Bibliografías temáticas / Tertiary instruction

Literatura académica sobre el tema "Tertiary instruction"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 11 de febrero de 2022

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Artículos de revistas sobre el tema "Tertiary instruction"

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Dabiri, Asma. "Comparing Two Modes of Instruction in English Passive Structures (Processing and Meaning-Based Output Instruction)". JEES (Journal of English Educators Society) 3, n.º 1 (4 de abril de 2018): 67. http://dx.doi.org/10.21070/jees.v3i1.1259.

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This research compared the effects of two types of instruction: Processing Instruction (PI) and Meaning-based Output Instruction (MOI) on the interpretation and production of English passive structures. Ninety EFL intermediate tertiary level female students (PI group= 30, MOI group= 30 and control group = 30) participated in this study. The instruments were a proficiency test, a test to assess English passive structures and two instructional materials (PI and MOI). The data were analyzed by running one-way analysis of variance (ANOVA) and mixed between-within ANOVA. The study indicated the effectiveness of PI and MOI on English passive structures. PI had considerable enhancement on interpretation tasks all the time. It supported the use of PI rather than the use of traditional instructions in which mechanical components were emphasized. Also, the PI and MOI had long term effects on the interpretation and production of English passive sentences. This study supported the use of PI and MOI rather than the use of traditional instruction (TI) in EFL settings. The implication for particularly classroom teaching is that successful grammar instruction has to related to ultimate learning outcomes. Also, creating communicative tasks to offer opportunities for teaching grammar can lead to long-lasting learning effects.
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2

Ratnasari, Dwi. "Motivation and Instructional Preference of EFL Students at Tertiary Level". International Journal of Language Teaching and Education 3, n.º 1 (25 de julio de 2019): 28–44. http://dx.doi.org/10.22437/ijolte.v3i1.6559.

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The aims of the study to find out the relationship between students’ motivation and instructional preference. The main components of motivation that underlay the students to learn English, and the students’ most preferred instruction, is beneficial to contribute to teachers’ understanding of the need to consider students’ preferences when planning the teaching-learning activities and to choose the instructional methods to use in teaching. A mixed-method design used in this study by combining quantitative and qualitative data to analyze. Descriptive statistics and interview analysis were used. The participants of this study were 323 students at a private university in Palembang, Indonesia. An 82-item questionnaire assessing motivation and instructional preference and semi-structured interview were used. The questionnaire consisted of 50 items measuring motivation and 32 items measuring instructional preference. The result showed that there was a positive and significant relationship between motivation and instructional preference. It means that students who had a higher level of motivation would have more instructional preferences than those who had a lower level of motivation. The result of the study indicated that the primary motivational components underlying the students to learn English were instrumental orientation, intrinsic orientation, and integrative orientation, and the students’ most preferred instruction was mastery learning. This study implies that teachers should be aware of diversifying the instructional methods used in their classes. They should take into account the students’ characteristics when planning and implementing educational processes.
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3

Oxford, Rebecca L. "Progress in Tertiary Content-Based ESL Instruction". TESL Canada Journal 11, n.º 1 (26 de octubre de 1993): 75. http://dx.doi.org/10.18806/tesl.v11i1.626.

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Content-based ESL aims to develop communicative competence in the target language along with content knowledge in a specific subject area, such as mathematics. Many forms of CB-ESL are discussed here. English for specific purposes (including but not limited to English for academic purposes) is a very well known type. Other versions-some popular and others less well known-are theme-based, task-based, adjunct, and sheltered CB-ESL. This article analyzes tertiary (post-secondary) students' language needs; indicates how CB-ESL treats those needs; highlights key CBESL issues in math, social studies, and sciences; and offers implications for instruction and research.
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4

Chen, Zhiying. "A Case Study on the Conceptualization and Teaching Practice of L2 Argumentative Writing Instruction". English Language Teaching 13, n.º 11 (16 de octubre de 2020): 30. http://dx.doi.org/10.5539/elt.v13n11p30.

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Argumentative writing is one of the main writing types in Second Language Writing (SLW) instruction, as it links with the assessment of language capacity in tests. It is a common course for students of tertiary education, but few instructors have a clear comprehension of it. With the goal of giving circumspect teaching implications, this study serves as an illustration for argumentative writing lecturers in higher education. In this study, semi-structured interview, classroom observation and collected written drafts are used as research tools to discover the conceptualization and teaching practice of two lecturers who are instructing English-major sophomores. The findings show that different teaching beliefs (human-oriented and task-oriented) lead to different teaching process in argumentative writing class. Besides, the assessment criteria and students’ response are revealed to understand the effects of those instructions accordingly.
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5

Johnson, Robin S., R. Denise Humphries y Toba Schwaber Kerson. "Field Instruction in a Pediatric Tertiary Care Center". Clinical Supervisor 12, n.º 1 (3 de enero de 1995): 53–71. http://dx.doi.org/10.1300/j001v12n01_05.

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Flowerdew, John. "Content-based language instruction in a tertiary setting". English for Specific Purposes 12, n.º 2 (enero de 1993): 121–38. http://dx.doi.org/10.1016/0889-4906(93)90014-f.

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Lando, John. "Grammatical instruction and implicational features". ITL - International Journal of Applied Linguistics 119-120 (1 de enero de 1998): 65–78. http://dx.doi.org/10.1075/itl.119-120.05lan.

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Abstract The present study examines the relationship between direct grammatical teaching of the past tense system of standard Italian and the use of some implicational features which, without being the object of direct instruction, are normally found within the same structure and context of the instructed ones. The subjects of the experiment were 60 tertiary learners of L2 Italian from a variety of Italian regional dialect background (age 18-25), receiving a period of intensive instruction on the use of the past tense system of standard Italian. The incidence of use of implicational features was measured on the basis of a written test prior to a three week period of intensive instructional treatment, followed by immediate and delayed written posttests. Similar monitoring was carried out with a control group of 40 comparable learners, who had not received direct instruction. The results of the study support the hypothesis that explicit and intensive form-focused instruction, when combined with continuous meaning-focused practice of instructed features, encourages an increased and more accurate use of other features that are closely related to the targeted ones.
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8

Philip, Bromeley y John Francis Noyan. "Acrolectal English for Tertiary Students: Individualised Metaphonological Awareness Instruction". 3L The Southeast Asian Journal of English Language Studies 24, n.º 4 (26 de diciembre de 2018): 27–46. http://dx.doi.org/10.17576/3l-2018-2404-03.

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Gaffield-Vile, N. "Content-based second language instruction at the tertiary level". ELT Journal 50, n.º 2 (1 de abril de 1996): 108–14. http://dx.doi.org/10.1093/elt/50.2.108.

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Ciullo, Stephen, Erica S. Lembke, Abigail Carlisle, Cathy Newman Thomas, Marilyn Goodwin y Laura Judd. "Implementation of Evidence-Based Literacy Practices in Middle School Response to Intervention". Learning Disability Quarterly 39, n.º 1 (11 de marzo de 2015): 44–57. http://dx.doi.org/10.1177/0731948714566120.

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The authors report findings from a systematic observational study of middle school educators (Grades 6–8) in two states who provided reading interventions within Tier 2 and Tier 3 of a Response to Intervention (RTI) framework. Intervention sessions were coded and analyzed to understand (a) the frequency and type of evidence-based strategies implemented for students with learning disabilities and reading difficulties, and (b) whether observed practices within secondary and tertiary intervention settings align with researcher recommendations regarding middle school reading instruction based on extant research. The findings indicated that more than 12% of time was devoted to logistical and non-academic activities, and evidence-based interventions including explicit instruction, cognitive strategy instruction, content enhancements, and independent practice opportunities were reported infrequently, although instructional differences across sites were demonstrated. Encouraging findings include evidence of peer-mediated reading and explicit performance feedback. Implications for teacher preparation, professional development, and future research for RTI are discussed.
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Tesis sobre el tema "Tertiary instruction"

1

Trenholm, Sven. "Adaptation of tertiary mathematics instruction to the virtual medium : approaches to assessment practice". Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/12561.

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Mathematics has been singled out as a challenging discipline to teach fully online (FO). Yet both the demand for and development of FO mathematics courses is increasing with little known about the quality of these courses and many calling for research. Whereas most research has investigated the nature of these courses by examining instructional outputs such as student grades this research seeks the same insight but by examining instructional inputs. Specifically, it seeks to investigate the nature of current assessment practice in FO mathematics courses. To conduct this investigation, deep learning (Marton & S??lj??, 1976a, 1976b) is used as the principle theoretical framework. From the growing body of literature associated with deep learning, two studies are selected to investigate current FO mathematics instructors assessment practices. An additional framework based on empirical findings related to the use of different kinds of feedback is also used. In total, six study measures are used to conduct a mixed methods study in two parts. The target demographic and course context are tertiary instructors from Western nations that teach introductory level mathematics (particularly statistics and calculus). The first study explores current FO mathematics assessment practices using an online survey (n=70) where the majority of participants originate from US higher education institutions. In the second study six of the US survey participants are interviewed about how their assessment practices and approaches used in their FO mathematics courses differ from those used in their face-to-face (F2F) mathematics courses. This study represents the first known attempt to investigate the nature of tertiary FO mathematics instructors assessment practices using appropriate theoretical frameworks. In particular, it investigates mathematics instructors experiences of the affordances and constraints of the FO course context when adapting their F2F practice to this new environment. Findings suggest the FO course context is a challenging environment for instructors to orient their teaching and assessment practice in a way that helps develop students understanding of mathematics. Analysis of interview responses suggests the problem lies with the nature of interactivity provided in the FO course context.
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2

Kirsch, Simone Hillary. "Psychological aspects of one-on-one instrumental teaching at the tertiary level". Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/17372.

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Thesis (M.Mus.)-- University of Stellenbosch, 2006.
ENGLISH ABSTRACT: Of an inter-disciplinary nature, this thesis examines certain pertinent psychological aspects with regard to one-on-one instrumental teaching at the tertiary level. It is apparent that this area has not been the focus of much investigation. However, in recent years, together with research into new, forward-thinking philosophies in music education, there has been an examination of some psychological aspects pertaining to instrumental teaching by researchers such as Mackworth-Young (1990), Kennell (2002), and Creech & Hallam (2003). Although most researchers have focused primarily on students of school-going age, more recently attention has begun to be given to tertiary level instrumental teaching. There are many ways to approach one-on-one instrumental teaching. There is no doubt that these have been tried and tested, and, in their own way, have been successful. They range from the traditional to the master-apprenticeship model, the latter most commonly used in university music departments. While it is not the purpose of this thesis to discuss pedagogical principles per se, the researcher proposes a student-centred model based on humanistic trends in psychology, with particular reference to Rogers. This model emphasises the importance of the teacher/student relationship and a holistic view of students. In addition, the developmental stage of university students is investigated in order to provide more insight and understanding of students’ place in the life cycle. Such psychological knowledge can equip teachers with skills, which would assist them to deal with sensitive issues that may be beyond their common sense and expertise. Consequently, the application of these psychological principles to instrumental teaching at the tertiary level is investigated by examining both the teacher/student relationship and a student-centred approach in the studio. A student-centred focus is one where the teacher has a facilitative function. Such a teacher leads students to be proactive and to be full participants in their own learning process. Consequently students would develop critical thinking and problem-solving skills. At the same time they would learn how to take responsibility for their actions. In such a milieu they are given the freedom to express themselves without fear of reprisal, and are made aware that they are valued and accepted unconditionally as unique individuals. This kind of environment should encourage the development of both cognitive and affective aspects of their personalities while simultaneously being conducive to optimal learning and to the maximising of their full potential at this stage. This researcher believes that the student-centred approach offers a more humanizing view than the traditional view of teaching. It is not the intention of the researcher to reject other styles of teaching, since it is fully appreciated that there are diverse views, which have their merit and should be recognised. However, there is a need to investigate whether student-centred teaching can be used exclusively, or whether it can offer an alternative to more conventional approaches, working independently of or perhaps complementarily to these.
AFRIKAANSE OPSOMMING: Hierdie tesis is van interdissiplinêre aard en eksamineer daarom pertinente psigologiese aspekte met betrekking tot individuele (een-tot-een) instrumentale onderrig op tersiêre vlak. Klaarblyklik het navorsing nog nie veel op hierdie terrein gefokus nie. In die onlangse verlede is navorsing egter wel gedoen oor nuwe, progressiewe musiekopvoedingsfilosofieë, onder andere in verband met psigologiese aspekte van instrumentale onderrig, deur navorsers soos Mackworth-Young (1990), Kennel (2002), en Creech & Hallam (2003). Hoewel die meeste navorsers primêr op studente van skoolgaande ouderdom gefokus het, is daar meer onlangs begin om aandag te skenk aan instrumentale onderrig op tersiêre vlak. Individuele instrumentale onderrig kan op baie maniere geskied. Ongetwyfeld is hierdie metodes deeglik beproef en is hulle, in eie reg, suksesvol. Dit sluit uitgangspunte in wat strek vanaf die tradisionele- tot die meester-vakleerlingmodel. Laasgenoemde is die model wat oorwegend in musiekdepartemente van universiteite gebruik word. Omdat die primêre doelstelling van hierdie tesis nie die bespreking van pedagogiese beginsels as sodanig is nie, stel die navorser 'n studentgesentreerde model, gebaseer op humanistiese tendense in die sielkunde met besondere verwysing na Rogers, voor. Dié model beklemtoon die belangrikheid van die dosent/studentverhouding asook 'n holistiese siening van studente. Daarbenewens word die persoonlike ontwikkelingsfaktore van universiteitstudente ondersoek met die oog op verkryging van insig in en begrip van die plek wat die studentfase in die lewenssiklus beklee. Sielkundige kennis van dié aard kan dosente vaardighede bied wat kan help om doeltreffend om te gaan met sensitiewe kwessies wat dalk buite die grense van ouderwetse gesonde verstand en vakkennis val. Gevolglik word die toepassing van hierdie psigologiese beginsels op instrumentale onderrig op tersiêre vlak nagespoor deur 'n ondersoek na die dosent/studentverhouding en 'n studentgesentreerde benadering in die onderrigstudio. 'n Studentgesentreerde pedagogiese fokus behels dat die dosent 'n fasiliterende funksie moet verrig. So 'n dosent lei studente om pro-aktief te wees en om volledige deelnemers in hul eie leerproses te word. Studente sal gevolglik kritiese denke en vaardighede in probleemoplossing ontwikkel. Terselfdertyd leer hulle verantwoordelikheid vir hul aksies aanvaar. In so 'n milieu word aan hulle vryheid van selfuitdrukking, sonder vrees vir vergelding, gebied en raak hulle bewus daarvan dat hulle, as unieke individue, onvoorwaardelik aanvaar en waardeer word. Hierdie soort omgewing behoort die ontwikkeling van beide die kognitiewe en affektiewe persoonlikheidsaspekte aan te moedig terwyl dit terselfdertyd bevorderlik is vir optimale leer en die maksimale ontplooiing van hul volle potensiaal op hierdie stadium. Hierdie navorser glo dat die studentgesentreerde benadering 'n meer humaniserende gesigspunt bied as dié van die tradisionele onderrrigmodel(le). Die navorser beoog nie om ander onderrigstyle te verwerp nie, want daar is waardering vir die feit dat diverse merietedraende sienings bestaan wat erkenning verdien. Tog bestaan die behoefte om na te vors of studentgesentreerde onderrig eksklusief gebruik kan word en of dit 'n alternatief kan bied vir meer konvensionele benaderings waarmee dit òf onafhanklik òf dalk komplimenterend in verhouding kan staan.
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3

Lam, Siu y 林兆. "Evaluation of using ICT in teaching tertiary English writing". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B44139378.

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Mazwi, Ntombomzi Rose-May. "Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary level". Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51660.

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Thesis (MA)--Stellenbosch University, 2000.
Full text to be digitised and attached to bibliographic record.
ENGLISH ABSTRACT: This study explores a framework for the implementation of task-based instruction for Xhosa second language at tertiary level. Central to the task-based approach to second language learning are the goals of complexity, accuracy and fluency as outcomes. The principles of task-based instruction to syllabus design are examined as this approach to syllabus design is believed to provide an effective base for successful second language acquisition. Theoretical assumptions as propounded by vanous researchers are discussed paymg particular reference to the nature of second language learning and teaching pedagogy. Most linguists agree on the view that Universal Grammar is a constant background against which any language learning process takes place. Universal Grammar is also viewed as the faculty which influences second language acquisition. The study will explore the relationship between second language theory and pedagogy. The Communicative Language Teaching is advanced in this study as an appropriate method for teaching language. The task-based syllabus is discussed with reference to different syllabus types which exhibit tasks as a unit of analysis. The relationship between grammar pedagogy and taskbased methodology is illustrated. A range of communication tasks for Xhosa is presented as an example of a task-based course design and analysed according to a task typology to investigate the communicative value of each task type. Salient functions, notions and language structures are identified based on Xhosa communicative task dialogues. It is hoped that Xhosa second language teachers and researchers will pursue the approach that are advanced here and that they will be able to make a contribution to Xhosa second language course design. It is also hoped that this study has succeeded in dealing with aspects of Xhosa second language learning and that Xhosa teaching will benefit in a variety of respects.
AFRIKAANSE OPSOMMING: Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe kursusontwerp. Die studie poog om ook aspekte van Xhosa tweedetaalleer te identifiseer wat die onderrig van Xhosa tot voordeel kan strek in verskillende opsigte.
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Song, Yanan y 宋亞南. "Beliefs of tertiary-level teachers of English in the People's Republicof China about medium of instruction". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31541896.

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King, Michael John. "An exploratory investigation into content teacher views on English as a medium of instruction policy enactment in the UAE federal tertiary sector". Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17359.

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This exploratory study into content teacher views on English as the medium of instruction (EMI) in federal tertiary settings in the United Arab Emirates (UAE) was conducted to add to the emerging number of EMI studies in the country and the Arabian Gulf. While other UAE studies have canvassed views from two or more stakeholders, this study looked to focus only on teachers. Working within an interpretive paradigm, rich data were sought from a purposive sample of 45 teachers for an open questionnaire and 9 teachers for semi-structured interviews; the interview themes emanating from questionnaire data analysis. The research framework was built on the researcher’s own experiences in the research context, the assumptions that emerged from those experiences and a review of pertinent themes from the literature, which tended to be grounded in critical theory. These concepts were the macro-policy areas of education and language policy, the synthesised analysis of language policy in education and subsequently a review of themes emerging from EMI studies globally, regionally and in the UAE, which led to a focus on the problem areas of language proficiency and appropriate language pedagogy for this specific research context. Findings suggest that although there is some support for EMI among the sample there is also recognition of attendant problems with the policy caused in the main by students’ insufficient language ability for Bachelor’s study in English and question marks over the need to aspire to native speaker proficiency in a society where various Englishes as a lingua franca are used between citizens who do not use English as their mother tongue. These causes lead students and teachers to enact policy to create learning opportunities. Enactments include skills avoidance, simplifying materials, reducing content and code-switching into Arabic. The absence of Arabic in the higher education curriculum is also questioned, given evidence that it is relevant for students’ future employment; be it in the public or private sector. Recommendations include that English remain an integral part of the curriculum given its relevance for later employment but that the choice of EMI as the model for learning be reviewed to see if other approaches may be more appropriate. It is also recommended that Arabic be included in the curriculum in some form given its importance for students’ careers. Finally, if EMI remains the chosen linguistic approach, teachers are recommended to continue enacting as part of their professional practice to ensure that their students get some benefit from their relatively challenging study environment.
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Atik, Evrim. "Perceptions Of Students Towards English Medium Instruction At Tertiary Level: The Case Of A Turkish Private University". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/2/12612080/index.pdf.

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This study aimed to examine and describe the perceptions of English-medium instruction of tertiary &ndash
level students in a private university in Turkey. The scale which consists of a demographic inventory, a questionnaire, and a semi-structured interview were used by the researcher. The results of the questionnaire were analyzed through SPSS 15.0. This data gathering instrument was implemented on 233 students studying at three different faculties at Atilim University which offer English-medium instruction. In analyzing the data, descriptive statistics as frequency, percent, and standard deviation and inferential statistics such as one sample t-test and Pearson Product Moment Correlations were used. As the second scale of the present study, semi-structured interviews were conducted with 10 students studying at three different faculties at Atilim University which offer English-medium instruction (EMI). The results of the interviews were analyzed through content analysis. The results of the study revealed that students support EMI at tertiary level and they hold positive attitudes towards EMI in terms of the improvement of language skills in English
nevertheless, they experience some difficulties in the learning of the content delivered in English. Results also showed that there is a positive relationship between students&rsquo
proficiency levels and perceptions towards EMI regarding the learning of the subject matters. Moreover, it was found that there is also a positive relationship between students&rsquo
attitudes towards EMI regarding the learning of the subject matters and their academic success.
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8

Song, Yanan. "Beliefs of tertiary-level teachers of English in the People's Republic of China about medium of instruction". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31541896.

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Mufeti, Tulimevava Kaunapawa. "An exploratory study of a virtual partnership for building capacity in a tertiary education institution". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001624.

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Collaborative partnerships aimed at strengthening institutional capacities are a long established trend in academia. Recent developments in Information and Communications Technologies (ICTs) have fostered a renewed interest in collaborative initiatives in the academic sphere, however, and at the same time, have created new ways of working together. Current research models do not provide sufficient methods to guide collaborations in capacity-building processes in virtual environments, especially in contexts associated with inadequate resources. Conceptual tools are therefore needed to guide the implementation of partnerships that use technology to mediate capacity building in these contexts. This research study was aimed at understanding whether and how virtual partnerships can be used to facilitate capacity building in tertiary education institutions in the SADC region. It is based on a single case study of the SANTED Virtual Classroom Project, a partnership between the Departments of Computer Science at Rhodes University (RU) and the University of Namibia (UNAM). In the project, ICTs were used to mediate the process of building teaching and research capacity in the department at UNAM. The dynamics of the partnership are explored as the implementation process developed over a period of three years. The research adopted a sociocultural perspective in the analysis of the project‟s implementation. It uses activity theory and the notion of communities of practice as conceptual frameworks to explore how the two departments organised themselves and how they harnessed the virtual environment to enable the capacity-building partnership. Activity theory provided a lens to understand the complex relationships between the different elements of the partnership activities mediated by technological tools. The concept of communities of practice, on the other hand, enabled participants‟ progress to be analysed, as they went through the various transition stages of the capacity-building process. The thesis identifies the following four categories of challenges inherent in the implementation of virtual partnerships: infrastructural, institutional, cultural and individual expectations. It also emphasises the need for identifying the different transition stages corresponding to the levels of participation in the capacity-building process. The thesis recommends that the implementation of virtual partnerships for capacity building purposes in the SADC region must focus on: identifying the appropriate capacity building strategies at Abstract ii each transition stage; finding appropriate, light-weight virtual classroom solutions; identifying appropriate pedagogic models to suit available technology; addressing systemic tensions that can arise as a result of different institutional cultures; and developing and nurturing virtual communities of practice to ensure sustainability. The research findings contribute to the body of knowledge exploring the use of technologies to develop and strengthen human resource capacities in developing contexts in a sustainable way. More importantly, it contributes to the literature on collaborative virtual partnerships in the SADC region, and demonstrates one way in which the operations of such a partnership may be supported in similar contexts
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Mouhanna, Mouhamad. "English as a medium of instruction in the tertiary education setting of the UAE : the perspectives of content teachers". Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/23758.

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This study examines content teachers’ perceptions of English as a medium of instruction (EMI) in a higher education (HE) context in the United Arab Emirates (UAE). The study problematises the taken-for-granted assumptions surrounding an exclusive EMI model as it is currently implemented in the UAE’s HE institutions, where low English proficiency levels and a limited use of Arabic are characteristic. Based on a critical approach and qualitative methodology, this study draws on in-depth, qualitative, semi-structured interviews with nine teachers from different faculties at a UAE HE institution. It also analyses government and institutional documents to further contextualise and inform the study. The study contributes to a small but growing body of literature assessing language policy, EMI and the spread of English in the UAE. Furthermore, by focusing on teachers’ perspectives, the study gives a voice to a group of stakeholders whose insights are not always fully represented in educational policy decision-making. Salient findings of the study are supported by other recent Gulf and UAE-based studies on EMI in HE. Teachers were generally supportive of EMI, based on the utilitarian functions of English as a lingua franca in the UAE, and the role of EMI in the process of internationalising HE. However, concerns associated with the implementation of EMI primarily included the disempowering effect on students with limited English language proficiency. Students’ struggles with English were identified by teachers as a cognitive burden which negatively affected students’ comprehension, quality of work and academic performance. Limited proficiency in an EMI context also negatively affected teachers’ pedagogical practices, as they reported addressing students’ limited language proficiency by adapting content, pace, depth and the scope of courses, as well as modifying assessment practices and code-switching in Arabic. Gaps in the university’s support mechanisms that targeted literacy and language deficiencies were identified. Based on these findings, it is argued that student access to a tertiary education is compromised. Beyond these concerns, the endorsement of EMI was also found to have a marginalising effect on Arabic, despite institutional support for bilingualism as core graduate skill. The study acknowledges the value of EMI in a more balanced bilingual language policy, and makes recommendations for future practices to address current limitations. The study recommends an increase in the profile of Arabic through the introduction of more Arabic-medium courses across faculties; through the provision of more Arabic learning materials, and through recognising the role of L1 in supporting student learning in EMI courses. English proficiency levels must also continue to improve at pre-university level, so universities can raise entry standards. Finally, universities must improve academic literacy and language support.
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Libros sobre el tema "Tertiary instruction"

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Sexual harassment in Nigerian tertiary institutions. Ibadan, Nigeria: Spectrum Books, 2006.

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Kofie, Nicholas N. Challenges of tertiary music education in post-colonial Africa. Cape Coast, Ghana: Central Academic Publishers, 1995.

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Arubayi, Eric Adawarone. Improvement of instruction and teacher effectiveness in tertiary institutions: Are students' ratings reliable and valid? Abraka, Nigeria: Delta State University, 2003.

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Lekan, Oyefara John, ed. Issues in sexual harassment in Nigeria's tertiary institutions: Conspiracy, compromises and challenges. Lagos, Nigeria: Rebonik Publications Ltd., 2010.

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Lee, Mark J. W. Web 2.0-based E-learning: Applying social informatics for tertiary teaching. Hershey PA: Information Science Reference, 2010.

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Web 2.0-based E-learning: Applying social informatics for tertiary teaching. Hershey PA: Information Science Reference, 2011.

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Dakubu, M. Information communications technology development strategy plan in the tertiary education sector in Ghana: Study project commissioned by the National Council for Tertiary Education (NCTE) and submitted to the NCTE. Accra: National Council for Tertiary Education, 2002.

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Till, Graham. Harnessing distance learning and ICT for higher education in sub-Saharan Africa: An examination of experiences useful for the design of widespread and effective tertiary education in sub-Saharan Africa. [S.l: s.n.], 2003.

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Faith and secularisation in religious colleges and universities. New York: Routledge, 2006.

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Learning more and teaching less: A decade of innovation in self-instruction and small group learning. Guildford, Surrey: Society for Research into Higher Education & NFER-NELSON, 1985.

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Capítulos de libros sobre el tema "Tertiary instruction"

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Doiz, Aintzane, David Lasagabaster y Juan Manuel Sierra. "11. Future Challenges for English-Medium Instruction at the Tertiary Level". En English-Medium Instruction at Universities, editado por Aintzane Doiz, David Lasagabaster y Juan Manuel Sierra, 213–21. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698162-015.

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Escobar Álvarez, Mª Ángeles. "Developing CLIL in Tertiary Education: Working with Tourism Texts". En English for Specific Purposes Instruction and Research, 269–88. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32914-3_14.

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Murphy, Amanda C. y Misganaw Solomon Mengistu. "The Challenges of Internationalization in EMI Tertiary Education in Ethiopia". En English-Medium Instruction and the Internationalization of Universities, 77–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47860-5_4.

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Ball, Phil y Diana Lindsay. "3. Language Demands and Support for English-Medium Instruction in Tertiary Education. Learning from a Specific Context". En English-Medium Instruction at Universities, editado por Aintzane Doiz, David Lasagabaster y Juan Manuel Sierra, 44–62. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698162-007.

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Tzavara, Dionisia. "From Emergency Remote Teaching to Strategically Embracing Online Learning". En The Promise of Higher Education, 249–54. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-67245-4_39.

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AbstractAs a response to the Covid-19 pandemic, universities across the globe closed campuses, cancelled face-to-face classes, and resorted to digital instruction in an attempt to continue offering instruction, providing continuity to their students, and keeping the academic year going. This movement away from face-to-face instruction happened on a large scale (according to a World Economic Forum article “Some 1.5 billion students—close to 90% of all primary, secondary and tertiary learners in the world—are no longer able to physically go to school” (Kandri 2020), across various institutions and departments, and large numbers of students and academics were impacted by this shift to online instruction.
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Hirata, Yoko. "Planning for Better Instruction: Learner Interviews for Flefxible Education in a Japanese Tertiary Curriculum". En Education Innovation Series, 15–25. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-7995-5_2.

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Fujimoto-Adamson, Naoki y John Adamson. "From EFL to EMI: Hydrid Practices in English as a Medium of Instruction in Japanese Tertiary Contexts". En Key Issues in English for Specific Purposes in Higher Education, 201–21. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70214-8_12.

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Brixen, Kim, Søren Overgaard, Jeppe Gram, Jesper Ryg, Mette Rothmann, Claire Gudex y Jan Sørensen. "Evidence for Medical Treatment for Tertiary Prophylaxis of Osteoporosis". En European Instructional Lectures, 3–13. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-36149-4_1.

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Lehman, Iga Maria y Rob Anderson. "Academic Identities and Literacy Practices: A Few Remarks on the Influence of EAP Instruction on the Construction of Disciplinary Identities of Italian Tertiary Students". En Second Language Learning and Teaching, 139–52. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-56892-8_9.

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Zayas Martínez, Francisco y José Luis Estrada Chichón. "EMI at Tertiary Level in Spain". En Teacher Training for English-Medium Instruction in Higher Education, 232–56. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2318-6.ch011.

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This chapter examines the state-of-the-art of EMI lecturing at Cadiz University, Spain. The rationale of the research lies in the lecturers' main challenges for issues related to the use of EFL and EMI methodologies. Data were collected from a questionnaire to which EMI lecturers responded (N=22; 69%) and from a focus group carried out with a cross-sectional sample of participants (N=6). The conclusion sheds light on the following: For the first time, Spanish universities have started to design language policies aimed at using English for lecturing, although the initial implementation shows diverse effects, depending on whether EMI teaching takes place in one scientific area or another. This panorama suggests an adaptation of EMI training. Secondly, lecturers are committed to EMI training not only for language but also for methodological issues. They also demand greater recognition for teaching courses in EFL. Potential solutions and recommendations are proposed.
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Actas de conferencias sobre el tema "Tertiary instruction"

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Halse, Mici, Brenda Mallinson y Greg Foster. "A Prototype Live Virtual Classroom for Shared Tertiary Instruction". En Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007). IEEE, 2007. http://dx.doi.org/10.1109/icalt.2007.33.

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Poulova, Petra y Ivana Simonova. "The traditional versus ICT-supported instruction within the tertiary education: Comparative study". En 2011 International Conference on Information Society (i-Society). IEEE, 2011. http://dx.doi.org/10.1109/i-society18435.2011.5978458.

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Marsh, Cecille. "Strategic Knowledge of Computer Applications: The Key to Efficient Computer Use". En InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3094.

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There are many initiatives to train people in using Information and Communication Technology but several international studies have shown that despite adequate computing experience, many users do not make efficient use of computer applications. This may be caused by a lack of strategic knowledge that is difficult to acquire just by knowing how to use commands. Research by Bhavnani and others indicates that the efficient use of computers requires task decomposition strategies that exploit the capabilities offered by computer applications, and they maintain that these general strategies can in fact be built into an instructional framework. The researcher replicated Bhavnani’s work with technologically disadvantaged South African tertiary students in order to ascertain whether the instructional framework was effective for students with very different backgrounds, and also to ascertain whether it was sufficiently robust to be successfully implemented at a distance from the original designers. Transfer of strategic knowledge across computer applications was also investigated. An experimental research design was followed with experimental and control groups of Engineering students. The results showed that several of the students could be taught to recognize and exploit strategic knowledge. It is also apparent that the command instruction given to the control group was not sufficient for them to acquire such strategic knowledge. The results also indicated some transfer of strategic knowledge across the applications.
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Li, Yu y Ji Li. "Learning on the move: A case study of mobile learning assisted english reading instruction in Chinese tertiary education". En Education (ICCSE 2011). IEEE, 2011. http://dx.doi.org/10.1109/iccse.2011.6028799.

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Hu, Wen-Chi y Shih-Tsung Hsu. "The effectiveness of using computer technology to strengthen English as a medium of instruction courses in Taiwan tertiary education". En 2016 3rd International Conference on Systems and Informatics (ICSAI). IEEE, 2016. http://dx.doi.org/10.1109/icsai.2016.7811002.

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Shehua, Isma'ila Y., Muhammad H. Muhammad, Joseph D. Enemali y Mohd Safarin Nordinc. "Sample the effects of computer assisted instruction on automobile technology students' academic performance and attitude in tertiary institutions of Nigeria". En 2012 4th International Congress on Engineering Education (ICEED 2012). IEEE, 2012. http://dx.doi.org/10.1109/iceed.2012.6779265.

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Williams, Norman, John Beachboard y Robert Bohning. "Integrating Content and English-Language Learning in a Middle Eastern Information Technology College: Investigating Faculty Perceptions, Practices and Capabilities". En InSITE 2016: Informing Science + IT Education Conferences: Lithuania. Informing Science Institute, 2016. http://dx.doi.org/10.28945/3449.

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The expanding role of English as an international lingua franca has had considerable effects on higher education (HE) provision around the world. English has become the medium of choice for African HE, and its position as a medium of instruction in the Europe and Asia is strengthening (Coleman, 2006; HU, 2009). English-medium tertiary education is also commonplace in the Middle East including the United Arab Emirates (UAE), the context of the present study, where the vast majority of courses at university-level are conducted in English (Gallagher, 2011). The increasing use of English-medium programs presents particular challenges for content-area faculty who are in effect called upon to provide disciplinary instruction to students who may not be adequately language proficient. Furthermore, discipline-specific faculty may find themselves sharing responsibility to further develop their students’ English language proficiency. Information technology related schools face unique challenges. A significant majority of IT faculty come from computer science/engineering backgrounds and speak English as a second or third language. Most courses emphasize the development of technical skills and afford relatively few opportuni-ties for writing assignments. While exploratory in nature, the study proposes to identify and evaluate practices that can help IT colleges better develop their students’ proficiency in English.
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Shehu, Isma'ila Y., Umar Abubakar, Aminu M. Kawu y Bala Sa'idu. "Effect of Youtube-Video Embedded Instruction on Students’ Academic Achievement In Automotive Technology Education In Tertiary Institutions of North-Eastern Nigeria". En 2019 2nd International Conference of the IEEE Nigeria Computer Chapter (NigeriaComputConf). IEEE, 2019. http://dx.doi.org/10.1109/nigeriacomputconf45974.2019.8949616.

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Serrano Santos, Jose Manuel. "Design, implementation and evaluation of an authentic assessment experience in a pharmacy course: are students getting it?" En Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5294.

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Authentic assessment has been a focal strategy in higher education as a way to provide students with engaging and meaningful learning experiences in preparation for the real world work environments. Possibly due to the lack of consensus in the elements that outline that authenticity, limited amount of authentic learning experiences are reported and evaluated in the literature. This study aims to describe and evaluate the design and implementation of an authentic assessment in a pharmacy undergraduate course. A five-dimensional model for authentic instruction was utilized in the design of the learning experience. This was complemented with an eight-element framework that contributed to create an authentic assessment. Two surveys explored subjective authenticity as perceived by students and stakeholders. The results revealed that students find it hard to value their performance at the higher level that stakeholders do. While the use of models and frameworks in the design of authentic assessment is valuable, academics’ efforts need to be concentrated on further developing student’s metacognitive skills in order to provide relevancy and value to the knowledge, skills and attitudes developed in undergraduate tertiary education.
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Wade, Carol Henderson, Christian Wilkens, Gerhard Sonnert y Philip M. Sadler. "Four component instructional design (4C/ID) model confirmed for secondary tertiary mathematics". En 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-386.

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