/728-2217.2021.45.17-20.
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At the present stage of expanding international contacts in various fields of activity for students it is becoming increasinglyimportant to expand their knowledge of languages outside of everyday foreign language (English). Learning foreign languages hasa number of benefits, including facilitating effective communication and building partnerships, business and military relationships with people from other countries/cultures. Since there are a number of factors that affect the effective acquisition of a foreign language in the context of bilin gualism, modern methods of teaching foreign languages have their own characteristics, considering the target areas and standards. There are many approaches to foreign language teaching developed at the end of the last centurythat have become widely used in teaching foreign languages for special purposes in higher education at the present stage of learning. The range of teaching methods varies depending on which aspects of language acquisition they emphasize – from teaching grammar to the lexicographic component of modern English-language culture of business and professional communication, which are seen as an element of communication skills of young military and civilian professionals [1]. As there is a wide range of different approaches and methods of teaching a foreign language for professional purposes used in lessons, the question will be whether there is evidence that some methods are more effective in acquiring and maintaining acquired skills. The article presents practical recommendations for motivating students to free oral/written communication in a foreign language, taking into account professional needs; the sequence of stages at which new programs for studying a foreign language of special purpose are logically executed, and also offers concerning a vocabulary is provided. The article evaluates and analyzes the latest trends in the methodology of teaching foreign languages, which provides a basis for effective study of a foreign language for professional purposes, taking into account the communicative orientation military, business and professional communication.
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Haswin, Zulfikar. "Pengaruh Kemampuan Komunikasi Pengajar Sekolah Menengah Atas (SMA) Dalam Meningkatkan Mutu Hasil Belajar Di Kabupaten Majene." Al-MUNZIR 13, no. 2 (December 31, 2020): 197. http://dx.doi.org/10.31332/am.v13i2.2017.
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This research aims to find out the influence between communication skills of Senior High School Teachers (SMA) in improving student learning outcomes in Majene Regency. This research uses descriptive quantitative method using an instrument that is a questionnaire (written question) sourced from teaching staff at the Senior High School Level in the Majene Regency Area to obtain primary data. Secondary data in this study were obtained from the results of field documentation by researchers. The results showed that the improvement in communication skills of teachers is in line with the increase in the quality of student learning outcomes and has a close significance relationship between the two. Thus, the higher the Knowledge, Skill, and Motivation components of teacher communication skills will be directly proportional to the quality of student learning outcomes and have a positive and strong influence.
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Yachmenyk, Maryna, Olesia Kornus, Oksana Braslavska, and Inna Rozhi. "FEATURES OF SOFT SKILLS FORMATION IN HIGHER EDUCATION STUDENTS IN THE CONDITIONS OF THE HIGHER EDUCATION PEDAGOGICAL INSTITUTION." Collection of Scientific Papers of Uman State Pedagogical University, no. 2 (June 29, 2022): 16–25. http://dx.doi.org/10.31499/2307-4906.2.2022.262819.
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The article analyzes and summarizes Ukrainian and international scientific experience about soft skills, which are non-technical, non-material, specific personality skills, which in combination with hard skills, ensure the successful self-realization of higher education applicants in their future professional activities. A survey of employers of the specialty Secondary education in subject specializations was conducted and the need for higher education applicants to acquire such soft skills as critical thinking skills, effective oral and written communication, ability to work in a team, self-motivation, creativity, moral tolerance, stress resistance, pedagogical leadership, etc., and the need to update and improve the quality of training for higher education applicants in pedagogical institutions of higher education. Within the framework of a scientific study, taking into account the professional standard “Teacher of an institution of general secondary education”, an attempt was made to identify ways to form soft skills for higher education applicants in the implementation of educational and professional programs of the specialty Secondary education in subject specializations at the Sumy State Pedagogical University, in particular, the study of the cycle of general and vocational training, practical training, final certification, non-formal education, building an individual educational trajectory, etc. The forms and methods of teaching are considered – seminars and laboratory classes, trainings, independent work; essays, project activities, abstracts, discussions, presentations, which is of particular importance in the era of online learning. Theoretical and practical developments of scientific research that are structured on the basis of analysis, generalization, and empirical methods will contribute to the modernization of educational and professional programs, the improvement of the internal system for ensuring the quality of higher education.
Keywords: soft skills; educational program; teacher, students; employers; forms and methods of teaching; professional activities; higher education institution.
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Garner, Benjamin, and Mark Chan. "Student Perceptions of Learning and Engagement in a Flipped Versus Lecture Course." Business and Professional Communication Quarterly 82, no. 3 (March 6, 2019): 357–69. http://dx.doi.org/10.1177/2329490619833173.
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Current literature suggests that students have equal or higher learning outcomes in a “flipped” classroom compared with a traditional lecture. However, there are few robust analyses of the flipped-class teaching method. This research uses a yearlong, quasiexperimental study across six sections of a business communication course to track student outcomes and perceptions of student engagement and learning. The results indicate that there were no significant differences between flipped and traditional classes across the learning and engagement variables in how students perceived these different conditions. However, the flipped condition produced better outcomes for oral and written assignments.
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Agrawal, Dinesh Chandra, Hsing-Yu Hou, and Tao-Ming Cheng. "The Evaluation of Competency-Based Diagnosis System and Curriculum Improvement of Information Management." International Journal of Information and Communication Technology Education 17, no. 2 (April 2021): 87–102. http://dx.doi.org/10.4018/ijicte.2021040106.
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Teaching evaluation is an important issue in the learning process in higher education. In addition to the teaching evaluation on campus, feedback from alumni is also very important to instruction improvement. Undergraduates and graduates in universities are the main labor force in Taiwan; therefore, many higher education institutions pay attention to the feedback of competency. However, the written questionnaire has limitations and lacks sufficient evidence to improve curriculum planning and instruction activities. In the present study, a systematic survey in the ‘University Career and Competency Assessment Network' was applied to analyze the results. Data were collected from 1,080 participants. The results can be summarized as follows: (1) ‘Learn-Practice Fit' was positive to the ‘Satisfaction' at workplaces. (2) ‘Responsibility and discipline' were significantly positive concerning ‘Communication and Expression,' ‘Interpersonal Interaction', and ‘Teamwork.' (3) ‘Service' and ‘Information technology writing' need to be improved in the training of Information Management students.
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KOVALENKO, Аlena, and Antonina KHANETSKAYA. "PROBLEMS OF TEACHING THE DISCIPLINE «UKRAINIAN FOR PROFESSIONAL PURPOSES» FOR STUDENTS OF ECONOMIC SPECIALTIES AT HIGHER EDUCATION INSTITUTIONS." Ukrainian Journal of Applied Economics 6, no. 4 (November 26, 2021): 140–46. http://dx.doi.org/10.36887/2415-8453-2021-4-16.
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The article analyzes the problems that arise when teaching students of economic specialties, in particular: limited lexical components, ignorance of professional terminology, lack of communication skills, psychological and communicative barriers. Violation of the norms of the Ukrainian language use is outlined. The theoretical basis was the work of linguistic didactics, who emphasized that business language is a dynamic phenomenon that a specialist must constantly study, while researching and improving their own competencies. It is noted that the program in the discipline "Ukrainian for professional purposes" should acquaint students with the basics of professional language culture, the specifics of oral and written modern literary language, direct to study the terminology of the chosen specialty, develop skills in modern documentation and motivate to improve language and speech competencies. A list of tasks that can be used during practical classes to avoid errors is identified. Such tasks included: memorizing the correct accents of both professional terms and words of common vocabulary; work with texts, namely: elimination of lexical errors by choosing the right option; correction of spelling errors in the given texts; placement of missing punctuation marks in texts of official business, journalistic and scientific styles and their fragments; selection of Ukrainian equivalents to words of foreign origin; determining the correct endings in the genitive case of nouns; ability to translate narrow and interdisciplinary terminology into Ukrainian; preparation of professional documents. An important stage of language training of specialists in economic specialties is the knowledge and observance of the modern Ukrainian literary language norms in both oral and written speech. It is also pointed out that students should be aware that studying the state language is closely related to their personality and interests, and not to the methods and teaching aids used by the teacher. Keywords: norms of modern literary language, oral professional speech, professional culture, culture of professional speech, language training of students, teaching aids.
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Zhelezovskaya, Galina I., and Sergey P. Khizhnyak. "Content of training in cross-cultural interaction of post-graduate law students by means of the English language." Izvestiya of Saratov University. New Series. Series: Philosophy. Psychology. Pedagogy 21, no. 1 (March 24, 2021): 91–95. http://dx.doi.org/10.18500/1819-7671-2021-21-1-91-95.
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The article is devoted to the problem of education content that is significant for modern pedagogical theory. It is written using teaching English to postgraduate students at Saratov State Law Academy as an example. A foreign language for postgraduate students in higher education institutions has always been associated with the postgraduate students’ major in which they carried out scientific research. However, during the last decade, postgraduate studies have become the third level of higher education, and postgraduate students, who complete the course of study, receive a comprehensive qualification “Researcher. Teacher-researcher”. Therefore, the content of foreign language education should be expanded due to the need for postgraduate students to acquire knowledge, habits and professional communication skills not only in the field of legal specialization, but also in the sphere of pedagogical activity. At the same time, the presence of general legal terms and terminological systems belonging to various branches of law and expressing special systems of theoretical concepts suggests the need to include even more sections in the syllabi. All the three areas involve teaching a foreign language in the context of cross-cultural communication for mastering universal competencies specified in the Federal State Educational Standard of Higher Education in the direction of training 40.06.01 – Law (the level of training highly qualified specialists).
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Dronov, Ivan S. "Methodical system of masters students written academic discourse education with group blog using." Tambov University Review. Series: Humanities, no. 184 (2020): 35–45. http://dx.doi.org/10.20310/1810-0201-2020-25-184-35-45.
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A characteristic feature of the vast majority of activity spheres in the modern education system is their systematization. The latest higher education standards center the teacher’s activity around the system and activity approach. That causes the need for its application in the use of information and communications technologies as a means of teaching a foreign language. We give the author’s definition of the term “methodical learning system”, which is interpreted as a component-related system of learning conditions, realizing its methodological potential through the interaction of participants in the educational process aimed at achieving the goal. This system includes five consecutive blocks, including: 1) prerequisites (modern requirements of the Federal Educational Standard of Higher Education), social order for training in the field of written academic discourse, contradictions between the linguodidactic potential of the study group blog, the lack of practical methods of teaching written academic discourse; 2) block target definition (goals and objectives of training); 3) theoretical justification block (list of principles of teaching written academic discourse, approaches to teaching written academic discourse); 4) functional block (organizational and pedagogical conditions, contents and methods of training, means and organizational forms of training); 5) evaluation block system operation results (components of evaluation of educational and cognitive activity, the learning process result). We note methodical system training integrity on the basis of property of integrativity promoting optimization of all components which general interaction is directed on achievement of the training purpose. The goal, for its part, is a system-forming element.
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Moni, Roger W., Deanne H. Hryciw, Philip Poronnik, and Karen B. Moni. "Using explicit teaching to improve how bioscience students write to the lay public." Advances in Physiology Education 31, no. 2 (June 2007): 167–75. http://dx.doi.org/10.1152/advan.00111.2006.
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The media role model was recently developed to frame how science faculty members can teach their students to write more effectively to lay audiences ( 14 ). An Opinion Editorial (Op-Ed) was introduced as a novel assignment for final-year physiology and pharmacology undergraduates. This second phase of this study, reported here, demonstrated the efficacy of explicit teaching of the Op-Ed, using a one-shot, pre-/posttest research design. Baseline writing skills of students were determined from a communication assignment. Students were then explicitly taught how to write an Op-Ed and subsequently wrote an Op-Ed based on a recent, relevant scientific article. Most students achieved higher grades for their Op-Ed following explicit teaching [mean (SD) = 84.4% (9.1%), n = 216] compared with their communication assignment [mean (SD) = 74.7% (11.9%), n = 218]. Improvement in student writing was also evident by an increase in text readability, which mirrored the features of Op-Eds written by professional journalists. A survey of students ( n = 142) indicated that most believed that the assignments were valuable and that their ability to write to a lay audience had improved. Members of the lay public were then surveyed for their opinions on student writing. Two assignments were selected from one student whose grades had improved after explicit teaching. Respondents ( n = 78) indicated that the Op-Ed was easier to read than the communication assignment. Thus, explicit teaching of the Op-Ed improved the ability of students to write to members of the lay public.
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Leoste, Janika, Larissa Jõgi, Tiia Õun, Luis Pastor, José San Martín López, and Indrek Grauberg. "Perceptions about the Future of Integrating Emerging Technologies into Higher Education—The Case of Robotics with Artificial Intelligence." Computers 10, no. 9 (September 8, 2021): 110. http://dx.doi.org/10.3390/computers10090110.
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Emerging technologies (ETs) will most likely have a strong impact on education (starting with higher education), just like they have already had in so many economic and social areas. This paper is based on the results obtained in the project “My Future Colleague Robot”, an initiative that aimed to improve the competence of university teaching staff regarding the introduction of ETs in teaching practices at university level. In this paper, we identified the strengths and weaknesses, opportunities, and threats that are related to the adoption in higher education of the combination of two ETs: robotics together with artificial intelligence (AI). Additionally, we analyzed the perceptions of university-level teaching staff about the potential of introducing ETs in education. The empirical data presented here were collected using written essays from 18 university teachers and students. Deductive and inductive approaches with thematic analysis were used for the data analysis. The findings support the idea that previous ET-related experience can support positive attitudes and the implementations of ETs in university teaching; in this study, university teachers had optimistic expectations towards ETs, accepting them as part of teaching practice development, while discussion about the negative effects of ETs was negligible.
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Lysanets, Yu V., O. M. Bieliaieva, L. B. Slipchenko, and H. Yu Morokhovets. "THE FOCUS ON CONSECUTIVE VERB CONSTRUCTIONS IN MEDICAL ENGLISH FOR ACADEMIC PURPOSES." Medical and Ecological Problems 24, no. 1-2 (April 29, 2020): 16–19. http://dx.doi.org/10.31718/mep.2020.24.1-2.04.
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The English language training of researchers and teaching staff at medical universities has become a priority task in higher medical education. Catenative verbs constitute one of the most challenging aspects in learning English as a second language. The article examines the features of catenative verbs while teaching the course in professional English for PhD students and academic staff at higher medical educational institutions. The aim of the study was to examine and systematize the most common challenges in using consecutive verbs in medical English. The authors developed their own concept of presenting the training material, and the proposed approach was tested in the development of the textbook “Medical English for Academic Purposes” (2018), which was written in the context of current trends in internationalised higher education, involving the training of specialists who will work in the modern English language educational and scientific environment. The ability to use catenative verbs correctly is an essential prerequisite of successful communication, intercultural reciprocal understanding and international cooperation in the context of rapid development of integration in Ukraine, which renders the present research relevant. A series of training exercises were presented, aimed at clarifying the lexical peculiarities of modern English. The most commonly used consecutive verbs, their significance and contextual role in professional communication have been analyzed. The proposed system of didactic materials is intended to support courses in professional English for PhD students and academic staff at higher medical educational institutions. The study of consecutive verbs is important to eliminate possible mistakes and avoid misunderstanding in medical communication. The authors believe that the professional development of PhDs and academic and clinical teachers of English-speaking medical students will promote academic mobility, scientific cooperation and the training of foreign students to international standards, and thus contribute to the development of higher medical education in Ukraine.
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Dorfman, Oxana, and Oksana Chernova. "Development of the communicative competence of students of technical universities as a strategy for teaching effective communication." Litera, no. 4 (April 2022): 27–35. http://dx.doi.org/10.25136/2409-8698.2022.4.37806.
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The article is written at the junction of several branches of science, reflects one of the problems of university teaching of the Russian language in technical universities. The purpose of the study is to prove that the development of communicative competence, which is the most important task of modern education, should be carried out in the light of new requirements. The author considers the issues of formation of communicative competence of students of technical universities. It is argued that philological disciplines should be included at all levels of higher education, which contributes to the formation of a highly qualified specialist with not only professional, but also flexible skills (soft skills). The relevance of the issues of improving the level of communicative culture of students at the university is due to the requirements of the new time, the dynamics of changes in the professional industry. The author's special contribution to the research of the topic is a systematic view of the competence approach in university education: communicative competence in the system of learning outcomes; in the structure of university teaching; content modules that form communicative competence; didactic conditions, forms, methods and techniques of its development. The author dwells on the consideration of the communicative competence of the CC-4, presented in the Federal State Educational Standard of Higher Education in the block "communication", reviews the disciplines forming it in technical universities, identifying current teaching trends, analyzes the content of training and provides a list of effective methods and techniques for the formation of communicative competence.
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Luo, Benjamin, Kelly Matthews, and Prasad Chunduri. "“Commitment to collaboration”: What students have to say about the values underpinning partnership practices." International Journal for Students as Partners 3, no. 1 (May 7, 2019): 123–39. http://dx.doi.org/10.15173/ijsap.v3i1.3688.
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Students as Partners (SaP) is about students and staff working together in teaching and learning. It is guided by the values of partnership. Knowing how students understand these values, particularly students new to the ideas and language of SaP, would enrich the scholarly conversation about partnership practices. To that end, our study asked students unfamiliar with SaP, “what values and attitudes do you think are necessary for students and academics to work as collaborative partners on teaching and learning?” We captured 173 written responses from students in a biomedical sciences degree program in an Australian university. Thematic analysis revealed four key values: respect, communication, understanding, and responsibility/commitment. We discuss the results through the lens of reciprocity and power, emergent consumerist culture in higher education, and the disciplinary context of science. In conclusion, we encourage dialogue between staff and students to illuminate and affirm the values of partnership that define SaP.
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Nichyi, Valentyna. "Peculiarities of teaching a foreign language in the conditions of distance learning." Current issues of social sciences and history of medicine 29, no. 1 (February 25, 2021): 82–85. http://dx.doi.org/10.24061/2411-6181.1.2021.248.
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The purpose of the article is to analyze the features of teaching foreign languages in higher education in the context of distance learning. To achieve this goal, the article uses the methods of theoretical analysis, critical analysis of scientific resources and scientific observation of the educational process. A comprehensive description of the application of these methods through the prism of foreign languages is the scientific novelty of the work. In the era of continuous informatization of society and education, in particular the use of modern computer technology, the Internet, multimedia and mobile communications in the educational process of higher education, has become a necessary condition for training and education of competent professionals and their future adaptation to working conditions. Therefore, educational institutions try to organize the educational process so as to provide students with full access to educational materials, using paper, electronic and multimedia media and access to Internet resources. In addition, the use of computer technology and the Internet, distance learning technologies significantly expands the range of potential students and allows to involve in education (including language) a wider range of students from abroad. Conclusions. Distance learning through computer telecommunication networks has broad prospects in the study of foreign languages. First of all, this advantage, in comparison, for example, with video and audio seminars, lies in the availability of operational feedback from teachers and students, with numerous training programs. Distance learning of foreign languages is a fairly effective form of learning a foreign language, aimed at the development of cognitive abilities, oral speech, foreign language thinking and full mastery of written foreign language communication.
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Smirnova, Elizaveta, and Svetlana Strinyuk. "Hedges in Russian EAP writing: A corpus-based study of research papers in management." Journal of English as a Lingua Franca 9, no. 1 (October 25, 2020): 81–101. http://dx.doi.org/10.1515/jelf-2020-2033.
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AbstractThe fact that English has become a lingua franca of academic communication has led to increased attention to teaching English for academic purposes (EAP) at the academia. Academic discourse markers, such as hedges, have been an important topic in academic writing research whose prime aim is helping non-Anglophone researchers to present their research findings in English for international publication. This study investigates the use of the most frequent hedging devices in a corpus of 58 works written by Russian university students and compares it to a corpus of articles published in peer-reviewed journals in business and management. The analysis of learner corpus data has provided evidence of how Russian ELF speakers use the language, showing significant differences between the use of hedges by the students and professional writers. The research has also highlighted a number of challenges which non-native learners face when writing academic texts. The study may contribute to a higher level of L2 academic writing in ELF contexts and have implications for creating EAP courses, research of second language acquisition and writing pedagogy.
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Kudinova, Olga A., and Valentina I. Kudinova. "INNOVATIVE LEARNING STRATEGY THROUGH THE USE OF VIDEO CLIPS IN FOREIGN LANGUAGES TEACHING." Sovremennye issledovaniya sotsialnykh problem 13, no. 4 (January 31, 2022): 558–67. http://dx.doi.org/10.12731/2077-1770-2021-13-4-558-567.
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Purpose. The objective of the study was to design a teaching innovation strategy through learning based on the video-clip to improve knowledge and overcome the difficulties that the university student presents in personal or group learning.
Methodology. The research is based on the theoretical study and synthesis of scientific and methodological literature, analysis of the results of experimental training, generalization of the results obtained during project activities based on video clips.
This pilot project was carried out with 5th-year students studying Practice of oral and written speech: Advanced level. Students have a high level of knowledge and a great interest in studying. The specifics of the subject also imply a high degree of participation in the proposed project. Students were offered several “dynamic tasks” reflecting a number of complex concepts from the curriculum. For each task, the participants developed a scenario in the form of a dialogue, which was corrected by the teacher during tutoring classes and used to create a video clip in which students had to act out a real-life situation related to the proposed topics. The impact of completed tasks on the group of participants was assessed through a survey.
The advantage of this pilot project is that conditions have been created for students to actively express students’ individual identity, the opportunity to use the acquired language material in accordance with their speech-thinking capabilities, freely participate in the communication process.
Results. Results showed that video-clip-based learning is a helpful tool not only for the acquisition of knowledge but also for enhancing communication skills and abilities by higher education students.
Practical implications. The use of video clips in the practice of teaching foreign languages contributes to the development of students’ communication skills, increases their motivation, provides visualization of the studied material, the effectiveness of its assimilation.
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Güleç, Selma. "The Analysis of the Concept of Empathy Skill in Postgraduate Social Studies Theses." International Education Studies 13, no. 5 (March 21, 2020): 24. http://dx.doi.org/10.5539/ies.v13n5p24.
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The skill of empathy is mentioned among the basic skills included in the Social Studies Course Teaching Program of the Ministry of National Education. The social studies course is one of the most important courses in which students are made to acquire the information, skills and values which are required to become an effective citizen. Communication has an important place in the achievement of these goals. Empathy is very important in the establishment of effective communication. For this reason, the study aimed to examine the concept of empathy, one of the basic skills included in the Social Studies Course Teaching Program. Afterwards, in the study, it was also aimed to reveal if the students taking postgraduate education in universities in Turkey investigated into the skill of empathy included in the social studies course teaching program in terms of carious variables. For this purpose, the master’s and doctoral theses written under the heading of empathy in the field of Social Studies Education at universities in Turkey between the years of 2000 and 2019 and recorded at the official website of the Higher Education Council National Thesis Center were examined. A total of 17 theses were reached. The data of the study was evaluated in tems of the publication year of the thesis, the gender of the researcher, the university where it was published, the sample groups, the methods of investigation and the subjects of investigation. In the study, the document analysis technique, one of the qualitative research methods, was used.
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Yli-Panula, Eija, Eila Jeronen, and Piia Lemmetty. "Teaching and Learning Methods in Geography Promoting Sustainability." Education Sciences 10, no. 1 (December 23, 2019): 5. http://dx.doi.org/10.3390/educsci10010005.
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Understanding and learning geographic knowledge and applying it to sustainable development (SD) depends not only on the knowledge itself, but also on how it is taught and studied. The teaching and learning methods for promoting sustainability in geography have not been thoroughly studied. This qualitative study examined articles on geography teaching and SD. The material was selected using keywords related to geography education. The study describes 17 articles published in peer-reviewed scientific journals from 2008 to 2018. The focus group varied from primary to higher education. The proportion of teaching and learning methods were determined. The data were analyzed using qualitative content analysis. The foci of the analyses were the teaching and learning methods, topics, goals, and levels of thinking skills. Additionally, features of the teaching methods used in geography education, including outdoor education, to achieve the sustainable development goals (SDGs) were investigated. Different teaching methods used together and interactive learning were the most often preferred. Group work and teachers’ presentations were mentioned in 12 articles, and inquiry-based learning and argumentation in half of the articles. The most often written expressions promoting SD in geography education concerned environmental sustainability (42%), followed by social (25%), economic (19%), and cultural sustainability (14%). The most emphasized features of the current teaching methods were active participation, thinking skills, animation, evaluation, dialog, demonstrations, and information and communication technology skills. The whole school approach and forward-looking perspective in geography should be implemented in school education to reach the SDGs and to support SD.
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Messum, Diana Glen, Lesley Marie Wilkes, Debra Jackson, and Kath Peters. "Employability Skills in Health Services Management: perceptions of recent graduates." Asia Pacific Journal of Health Management 11, no. 1 (March 16, 2016): 25–34. http://dx.doi.org/10.24083/apjhm.v11i1.235.
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Background: Employer skill requirements of graduates are monitored by Graduate Careers Australia, but health services management (HSM) specific employability skills (ES) perceived by graduates to be important on the job and their perceptions of skills they need to improve are not well reported. Academics need this feedback to improve course employment outcomes by helping current students identify and articulate appropriatecompetencies to potential employers. Also teaching of industry requirements can help improve job matching for employers.
Method: Recent graduates working in HSM in New South Wales, Australia were surveyed to rate ES for importance and rate their own skill levels on the same items. The gap between these two ratings was identified for 44 ES. Results: ES important to recent graduates in rank order were: verbal communication skills, integrity and ethical conduct, time management, teamwork, priority setting, ability to work independently, organisational skills, written communication, being flexible and open minded and networking. Highest self-ratings were found for integrity and ethical conduct, ability to work independently, being flexible and open minded, tertiary qualifications, interpersonal skills, written communication skills, time management, life-long learning, priority setting and administration skills. Generally graduates rated their skills lower than their ratings of importance.
Conclusions: Recent graduates can provide valuable feedback to universities about ES required for HSM positions and identify their own skill gaps for development at work or through study. Generic skills rather than job-specific skills are what they rate as most important. Closer engagement of universities and employers is recommended especially through placements.
Abbreviations: ES – employability skills; GCA – Graduate Careers Australia; HEI – higher education institutions; HRM – human resource management; HSM – health services management; IPC – interpersonal and communication skills.
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Piryani, Suneel, Rano Mal Piryani, and Gopendra Prasad Deo. "Medical Students’ Attitudes Toward Communication Skills Learning in Chitwan Medical College, Nepal." Journal of BP Koirala Institute of Health Sciences 3, no. 1 (July 26, 2020): 96–104. http://dx.doi.org/10.3126/jbpkihs.v3i1.30333.
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Introduction: Medical students’ attitude towards communication skills is crucial for curriculum planners, teachers and health professionals. Chitwan Medical College (CMC) is a private medical school admitting students mainly from the Nepal.
Objective: To assess the attitudes of medical students towards learning communication skills.
Methods: A cross-sectional study was conducted among third and fifth year medical (MBBS) undergraduates at Chitwan Medical College (CMC), Nepal in April 2018 using the 26-itemCommunication Skills Attitude Scale (CSAS) developed by Rees, Sheard, and Davies. Participants ‘age, sex, year of study, nationality, religion, relationship status, the occupation of father and mother, place of residence of a family, were noted. The CSAS scores were computed. Student’s t-test and ANOVA test were used to compare the scores among subgroups of participants.
Results: The mean positive attitudes scale (PAS), negative attitudes scale (NAS) and overall CSAS scores were 51.77 5.21, 35.68 4.43, and 83.97 5.77 respectively. PAS score was statistically significantly higher among the respondents whose mothers were not in the health-related profession. Whereas NAS score was statistically significantly lower among females, self-rated outstanding students, and good self-reported written communication skills.
Conclusion: Medical undergraduates had strong positive attitudes towards learning communication skills, but negative attitudes were also noted. Hence, faculty members need to change these attitudes through improving teaching and assessment strategies.
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Zhao, Yongmei, Min Liu, Zhihong Fan, Jinjing Li, Ling Shi, Yixin Zhang, Yuerui Gong, and Wei Yang. "Application of Audio Education in Respiratory Medicine Wards." Clinical Nursing Research 29, no. 6 (February 17, 2019): 392–97. http://dx.doi.org/10.1177/1054773819829622.
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Improving the efficiency of patient education can help improve patient’s satisfaction and alleviate the pressure of nurse shortage. This study aimed to develop and pilot an educational audio to improve the effectiveness of inpatient education. A primary literature review was conducted and educational materials were written and recorded by MP3. A pilot study was conducted in 713 adult patients in the department of respiratory medicine at a large urban Shanghai teaching hospital. Patients in the experimental group showed greater satisfaction with their health education. For the education to be effective during the admission, the asthma patients in the experimental group spent less time in face-to-face communication. The feedback rate for disease education among asthma patients in the experimental group was significantly higher. Wider applications of audio in patient education may be valuable to better adjust to nurse reduction and to improve nursing service quality.
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Tur, Gemma, Victoria Marín-Juarros, and Jeffrey Carpenter. "Using Twitter in Higher Education in Spain and the USA." Comunicar 25, no. 51 (April 1, 2017): 19–28. http://dx.doi.org/10.3916/c51-2017-02.
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This article examines student and teachers’ use and perceptions of Twitter, based on a mixed-method comparative approach. Participants (N=153) were education majors who used Twitter as a part of required coursework in their programs at two universities in Spain and the United States. The theoretical background covers research on international work carried out on Twitter as well as a brief overview of the introduction of technology in two educational national systems. Quantitative data were collected via a survey, while qualitative data were obtained from students’ reflective written texts. The majority of participants from both contexts perceived educational benefits to Twitter. However, their use of Twitter, and the nature of their perceptions of its educational value, appeared to differ in important ways. The U.S. participants’ longer and more frequent use of Twitter was accompanied by more positive beliefs regarding the educational relevance of Twitter. While many Spanish participants saw value in the use of Twitter to find and share information, U.S. students highlighted interactive and collaborative uses. The study uncovers some challenges for learning related to Twitter’s short format. In the conclusion section we discuss implications for learning and teaching in an age of ubiquitous social media. El presente artículo examina los usos y las percepciones de estudiantes y profesores en relación a Twitter a partir de una investigación comparada con metodologías mixtas. Los participantes (n=153) fueron alumnos de educación de dos universidades en España y EEUU que usaron Twitter como parte de una actividad del curso. El marco teórico abarca la investigación internacional sobre Twitter así como un breve repaso a la introducción de la tecnología en los dos sistemas educativos nacionales. Los datos cuantitativos se recogieron con un cuestionario mientras que los datos cualitativos se obtuvieron a través de los textos reflexivos escritos de los estudiantes. La mayoría de los participantes de los dos contextos percibieron los beneficios educativos de Twitter. Sin embargo, su uso de Twitter y la naturaleza de sus percepciones en relación a su valor educativo, difirió de maneras importantes. Los participantes de EEUU usaron Twitter por más tiempo y de manera más frecuente a la vez que demostraron creencias más positivas en relación a la relevancia educativa de Twitter. Mientras que los participantes españoles valoraron el uso de Twitter para encontrar y compartir información, los estudiantes americanos destacaron los usos para la interacción y la colaboración. El estudio destapa algunos retos del formato breve de Twitter para el aprendizaje. En las conclusiones discutimos las implicaciones para la enseñanza aprendizaje en la era de la ubicuidad de los medios sociales.
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Janing, Judy, and Wesley Sime. "Effects Of The Video Case Study in Preparing Paramedic Preceptors For The Role Of Evaluator." Prehospital and Disaster Medicine 16, no. 2 (June 2001): 81–87. http://dx.doi.org/10.1017/s1049023x00025747.
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AbstractIntroduction:Accurate field evaluations are critical in determining paramedic students' competency to provide patient care. The [U.S.] National Paramedic Curriculum does not address the skills needed by evaluators, and requirements to be a preceptor/evaluator vary from state to state. Therefore, it is imperative that educational programs develop an evaluation process that reflects valid performance criteria and assure a high degree of rating consistency among the evaluators. This study sought to determine the effects of using a video case based teaching approach in preparing paramedic preceptors for the role of evaluator.Hypothesis:Paramedic preceptors receiving the case-based teaching approach to prepare them for the role of evaluator would demonstrate significantly higher scores on a video posttest than paramedic preceptors who were not prepared for the role of evaluator using the case-based approach.Methods:Thirty-four paramedic preceptors from a Midwestern fire-based Emergency Medical Services system were enrolled in this study. Two scripted video student/patient encounters were used to measure evaluation scores in a pretest-posttest comparison of control versus experimental group. The experimental group was given structured rating guidelines and practice applying those guidelines to a case study. Pretest and posttest scores were weighted and analyzed using Analysis of Variance.Results:Analysis of the pretest–posttest differences revealed significantly higher scores for the experimental group in the categories containing complex behaviors: communication F(1,16) = 13.21, p <.01, assessment F (1,16) = 8.81, p <.01, and knowledge F (1,16) = 29.64, p <.001. There was no significant difference between groups in the categories containing simple, easily observed behaviors: reliability F (1,16) = .55, p >.05 and cooperativeness F (1,16) = 3.02, p >.05.Conclusions:Using the case study method and written guidelines that provide concrete examples of complex behaviors appears to increase reliability of evaluations among preceptors.
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Waicekawsky, Liliana, Laura Laurenti, and Florencia Yuvero. "Teaching ESP online during the COVID-19 pandemic: An account of Argentinian students on this teaching modality." SHS Web of Conferences 88 (2020): 02002. http://dx.doi.org/10.1051/shsconf/20208802002.
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In today’s world, the language par excellence in written and oral communication in all the spheres of commerce, business, education and science is English (Swales, 1990). Undeniably, this is the most widely chosen language for communication in academic settings among nonnative speakers who share neither a common first language nor a common culture to carry out scientific interactions such as delivering a conference or university lecture, submitting a grant proposal, or writing a paper or dissertation, presenting a conference poster, to name just a few (Seildhofer, 2006). In many countries in which English is not the native language, most universities and institutions of higher learning adopt an approach called ESP (English for Specific Purposes) for English language teaching. ESP consists of tailoring language instruction to meet the needs of learners who belong to particular disciplines or professions and studies the language appropriate to such activities. Most universities have included ESP programs as part of their syllabuses because they acknowledge the importance of helping non-native speakers of English “master the functions and linguistic conventions of texts that they need to read and write in their disciplines and professions” (Hyon, 1996, p. 698). At the National University of San Luis, since the first years of any course of study, students are exposed to different genres which are published in English. This means that their exposure to the language starts at an early stage of instruction. In general, classes are face-to-face and in a classroom that is fit to that aim. Unfortunately, due to an unexpected pandemic, instruction was forced to adopt a different course. In this paper, we attempt to give an account of how the teaching of ESP is taking place under the circumstances we are facing due to COVID-19. We have changed our methodology so as to meet the demands of the students and the university alike. We administered a questionnaire to know the perceptions and opinions of our students as regards the material, teacher performance, testing, and online modality adopted. Results suggest that the opinions are divided as regards non-face to face or face-to-face teaching modality. Although many students prefer virtuality because of the time flexibility it provides, others assert that nothing is more valuable than teacher and classmates interaction.
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Choo, Chee Yan, Mathumalar Loganathan Fahrni, and Chiau Ming Long. "Analysis of Students’ Cognitive Presence and Perception in a Custom-Designed Virtual Problem Based Learning Assignment." International Journal of Emerging Technologies in Learning (iJET) 17, no. 22 (November 28, 2022): 132–43. http://dx.doi.org/10.3991/ijet.v17i22.32777.
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All the teaching and learning activities except laboratory-based practicals remained conducted virtually during the transition from the Covid-19 pandemic to the endemic phase. The problem-based assignment for Pharmaceutical Analysis was conducted virtually. This study aims to evaluate students’ level of engagement and perception of virtual engagement to complete an online problem-based assignment on real situations using the cooperative Jigsaw model. Jamboard was used as an online communication tool to connect the students and facilitators. The content of the written discussion posted on the Jamboard and the questionnaire survey were analysed to establish the level of engagement. The student’s perception of virtual engagement was based on a questionnaire survey using descriptive analysis. Analysis of the student’s opinion posted on the Jamboard showed the presence of cognitive, social, and teaching components in the level of engagement during the virtual discussion. The information from the internet is borderless and the facilitators need to be knowledgeable to explain, guide, and stimulate higher-order thinking among the students. With careful course design, the Jigsaw cooperative activity on real problem-based questions could use to facilitate collaborative problem-solving skills among the students.
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Hardini, Fitria, Siti Jamilah Br Tarigan, and Vu Thi Thu Trang. "Barriers and Coping Strategies of Students with Disability During Inclusive Learning in Higher Education." JINOTEP (Jurnal Inovasi dan Teknologi Pembelajaran): Kajian dan Riset Dalam Teknologi Pembelajaran 9, no. 2 (July 31, 2022): 176. http://dx.doi.org/10.17977/um031v9i22022p176.
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Abstrak: JJumlah penyandang disabilitas yang mengikuti sistem Pendidikan inklusi di perguruan tinggi semakin meningkat seiring dengan adanya Kartu Indonesia Pintar (KIP) Kuliah. Penelitian ini bertujuan untuk mendeskripsikan tantangan hambatan yang dihadapi mahasiswa disabilitas selama mengikuti kuliah inklusi dan strategi koping mahasiswa dalam mengatasinya. Penelitian ini bersifat deskriptif kualitatif dan data dikumpulkan dengan teknik interview, observasi, dan dokumentasi. Data dianalisis dengan metode analisis studi kasus. Hasil penelitian menunjukkan bahwa mahasiswa tunanetra menghadapi hambatan belajar terkait teks, gambar atau simbol/angka, sedangkan mahasiswa tunadaksa memiliki hambatan terkait aktiVitas fisik. Strategi koping yang dilakukan oleh mahasiswa adalah dengan menggunakan Assistive Technology (AT), meningkatkan komunikasi dengan dosen, dan melakukan diskusi kelompok. Dari temuan di atas, disimpulkan bahwa teknik pengajaran dan materi perkuliahan harus beaptasi dengan kebutuhan murid dan dapat digunakan secara universal.Abstract: The number of disabled students enrolled in the inclusive system in higher education has increased due to a card used to access colleges issued by the Indonesian government known as Kartu Indonesia Pintar Kuliah (KIP Kuliah). The research aims to describe learning barriers encountered by students with visual and physical disabilities during inclusive class and their coping strategies to overcome this predicament. The research is qualitative descriptive, and data were collected by interview, class observation, and documentation. The data were analyzed by using the case study analysis method. The results indicate that written material containing text, pictures, and symbols/numbers are barriers for visually disabled students, while physically disabled students have barriers in terms of class that requires physical activities. Students’ coping strategies are using Assistive Technology (AT), increasing communication frequency with the lecturers, and conducting study groups after class. It is concluded that the lecturer’s teaching technique and material should be adapted to meet the students’ needs and should be universal.
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Xhaferi, Brikena, and Gëzim Xhaferi. "Online Learning Benefits and Challenges During the COVID 19 - Pandemic-Students’ Perspective from SEEU." SEEU Review 15, no. 1 (July 1, 2020): 86–103. http://dx.doi.org/10.2478/seeur-2020-0006.
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Abstract Online learning is becoming a commonplace in different settings starting from elementary, secondary and higher levels of education. Different educational institutions use different communication tools to promote learning because the expansive nature of the Internet and the accessibility of technology have generated a surge in the demand for web-based teaching and learning across the nations (Chaney, 2010). The online teaching and learning have become a necessity for education around the globe during COVID 19-pandemic. There are several challenges which are faced during online classes because the students must have strong self-motivation skills and be very disciplined to achieve the desired learning results. This paper presents and analyzes the data on the benefits and challenges of online teaching at South East European University (SEEU) during COVID 19 pandemic. The participants of the study are students of the BA level majoring in English Language and Literature and German Language and Literature at SEEU in Tetovo, North Macedonia. To answer the research questions, we have used a student questionnaire, interviews, and student reflection papers written during the online courses. Overall, the research indicates that benefits of online coursework outweigh the challenges that students face during the online classes. From a safety perspective, this study emphasizes the need to consider the impact of online teaching on student motivation and the paper raises important questions about how to best support students enrolled in online courses. Further research is needed in order to better evaluate the benefits, challenges, and useful strategies of successful students enrolled in online courses.
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Bureeva, Elena, and Natalya Mukhinova. "Smart training technology in the teaching of history at Kazan State University of Architecture and Engineering." E3S Web of Conferences 274 (2021): 09012. http://dx.doi.org/10.1051/e3sconf/202127409012.
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The smart training technologies include several parts. Their joint use allows making students of technical higher educational institutions interested in studying history. This article describes the experience of involving students of a construction university in research activities in history classes, when studying the topic of the Great Patriotic War. The first stage of the work involves the study of the student’s historical memory, the students’ perceptions of this war through direct communication of the professor with students, the integrated use of sociological, linguistic, pedagogical, psychological methods. In the framework of a continuous survey of 346 students, an expressed emotional coloring of the image of war in the student consciousness and solidarity of students in the need to preserve the memory of the war were revealed. Students classified the written and oral stories of the contemporaries, primarily their relatives, as the most reliable sources on the history of the war. Given the influence of the family war memory, professors form students' interest in research activities. At the next stage, an individual strategy for writing a family history of wartime is developed for each student; recommendations are given on working with databases, information available on the Internet, family and state archives, libraries.
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Sheremeta, Liudmyla. "IMPLEMENTATION OF THE COMMUNICATE METHOD OF TEACHING UKRAINIAN LANGUAGE LESSONS AS A FOREIGN LANGUAGE (ON THE MATERIAL OF THE LESSON «OUR FAMILY»)." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 19–22. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-19-22.
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In the article presents a system of methodical work on the formation of communicative skills in foreign medical students while studying the topic «My Family». The content of teaching Ukrainian as a foreign language is outlined, peculiarities of mastering oral and written forms of language are analyzed. It has been proved that the formation of the Ukrainian language competence of foreign students is based on language training, which at the initial stage of language learning involves free fluency in vocabulary. The necessity to study the main aspects of studying the topic «My Family», aimed at finding the best means and methods to meet the basic communicative needs of students in everyday and educational and professional spheres (mastering linguistic and speaking skills and developing communication skills and topical for service in the Ukrainian language environment). The basic aspects of forming of communicative and skills skills will help to optimize the process of education of foreign students in higher education institutions of Ukraine and can be used in the further development of new methods of assessing the level of professional training of future medical professionals. Provided special educational equipment and innovative approaches to the study of the Ukrainian language. Development a system of exercises aimed at enriching the vocabulary of foreigners development of oral and written, monologue and dialogical speech, improving skills from all types of speech activities. The author’s method of mastering the material, aimed at the optimal selection of ways to improve the efficiency of the lesson, is described. Methodical recommendations are given for the development of a medical profile of foreign students in the medical profile of dialogue.
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King, Madeleine, Melinda Waters, John Widdowson, and Arti Saraswat. "Higher technical skills." Higher Education, Skills and Work-Based Learning 6, no. 4 (November 14, 2016): 329–44. http://dx.doi.org/10.1108/heswbl-06-2016-0039.
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Purpose The purpose of this paper is to report the findings of a joint study carried out with groups of colleges in England and technical and further education (TAFE) institutes in Australia. It looks at the factors which promote the delivery of higher technical skills and the infrastructure arrangements that are needed for success. It relates these to the debate concerning the promotion of higher and degree apprenticeships (HAs and DAs) in England. Design/methodology/approach The report is derived from a series of interviews with college and TAFE staff. A policy comparison is also included to provide context. Findings The outcome of the study suggests that similar factors affect the decision to offer, pursue and contribute to the development of higher technical skills in both countries. HAs and DAs are an English construct and the experience of colleges involved in HAs adds a valuable contribution to discussions surrounding the marketing and delivery of DAs. The Australian decision not to pursue either structure encourages reflection on what it is that governments are trying to achieve and what lessons can be learned from their approach. Research limitations/implications The study was carried out within the non-university sector in both countries. Colleges and TAFE institutes are more likely to offer practice-based higher education (HE), have teaching staff with industry backgrounds and have long-established engagement with employers that may be found within universities. The paper was therefore written from a distinctive environment. However, it is likely that the issues identified apply to universities and private providers of HE as much as to colleges and TAFEs. Practical implications The findings suggest that developing HAs or DAs should not be seen merely as just another marketing opportunity. The hybrid nature of both structures requires a holistic approach to delivery on the part of institutional leaders that leads to significant overhaul of internal communications networks, quality assurance schemes and staff development. Originality/value The paper is one of relatively few published documents which focus on the role of dual sector colleges and TAFE institutes in the delivery of HE and higher technical skills. It offers insight into how government pressure for a particular style of HE, deemed necessary for the national economic interest of both countries, can be made into a reality. By using the expertise that already exists within the college and TAFE sectors and their established links with employers, more effective changes can be made at a faster pace.
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Stoliar, Zoia. "THE FEATURES OF TEACHERS’-TO-BE OCCUPATIONAL TRAINING FOR THE REALIZATION OF PRIMARY SCHOOL LANGUAGE AND LITERARY EDUCATION." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 9(77) (January 30, 2020): 311–14. http://dx.doi.org/10.25264/2519-2558-2020-9(77)-311-314.
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The article covers topical issues of occupational training of those for those attaining higher education in “Primary Education”. It is noted that the teaching process aimed at training primary school teachers-to-be for the implementation of primary school students’ language and literary education should be planned in various directions. Class activities (lectures, seminars) and task planning for independent work should be aimed at mastering theoretical information on language education, linguistics, literary studies, appropriate vocabulary of the teachers-to-be and, above all, at forming communicative competence of students themselves, which is a key. It stands to mention that the priorities of primary education set out in regulations clearly outline the competence that needs to be formed in primary school students when they study the Ukrainian language and literature. After completing the integrated courses of “Literacy”, “Ukrainian”, “Literary reading”, students must master and be able to effectively undertake all types of speech activities, skillfully use the Ukrainian language in typical and atypical everyday situations and in training communication, all in all, they should be shaped language individuals. Therefore, primary school teachers’-to-be occupational training should facilitate an adequate level of mastery of the Ukrainian language as a system and the Ukrainian literary language standards that teachers-to-be follow during verbal and written communication to form the virtuosity of choosing quality didactic material.
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O.P., Bykonia. "The requirements of future economists’ english grammar competence." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2020, no. 2 (December 21, 2020): 7–22. http://dx.doi.org/10.32755/sjeducation.2020.02.007.
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The article substantiates the peculiarities of the formation of English grammar competence during classroom and extracurricular work in teaching cadets of economic specialties’ English, especially English for Specific Purposes. The purpose of the article is to determine the requirements for the formation of English grammar competence in accordance with the preparation of cadets of economic specialties’ in the field of knowledge of 05 “Social and behavioral sciences” (051 «Economics») while teaching them English for Specific Purposes. Methodology. Theoretical statements of this work involves analysis of existing methods and approaches to the organization of teaching cadets of economic specialties’ English grammar. It is defined the requirements according to the stages of teaching English at the Academy of the State Penitentiary Service in the first and second years. The theoretical and methodological basis of this article includes the general background of higher school didactics and methods of teaching foreign languages, approaches to scientific and pedagogical research, theoretical and methodological principles on which the methods of teaching English grammar to the cadets, future economists, at different stages while their studying at the Academy of State Penitentiary Service. Results. In this article it is used a critical analysis of domestic and foreign pedagogical, linguistic and methodological literature on the research theme, educational documents, curricula. Based on the research, it is noted that the content of linguistic competences includes declarative and procedural knowledge, skills and language awareness. It is determined that the effectiveness of the development of professional oral and written communication skills in English must be done according to the level of formation of students’ grammatical competence. Practical implications. It is pointed out that these requirements of English grammar competence’s level should be taken into account in the organization of future economists’ educational activities, which is designed to help ensure the realization of the aim of teaching them in the Academy. Further improvement of grammatical competence occurs in the process of mastering English communicative competence at the cadets’ classroom activities and self-study work. It is necessary to use grammatical phenomena in educational materials while teaching cadets English for Specific Purposes. Value (originality). The value of the study is characterized by the presentation of a new vision of the formation of English grammar competence during classroom and extracurricular work while teaching cadets of economic specialities English and English for Specific Purposes. Key words: teaching English, grammar competence, future economists, grammar declarative knowledge, grammar procedural knowledge, grammar skills, language awareness.
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Lysanets, Yu V., O. M. Bieliaieva, I. V. Znamenska, H. Yu Morokhovets, and I. V. Rozhenko. "THE EFFECTIVENESS OF AN ACTIVITY-BASED APPROACH TO TEACHING THE PAST TENSE IN MEDICAL ENGLISH FOR PROFESSIONAL PURPOSES." Medical and Ecological Problems 25, no. 3-4 (August 31, 2021): 24–27. http://dx.doi.org/10.31718/mep.2021.25.3-4.05.
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The present paper explores the methods for effective mastering the past tense relying on an activity-based approach following the Common European Framework of Reference for Languages. The aim of the research is to facilitate the teaching and revising the grammar material on the past simple (indefinite) tense, the past continuous (progressive) tense, and the past perfect tense in the process of training undergraduates, Ph.D. students, academic and clinical teachers at a medical university. The results of the research have been integrated into the 1st edition of “Medical English for Academic Purposes” (2018) and “Medical English for Public Health Purposes” (2021). The authors developed the methodological mechanisms to support courses in professional English at higher medical educational institutions through an activity-based approach, which ensures the effective acquisition of a foreign language, promotes the formation of a linguistic personality capable not only of communicating in all areas, but also of successful integration into the international community. The paper provides a wide range of scaffolding activities and methods: using visuals (graphic organizers, charts, etc.), selecting historically meaningful texts, peer-to-peer talk, strategic pairings, “real-life tasks” and modelling situations, the “fishbowl” model and others. The suggested methodological algorithm is feasible for both oral and written communication, reading and listening comprehension activities, group work, individual and self-directed work in class, as well as for in-class or self-paced learning, depending on the features of the curriculum and students’ English proficiency. The receptive aspect of teaching is represented by read-and-translate exercises, targeted texts describing significant events in the history of medicine, as well as true-false exercises to check students’ comprehension. Meanwhile, the reproductive aspect of teaching covers exercises involving opening the brackets, filling the blanks, as well as creating negative and interrogative forms of verbs. Eventually, the productive aspect of teaching is ensured by a wide range of creative speaking and writing activities and “real-life tasks”, aimed at developing students’ communicative competence in English for Professional Purposes (in-class speaking activities (peer-to-peer talk, class discussion). In addition, collecting family history is yet another pragmatically feasible task to revise and study past tenses. The application of an activity-based approach to teaching the past tenses at a medical university is highly effective to foster essential job-related skills, experience and professional readiness. The authors believe that this, in turn, will promote academic mobility and scientific cooperation, thus contributing to the development of higher medical education in Ukraine, which renders the research relevant.
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Ezhilarasu, Punitha. "Clinical Problem Solving Ability of BSc and Diploma Nursing Students in Indian Setting A Comparison." Nursing Journal of India CIII, no. 05 (2012): 226–28. http://dx.doi.org/10.48029/nji.2012.ciii506.
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Clinical Problem Solving Ability (CPSA) is an important skill essential for nurses to achieve professional excellence which is developed during the educational process. A sample of 215 students from BSc and Diploma nursing educational programmes were studied to determine their CPSA and the differences were compared. A written simulation instrument (Ezhilarasu, 2000) with a Cronbachs alpha of 0.81 was used to measure the CPSA. BSc students scored significantly higher than Diploma students (p=0). Final year students from both the programmes scored higher than the first year students (p=0.01). The least commonly used step in clinical problem solving is evaluation. Along with other studies, this study also supports the influence of the educational process in the development of CPSA. Appropriate teaching strategies and role modelling by faculty should become an essential part in all nursing educational institutions.
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Zharinova, Ye N. "Development of productivity of subjects of education by means of psychological training." Vestnik of Samara University. History, pedagogics, philology 28, no. 4 (January 5, 2023): 65–70. http://dx.doi.org/10.18287/2542-0445-2022-28-4-65-70.
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The relevance of the research is justified by the fact that modernity requires an increase in the productivity of graduates of higher educational institutions in independently formulating and solving professional tasks, increasing the requirements for their quality and the products they create. A special area is teaching the culture of communication, speech (oral, written), the culture of establishing professionally appropriate relationships between the subjects of education, ensuring their productive formation. One of the signs of productivity is the creation of innovative educational technologies. The purpose of the study is to develop a justification and approbation of a system of psychological and pedagogical methods to identify indicators of the productivity of the subjects of education, their development in the professional, educational and scientific environment of the university. The hypothesis that psychological training of personal growth and productive interaction of educational subjects develops activity in communication, confidence, emotional stability, and internal locus control has been confirmed. Sample: 3440 people, including 290 teachers of higher education and 3150 students of psychological and pedagogical, economic, information technology, service, technical, agricultural specialties, as well as specialties in physical culture and sports (1860 years) for the period 20012022. To identify indicators of productivity of subjects of education, the following methods were used: a questionnaire to determine the communicative potential (R.A. Maksimova); express diagnostics of SAN (V.A. Doskina, N.A. Lavrentieva, V.B. Sharai, M.P. Miroshnikov); a test questionnaire of the level of subjective control (E.F. Bazhin, E.A. Golinkina, A.M. Etkind). Results: the differences in indicators of communicative properties and features of subjective locus control in the control and experimental groups prove the effectiveness of the psychological training program developed by us. Conclusions: it is determined that the creation of innovative educational technologies play an important role in the intensification of personal growth and productive interaction of subjects of education by means of psychological training
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Dja'far, Veri Hardinansyah. "Analisis Kebutuhan pada Pengajaran Bahasa Inggris di PG-PAUD." Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini 4, no. 2 (October 19, 2017): 92. http://dx.doi.org/10.21107/jpgpaud.v4i2.3572.
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English for Specific Purposes (ESP) learning process in higher education often administered less effectively. One of the contributing factors is the lack of learning plan so that learning is irrelevant to the field of science they are capable of. Therefore, it is necessary to start plan the learning by conducting need analysis based on students’ requirement on learning English. This study aims to find and describe the needs of students of English on early childhood education program. This research was carried by using qualitative descriptive approach. The objects of this research are students of early childhood education department class of 2016/2017 Universitas Trunojoyo Madura. Data were collected through questionnaires and conducting direct interviews. The collected data were classified so that the needs of the students on learning English can be identified, then described respectively. The results showed that (1) the English mastery of students was still relatively low, (2) 50% of students placed an increase in oral communication or speaking skills (Speaking) and 30% writing as a top priority in learning English for preparation to apply a job, (3) during learning English, students expected an improvement on their skills related to both oral and written. Based on these results, it is suggested to manage syllabus planning and the development of English teaching materials in early childhood education programs.