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Добірка наукової літератури з теми "English for Universities"

Автор: Grafiati
Опубліковано: 30 травня 2022
Оновлено: 31 травня 2022

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Статті в журналах з теми "English for Universities"

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Silalahi, Rentauli Mariah. "Indonesian University Graduates’ English Competence for Facing the Asean Economic Community (AEC)." IJEE (Indonesian Journal of English Education) 4, no. 1 (June 28, 2017): 71–83. http://dx.doi.org/10.15408/ijee.v4i1.3457.

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ABSTRACT The ASEAN Economic Community (AEC) has been started since 2015, yet Indonesia is not ready because many Indonesian graduates are not ready with adequate English competence. This means many students graduated from universities with poor English proficiency. To investigate this unpreparedness, this study was carried out to one of the universities in Indonesia by doing documents analysis towards the university’s curriculum and the graduates’ English proficiency as measured by TOEFL ITP test. After the analysis, this study found out that the university was not yet ready to produce graduates who are competent in English because the graduates’ TOEFL ITP average score for all years was 457. From 944 graduates batch 2001 to 2013, there were only 2 percent who could achieve a TOEFL ITP score of 550 or more. These research findings will be very useful for stakeholder and any other universities for reflection on their preparation for producing graduates who are competent in English. ABSTRAK Masyarakat Ekonomi ASEAN (MEA) telah dimulai sejak 2015, namun Indonesia belum siap karena banyak lulusan Indonesia belum memiliki kompetensi bahasa Inggris yang memadai. Ini berarti banyak siswa lulus dari universitas dengan kemampuan bahasa Inggris yang buruk. Untuk mengetahui ketidaksiapan ini, penelitian ini dilakukan pada salah satu universitas di Indonesia dengan melakukan analisis dokumen terhadap kurikulum universitas dan kemampuan bahasa Inggris lulusan yang diukur dengan tes TOEFL ITP. Penelitian ini menemukan bahwa universitas tersebut belum siap untuk menghasilkan lulusan yang kompeten dalam bahasa Inggris karena nilai rata-rata TOEFL ITP lulusan untuk semua tahun adalah 457. Dari 944 lulusan, angkatan 2001 sampai 2013, hanya ada 2 persen saja yang bisa meraih nilai TOEFL ITP 550 atau lebih. Temuan penelitian ini akan sangat bermanfaat bagi pemangku kepentingan dan universitas lain untuk merenungkan persiapan mereka untuk menghasilkan lulusan yang kompeten dalam bahasa Inggris.How to Cite: Silalahi, R. M. (2017). Indonesian University Graduates’ English Competence for Facing the Asean Economic Community (AEC). IJEE (Indonesian Journal of English Education), 4(1), 71-83 doi:10.15408/ijee.v4i1.3457DOI: http://dx.doi.org/10.15408/ijee.v4i1.3457
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Botha, Werner. "English in China's universities today." English Today 30, no. 1 (February 5, 2014): 3–10. http://dx.doi.org/10.1017/s0266078413000497.

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According to Bolton (2013), Chinese university students are invariably multilingual, not only acquiring English at school, but increasingly outside of their formal curricula, through the Internet, music, computer games, movies, and television series. Indeed, many of these students are also highly mobile, and in most cases migrate throughout Greater China (and abroad) in order to pursue higher education degrees. Bolton (2012, 2013) also points out that current theorizing about English in Greater China needs to take into account what he calls ‘the language worlds’ of these young people, especially with regard to how they use various languages in various aspects of their lives, increasingly sampling different ‘worlds’, both ‘physical’ as well as ‘imaginary’ (see also Blommaert, 2010). Studies of migration and mobility within Greater China – particularly with regard to how this relates to the use of English in the context of local languages and language varieties – have received very little attention. This paper aims to fill this gap by providing a sociolinguistic account of the contemporary use of English in China's higher education, by specifically reporting on a recent large-scale sociolinguistic study that was carried out in Macau and Guangzhou, in southern China. The study reported on in this paper captures the increasing use of English as a medium (or additional medium) of instruction in two universities at these locations. The study also reveals how English is used in the personal lives of ordinary Chinese students.
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3

Costa, Francesca. "English-medium instruction at universities." International Journal of Multilingualism 13, no. 2 (January 22, 2016): 252–55. http://dx.doi.org/10.1080/14790718.2015.1132552.

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4

Gundsambuu, Sainbayar. "Internationalization and English as a Medium of Instruction in Mongolian Higher Education: A New Concept." Journal of Language and Education 5, no. 2 (June 30, 2019): 48–66. http://dx.doi.org/10.17323/jle.2019.8481.

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The impact of globalization leaves no choice to universities but to go toward internationalization in order to survive in the growing competition in higher education. Following the global trend of internationalization, Mongolian universities plan to increase courses and programs in English in order to improve their competitiveness and ultimately to become internationally visible, at least in Asia. Based on two types of data, documents and an online survey, this study discusses the current process of internationalization at Mongolian universities and explores how faculty members perceive the rationales of implementing English as a Medium of Instruction (EMI). The findings revealed that the Mongolian government is the key player in internationalization through policies, taking initiatives, and encouraging national universities. The faculty members of the two leading private universities in Mongolia perceived that the introduction of EMI at their universities intends to improve their graduates’ English language skills to operate globally and as well as to promote their university’s international profile.
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Kurgansky, Sergey. "English-Language Education Programmes at Universities." Известия Байкальского государственного университета 28, no. 4 (December 27, 2018): 595–601. http://dx.doi.org/10.17150/2500-2759.2018.28(4).595-601.

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The need to implement priority projects of the Ministry of Science and Higher Education of the Russian Federation, to internationalize Russian universities and increase their competitiveness on the global educational products and services market requires a creation of educational programmes taught in the English language. The article analyzes the current state and prospects of development of English-language education programmes at Russian universities, especially at Irkutsk universities. It was found that a number of metropolitan universities are leading in this area, but so far, despite the significant expenses of leading universities on promotion in international rankings, there are few programmes and individual disciplines taught in English, and publications that reveal the experience of their implementation are few. The paper shows the importance of English-language education programmes for both the university and the region, identifies problems arising from their launch and development, summarizes the experience of implementing such programmes, and offers recommendations for their promotion at the university. The author makes a conclusion that English-language programmes contribute to the development of universities, improving the quality, competitiveness and prestige of higher education in the region and in Russia.
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6

Buell, Lawrence. "Teaching English in American Universities—1895." PMLA/Publications of the Modern Language Association of America 112, no. 1 (January 1997): 76–84. http://dx.doi.org/10.2307/463055.

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Although modem literary studies in the United States began well before the turn of the century, it was only through gradual evolution that the field acquired a self-conscious pedagogy differentiated from the methods of classical and philological education. A provocative barometer of this emergence is English in American Universities (Boston: Heath, 1895), a late-Victorian collection of twenty-five position statements by professors from leading universities and colleges from coast to coast, assembled by William Morton Payne in large part from papers previously published in the Dial. The following excerpts from this book concern pedagogical ethos (Martin W. Sampson, Univ. of Indiana), pedagogical drill (F. A. March, Lafayette Coll.), the undergraduate English curriculum (Melville B. Anderson, Stanford Univ.), and the premises of comparative literature (Charles Mills Gayley, Univ. of California, Berkeley).
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Pursglove, Jeff, and Mike Simpson. "Benchmarking the performance of English universities." Benchmarking: An International Journal 14, no. 1 (March 6, 2007): 102–22. http://dx.doi.org/10.1108/14635770710730964.

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Jones, T. "Teaching English in British Universities Now." Cambridge Quarterly 34, no. 3 (January 1, 2005): 251–55. http://dx.doi.org/10.1093/camqtly/bfi028.

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Song, Juyoung. "English and internationalization of Korean universities." Study Abroad Research in Second Language Acquisition and International Education 5, no. 2 (October 7, 2020): 153–74. http://dx.doi.org/10.1075/sar.19001.son.

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Abstract The internationalization of higher education in South Korea has brought marked changes to the linguistic and cultural diversity of university campuses. This ethnographic case study examined language policies, language use, and intercultural interactions in two localized English-Medium-Instruction courses that incorporated both English and Korean as mediums of instruction. The results drawn from interviews with ten participants and observations of classroom interactions show that English was a primary medium for students’ academic literacy and Korean as an additional communication tool in the absence of any explicit Medium of Instruction policy. They also illustrate how the different statuses of the two languages limited students’ investment in learning Korean as a second language and created unequal intercultural interactions between speakers of different languages. The results illuminate how a neoliberal ideology adopted and enacted at a national and institutional level through internationalization translated into implicit policies and practices at different levels on campus.
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Andrade, Maureen Snow. "International students in English-speaking universities." Journal of Research in International Education 5, no. 2 (August 2006): 131–54. http://dx.doi.org/10.1177/1475240906065589.

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Дисертації з теми "English for Universities"

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MORGAN, Keith J. "Quality Assessment in English Universities." 名古屋大学高等研究教育センター, 2003. http://hdl.handle.net/2237/16569.

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Graves, Roger. "Writing instruction in Canadian universities /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758680160531.

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Kolsaker, Ailsa. "Managerialism and academic professionalism in English universities." Thesis, University of Surrey, 2007. http://epubs.surrey.ac.uk/807465/.

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The purpose of this thesis is to illuminate the relationship between managerialism and academic professionalism. It aims to examine how managerial discourses affect academic professionism and the role played by manager-academics. The research surveyed full-time academic staff at chartered and statutory universities. Employing a mixed methodology and stratified random sampling, a focus group and interviews at various institutions were followed by a quantitative survey in which 7,000 full-time staff were invited to participte; 708 responded. The methodology enabled a comparative analysis of variables such as institutional type, rank, gender and number of years employed as an academic across various structuring contexts including workload, managerialism and professionalism. Mirroring earlier literature, the current research indicates worsening conditions across the sector in terms of workload, bureaucracy, prescription and finding time for research. The contribution of this research is the discovery that despite greater demands, academics appear resilient, demonstrating a high level of normative professionalism and surprisingly little instrumentality. They appear generally ambivalent towards managerialism in universities, tending to blame broader societal and political changes for the worsening conditions. Manager-academics were not rated well however, and were not generally seen as supportive. The implications of these findings for public policy and institutional middle management are discussed. It is concluded that academics are perhaps more resilient than earlier studies suggest; that they can be expected to resist managerial activities that threaten their values and autonomy and that hitherto they have been relatively successful in defending their professionalism. It is suggested that efforts now should be directed towards ensuring that the cadre of professional administrators appointed by universities over the last decade or so actually deal with the administration, allowing academics to concentrate on pedagogy. It is also further suggested that manager-academics abandon bureaucracy as a mode of indirect control and develop more 'hands on' social skills to enable them to manage in a consultative, inclusive and motivating manner. For their part, academics need to be cognizant of the political discourse challenging their professionalism and how new forms of accountability might be built upon to enhance trust, motivation, reflexivity and democratic dialogue in an era driven by economic rationality.
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4

Karakas, Ali. "Turkish lecturers' and students' perceptions of English in English-medium instruction universities." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/394814/.

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Recently, many institutions in non-Anglophone contexts have switched to using English as a medium of instruction in education mostly as a strategic response to globalisation and internationalisation. This switch has increased the intake of international students and staff, leading to the representation of diverse languages and cultures on campuses. Researchers, fascinated by such transformations, have explored issues around EMI from various perspectives, but less from a language perspective, which is largely concerned with language policy and practice. Given this gap, this research explores Turkish students’ and lecturers’ perceptions of English, by considering their institutions’ English language policies and practices from their viewpoints. In doing so, part of the aim is to discover the language ideologies guiding students’ and lecturers’ perceptions of English. Using a mixed-methods research design, this research project employed three sets of data collection tools: questionnaires, individual interviews and documentary data. The research was conducted with undergraduate students and lecturers from three disciplines of three Turkish EMI institutions located in two provinces of Turkey. To analyse quantitative data, descriptive statistics and inferential statistics, i.e. the Kruskal-Wallis tests and the Mann-Whitney U tests were conducted. To analyse qualitative data, a mixture of qualitative content analysis and discourse analysis was utilised. The results show that overall, participants have monolithic perceptions of English in line with their positive perceptions of their own English being perceived as akin to native English, and of their institutions’ English language policies and practices grounded in native English. The results also demonstrate that many participants were more negative vis-à-vis others’ English, including that of Turkish students and lecturers whose English they perceived to be not native-like. It also emerged that various language ideologies, which were found to be formed by several factors, e.g. previous educational experiences, external factors and personal aspirations, have seemed to guide participants’ normative perceptions towards English. The research has ideological and practical implications for English language policy and practice in EMI universities as well as policy makers and content teachers both in Turkey and in other similar settings. The results propose that university policymakers should revise their institutions’ current academic English language policies to make them more linguistically ‘in-line’ with the current sociolinguistic reality of English — for example, by determining more appropriate entry requirements or by providing more appropriate EAP support for students. The research also has implications for ELT and EAP practitioners regarding the teaching of English and testing. ELT and EAP practitioners are recommended to reflect on their normative practices and expectations of their students’ language use and question the appropriacy of teaching standard (i.e. native) English to students who will, most likely, use English for communication with non-native English speakers and, primarily, for instrumental purposes, such as for the purpose of carrying out their academic tasks. At a more practical level, ELT teachers and EAP instructors can adopt error correction techniques which are mainly focused on meaning and content rather than on accuracy and show tolerance to students’ divergent use of English, with an emphasis on their “Englishing,” i.e. what they can achieve by using English, particularly for assessment.
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Jones, Theo. "Multiculturalism and teacher training in Montreal English universities." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59877.

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The contemporary discussion on the topic of multicultural education in the Canadian literature relates questions of race, ethnicity or culture to public schooling, with little attention given to the area of teacher preparation. In this study we review the political and social background of multicultural education. This study notably presents the results of a 42 item survey of pre-service teachers' perceptions of: (a) the concept of multiculturalism and; (b) the adequacy of their training for multicultural classrooms.
The pre-service teachers also examine their curriculum for multicultural content. This is followed up by a content analysis of the respective programs by the researcher.
The implications of this exploratory study are especially valuable for teacher training institutions. As multiculturalism is a fact of Canadian society, it is logical to educate our future citizens in accordance with this reality. Institutions are failing to prepare teachers for today's society if they are not providing courses in multicultural education.
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6

Carroll, James. "Efficiency and competition in English and Welsh universities." Thesis, Loughborough University, 2015. https://dspace.lboro.ac.uk/2134/19597.

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There is a paucity of efficiency studies on the higher education sector in Britain. Only a small subset of those utilise stochastic frontier analysis (Izadi et al., 2002; Stevens, 2005). This paper bolsters the existing UK higher education stochastic frontier analysis literature through application of the conditional heteroscedasticity approaches to modelling environmental variables suggested by Coelli et al. (1999). Our database consists of 142 higher education institutions within England and Wales from 2004 to 2009. Application of the net and gross efficiency concepts allows the paper to distinguish between factors which affect the level of frontier cost faced by an institution, from those which only impact on efficiency. The analysis shows that institutions with higher proportions of female students, non-EU students, and STEM students suffer from lower efficiency. Conversely higher levels of female staff, membership to the Russell Group, and offering a Law programme are associated with greater efficiency of institution. Additionally, we provide evidence against the efficiency impact of geographical location and changing fee regime before reporting overall efficiency scores. The disparity in efficiency between all institutions will enable Institutional managers to identify key examples of best practice within the Sector, allow managers to separate increased levels of cost from increased inefficiency, and will suggest potential future areas of regulation and legislation to policy makers. Furthermore, this paper contributes a newly derived measure for research output. This extends measures of research output currently used and improves the precision of the estimated frontier enabling future benchmarking analysis to be more robust. The efficiency measures generated suggest that there may be benefits to mergers within the higher education sector. Following the Bogetoft and Wang (2005) model we evaluate the potential gains in efficiency to be realised through merging various institutions. We find that in several instances there are indeed benefits to be achieved through merger, particularly through joining institutions with specific, narrow curricula to those with broader curricula. Additionally there is also benefit to scale efficiency through merging institutions which occupy similar geography such as Birmingham which hosts five institutions. This thesis finally considers the competitive nature of the higher education sector and how intense that competition is. Through a novel application of the Boone (2008) model we evaluate the change in efficiency over the period of the sample find that there was an increase in competition across the full sample immediately following the fee increase in 2006-2007, though interesting the effects of competition are different between Russell Group and non-Russell Group subsamples. The effects of merger and competition within the higher education sector could inform policy decisions with further fee increases looking ever more certain. Encouraging mergers amongst smaller, focused institutions may provide additional resilience within the system, however the effect on competitiveness within the system must also be considered to ensure ever increasing standards.
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Mador, Martha. "Strategic decision making processes : cases from English universities." Thesis, Henley Business School, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.412430.

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Heath, Linda. "Supervision of professional doctorates : education doctorates in English universities." Thesis, University of Brighton, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421296.

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Gilworth, Robert. "Organisational responses to the employability agenda in English universities." Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665379.

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Employability is highly topical in UK Higher Education. There is related literature debating the purpose of higher education, learning and skills, contextual social and economic issues and policy matters for the sector as a whole, but no published work on the ways in which universities organise themselves to deal with this particular issue. This study examines the organisational responses of universities to the issue of graduate employability at this pivotal time for English higher education, when the environment is linking employability to institutional success to an unprecedented degree. The study considers key contextual factors including the debate around the relationship between “the knowledge economy” and the demand for graduates, the ways in which success in employability is understood and measured, the impact of recession and the tension between student consumerism and partnership in an environment in which “consumer information” is linked directly by government to notions of return on personal investment and value for money as tuition fees increase. The key questions addressed are: how is the employability offer conceptualised, constructed, managed and measured and what choices about organisational configuration and capability are being made and acted upon? The study required detailed analysis of the relationships between institutional mission and top-level goals, declared strategy for delivery and delivery structures and the roles of key individuals and teams and so, this enquiry is based upon in-depth case studies of five universities, using data on graduate destinations, published statements and strategies and interviews with relevant post holders (with a particular focus on the role of the head of the professional career service). The case studies and analysis relate the organisational responses to the underlying driver of positional competition. The study uses the role and position of careers services as the starting point for attempting to understand the organisational responses in each case.
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Poole, Brian David. "Perspectives on the EdD from academics at English universities." Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571874.

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Since first appearing in British universities during the early 1990s, the Doctor of Education (EdD) degree has spread rapidly through the UK higher education sector. However, despite the existence of a single set of Quality Assurance Agency (QAA) descriptors for doctoral level achievement, some in academia have always been willing to describe the EdD, either openly or in private, as inferior to the PhD. This thesis endeavours (through a wide-ranging questionnaire completed anonymously by 27 academics from a total of 16 English universities, and follow-up interviews with seven individuals selected from the original sample) to discover how a sample of those who teach on such programmes (EdD academics) view the EdD, in general terms. For instance, it seeks to ascertain how widespread among EdD academics is the notion that the EdD does not reach the ‘gold standard’ represented by the PhD in Education. As data collection proceeds from the questionnaire to the interviews, the focus narrows to three key topics: specific characteristics of the EdD as compared with the PhD in Education (in terms, for example, of learning experience, programme aims, and modes of assessment); strengths, weaknesses and purposes of the EdD viva voce examination; and the concept of 'originality' as operationalised by EdD academics/examiners in deciding whether or not an EdD candidate/thesis displays 'doctorateness'. A range of informed and sometimes forthright views from EdD academics on these matters is recorded. On the basis of data analysis and interpretation, the thesis concludes with proposals for further, more extensive research, and a call for one of two courses of action: either the abolition of the EdD, or the appointment of a committee to review EdD practices nationally, and to recommend ways of strengthening EdD rigour and reputation.
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Книги з теми "English for Universities"

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Universities: American, English, German. New Brunswick, N.J: Transaction Publishers, 1994.

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2

Abraham, Flexner. Universities: American, English, German. New Brunswick, N.J: Transaction Publishers, 1994.

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3

Hultgren, Anna Kristina, Frans Gregersen, and Jacob Thøgersen, eds. English in Nordic Universities. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/wlp.5.

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Wadden, Paul, and Chris Carl Hale, eds. Teaching English at Japanese Universities. London ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315147239.

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Doiz, Aintzane, David Lasagabaster, and Juan Manuel Sierra, eds. English-Medium Instruction at Universities. Bristol, Blue Ridge Summit: Multilingual Matters, 2012. http://dx.doi.org/10.21832/9781847698162.

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Institute, Swedish. Courses in English: Universities & university colleges. Stockholm: Swedish Institute, 1995.

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7

Doiz, Aintzane, David Lasagabaster, and Juan Manuel Sierra. English-medium instruction at universities: Global challenges. Bristol: Multilingual Matters, 2012.

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8

English in Nordic universities: Ideologies and practices. Amsterdam: John Benjamins Publishing Company, 2014.

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9

Great Britain. Parliament. House of Commons. Science and Technology Committee. Strategic science provision in English universities: Eighth report. London: Stationery Office, 2005.

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10

Bowles, Hugo, and Amanda C. Murphy, eds. English-Medium Instruction and the Internationalization of Universities. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47860-5.

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Частини книг з теми "English for Universities"

1

Flexner, Abraham, and Clark Kerr. "English Universities." In Universities, 221–302. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429339608-6.

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Atherton, Carol. "English in the Universities." In Defining Literary Criticism, 25–56. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230501072_3.

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Hultgren, Anna Kristina, Frans Gregersen, and Jacob Thøgersen. "English at Nordic universities." In English in Nordic Universities, 1–26. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/wlp.5.01hul.

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Arnbjornsdottir, Birna, and Hafdís Ingvarsdóttir. "English at the University of Iceland." In English in Nordic Universities, 179–92. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/wlp.5.09arn.

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Kristinsson, Ari Páll. "Ideologies in Iceland." In English in Nordic Universities, 165–77. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/wlp.5.08kri.

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Linn, Andrew R. "Parallel languages in the history of language ideology in Norway and the lesson for Nordic higher education." In English in Nordic Universities, 27–52. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/wlp.5.02lin.

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Ljosland, Ragnhild. "Language planning in practice in the Norwegian higher education sector." In English in Nordic Universities, 53–82. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/wlp.5.03ljo.

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Salö, Linus. "Language ideology and shifting representations of linguistic threats." In English in Nordic Universities, 83–110. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/wlp.5.04sal.

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Söderlundh, Hedda. "Zooming in on language practices in Swedish higher education. A discussion of five studies and their normative versus dynamic approach towards policy and practice." In English in Nordic Universities, 111–26. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/wlp.5.05sod.

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Saarinen, Taina. "Language ideologies in Finnish higher education in the national and international context." In English in Nordic Universities, 127–46. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/wlp.5.06saa.

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Тези доповідей конференцій з теми "English for Universities"

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Hamka, Punaji Setyosari, Bambang Yudi Cahyono, and Sulton. "Learning English Phonology on English Language Education Study Program State Universities in Malang." In 6th International Conference on Education and Technology (ICET 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201204.034.

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Laskina, Evgeniya, Olga Baryshnikova, Ludmila Pudeyan, Svetlana Shelkovnikova, and Janna Bronzova. "LEARNING ENGLISH IN UNIVERSITIES BY MEANS OF DISTANCE EDUCATION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1195.

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3

Malyuga, Elena, and Svetlana Orlova. "TEACHING PROFESSIONAL ENGLISH TERMINOLOGY TO STUDENTS OF ECONOMIC UNIVERSITIES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0575.

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Liu, W., and S. Zhou. "Collaborative Learning in College English Teaching at Sport Universities." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.74.

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Gromova, Diana A., and Liubov D. Rebikova. "CUSTOMIZATION OF RESOURCE PACKS TO TEACH ENGLISH AT UNIVERSITIES." In Обучение иностранному языку студентов высших и средних образовательных учреждений на современном этапе; Сохранение и ревитализация языков и культур эвенков, эвенов России и орочонов Китая. Благовещенск: Амурский государственный университет, 2022. http://dx.doi.org/10.22250/9785934933815_30.

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Hou, Zhili. "English Needs Analysis of Non-English Major Undergraduates in Private Universities. A Case Study." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.77.

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Gao, Shuangxi, and Hailing Zhao. "Discussion about the Development of public English teachers turned into the teachers of English for Specific Purpose." In 2015 Conference on Education and Teaching in Colleges and Universities. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/cetcu-15.2016.38.

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Hanifah, Umi, and Isna Rakhmawati. "The Prominence of Creating Language Environment in Developing Arabic and English Speaking Skills in Islamic Universities." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.054.

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Leisyte, Liudvika. "NPM effects on research practices in English and Dutch universities." In 2007 Atlanta Conference on Science, Technology and Innovation Policy. IEEE, 2007. http://dx.doi.org/10.1109/acstip.2007.4472906.

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Xu, Daoping, Hongwei Shen, and Weihong Zhao. "Exploration of College English Teaching Reform in Application-oriented Universities." In 2017 International Conference on Management, Education and Social Science (ICMESS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icmess-17.2017.145.

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Звіти організацій з теми "English for Universities"

1

Konovalenko, Yurii, Svitlana Garkavenko, Tetiana Derkach, and Oksana Morgulets. Demand and Learning Environment to Provide English-Language Learning at Technical Universities in Ukraine. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4463.

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Анотація:
The paper aimed to study the readiness of the existing e-learning environment for the organisation of English-language learning among Ukrainian and international students on the example of a technical university in Ukraine. The need for English-language training was explored by interviewing students with keen interest, level of English proficiency, motivation, preferred forms of learning, and a willingness to incur additional costs for such learning. About two-thirds of those surveyed showed interest in English-language education. About one-third of the students surveyed have the necessary level of preparation and are also prepared for additional financial expenses. About one- third of the students may also join English-language studies if they fulfil specific prerequisites. Expected employment progress is the primary motivation for joining the English-language program. The readiness of the existing learning environment was tested by analysing the organisation of access to English- language teaching materials, assessing the demand for different electronic resources, as well as the ability to take into account the learning styles of potential Ukrainian and international students in the educational process.
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Konaev, Margarita, and James Dunham. Russian AI Research 2010-2018. Center for Security and Emerging Technology, October 2020. http://dx.doi.org/10.51593/20200040.

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Over the last decade, Moscow has boosted funding of universities and implemented reforms in order to make Russia a global leader in AI. As part of that effort, Russian researchers have expanded their English-language publication output, a key—if imperfect—measure of the country’s innovation and impact. Between 2010 and 2018, the number of English-language publications by Russian scientists in AI-related fields increased six-fold.
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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Estrada-Miller, Jeimee, Leni Wolf, Elvira Armas, and Magaly Lavadenz. Uplifting the Perspectives and Preferences of the Families of English Learners in Los Angeles Unified School District and Charter Schools: Findings from a Representative Poll. Loyola Marymount University, 2022. http://dx.doi.org/10.15365/ceel.policy.11.

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Анотація:
This research and policy brief uplifts findings from a 2021 poll of 129 LAUSD and affiliate charter school English Learner families. The poll covers a broad range of topics including families’ pandemic experiences in and outside of school, communication with schools, levels of engagement and representation in school-based decisions, and expectations of schools for the future. Findings indicate that: (1) a majority of EL families are engaged and report that they attend school activities; (2) EL families report feeling heard at their school sites and would like more personalized communication like home visits and calls; (3) EL families want more information about their child’s academic and English language development; and (4) EL Families want schools to rethink how they educate students, including more one-on-one academic support and wrap-around services. Based on these findings, the authors make both short- and long-term recommendations for policy and practice. This brief is intended to be used as a supplement to the full report—a joint effort by Great Public Schools Now, Loyola Marymount University’s Center for Equity for English Learners, and Families in Schools which captures perspectives of 500 English learner and non-English learner families.
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