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Journal articles on the topic 'College students English language Literacy'
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1
Yin, Xunfeng. "A Study on the Improvement of College Students’ English Cultural Accomplishment under the Concept of General Education." Theory and Practice in Language Studies 9, no. 9 (September 1, 2019): 1215. http://dx.doi.org/10.17507/tpls.0909.19.
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Besides imparting knowledge, college English course is also a language carrier for students to understand western culture and a way to improve their comprehensive cultural literacy. Therefore, under the guidance of General Education theory, this paper attempts to integrate the appreciation of English literary translations into College English teaching, so that non-English majors can improve their English language ability, at the same time, they can improve their critical appreciation ability and cultural accomplishment.
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Dahmash, Nada Bin. "‘We Were Scared of Catching the Virus’: Practices of Saudi College Students During the COVID-19 Crisis." International Journal of English Linguistics 11, no. 1 (November 25, 2020): 152. http://dx.doi.org/10.5539/ijel.v11n1p152.
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College students in Saudi Arabia engaged in various English activities in digital spaces during the COVID-19 crisis, despite it being their second language. Drawing on the concept of digital literacies proposed by Jones and Hafner (2012), this paper identifies the digital literacy practices that occurred in the English language during COVID-19 crisis. Focus group interviews and individual interviews were conducted via WhatsApp with ten college students who had recently attended an intensive English course at a university in Saudi Arabia. Thematic analysis, assisted by ATLAS.ti, revealed that the college students engaged in complex digital literacy practices in English during the COVID-19 crisis to improve their competency in English, educating the community and oneself about COVID-19 as well as to cope with the boredom of remaining indoors. College students mainly used smartphone apps in their literacies, and their usage was guided by their feelings, commitment and the contextual events around them. The literacies these students drew on reflected their metacognitive awareness of the value of English to their everyday life experience. This paper concludes by encouraging college students to exploit the potential of smartphone apps to improve their capacity in English and incorporate apps into their everyday lives.
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Bunch, George C., Heather Schlaman, Nora Lang, and Kylie Kenner. "“Sometimes I Do Not Understand Exactly Where the Difficulties Are for My Students”: Language, Literacy, and the New Mainstream in Community Colleges." Community College Review 48, no. 3 (June 5, 2020): 303–29. http://dx.doi.org/10.1177/0091552120920358.
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Objective: To inform efforts to boost college completion and professional preparation for the linguistically diverse New Mainstream, we explored language and literacy demands, and how faculty conceive of those demands, in one allied health program at one community college in California. We also explore the implications for the preparation of community college students in academic and professional preparation programs more generally. Method: We examined program documents and outlines of courses in the allied health program and interviewed eight faculty members teaching these courses. We analyzed data using deductive and inductive codes and drafted a program overview of assignments, associated language and literacy demands, and identifiable genres and metagenres. We also conducted member checks with key faculty members to clarify and deepen our understanding. Results: Despite our efforts to focus on disciplinary dimensions of language and literacy in the allied health program, we found that course outlines and instructors tended instead to emphasize general reading and writing competencies, critical thinking, and problem-solving. Discussing students’ language and literacy challenges, instructors underscored challenges common to English-dominant and language-minority students, including problems with students’ study skills, critical thinking, problem-solving, or time committed to their studies. Contributions: We argue that, although focusing on general academic and life skills is important for the diversity of students served by community colleges, a deeper focus on disciplinary and professional language and literacy practices is warranted by both instructors and institutions to prepare and support the New Mainstream in completing college and succeeding in the workforce.
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Hungerford-Kresser, Holly, and Amy Vetter. "Political tensions: English teaching, standards, and postsecondary readiness." English Teaching: Practice & Critique 16, no. 3 (December 4, 2017): 407–22. http://dx.doi.org/10.1108/etpc-05-2017-0061.
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Purpose The purpose of this paper was to highlight ways two novice secondary English teachers negotiated the politics of college and career readiness along with the literacy needs of students, in the age of accountability. Design/methodology/approach This three-year longitudinal qualitative case study focused on two participants in English teacher preparation and their first two years in the classroom. Findings The findings focus on participants’ definitions of college and career readiness as it pertains to their English Language Arts classrooms. Next, the focus is on two themes: tensions these novice teachers experienced as they attempted to build classrooms focused on postsecondary readiness, and the ways in which they worked to bridge the gap between their definitions of college and career readiness and the realities of their classrooms. Research limitations/implications Connections among high stakes testing environments, postsecondary readiness and literacy teacher education are important to the field. Studying the experiences of novice teachers can fill a present gap at the intersection of these concepts. Practical implications Curriculum in teacher education should introduce standards, as well as provide a platform for negotiating and critiquing them. Three focus areas to help pre-service teachers mitigate tensions between minimum skills assessments, college readiness and literacy are personal experience, collaboration and reflective partnerships. Originality/value There has been little to no research done on the tensions between preparing all students to be college and career ready and the minimum skills based priorities that govern many school systems and its impact on novice teachers. This classroom reality is important to literacy teacher education.
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Untung Ritonga, Mara. "Students’ Competency Focuses in Literacy at Language and Letters Faculty, State University of Medan (Unimed), Indonesia." Budapest International Research and Critics Institute (BIRCI-Journal) : Humanities and Social Sciences 1, no. 3 (October 19, 2018): 422–26. http://dx.doi.org/10.33258/birci.v1i3.66.
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The research aimed at describing Enlgish literacy competency of students, including information literacy. The rational of this research is taken from the vision of Universitas Negeri Medan which is planning to be a world class university. This educational institution which mostly supplies teachers should prepare students the better literacy competency. The first step to develop the competency is to do mapping about English literacy competency of students, including information literacy based on five information literacy standard of Association of College & Research Libraries (ACRL) and The Australian and New Zealeand Institute for Information Literacy (ANZIL). The method used in the mapping is mixed methodology, qualitative and quantitative. The data of the research is 157 students from first and second semester of Indonesian letters Department. The tests done are reading, speaking, listening, speaking and writing, including students competency in accessing and understanding infromation in the internet. The result shows that English/information literacy competency of students vary (60 % low, 30% medium, and 10 % high). There fore, it is necessary to do some efforts to improve English literacy competency of students at the Department of Indonesian Letters Faculty of Language and Arts Universitas Negeri Medan.
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Eko, Prasetyo Hazairin, Kurniati Victa Sari Dwi, and Kusuma Adhi. "English language teachers’ literacy competence in literature." UAD TEFL International Conference 2 (January 18, 2021): 103. http://dx.doi.org/10.12928/utic.v2.5744.2019.
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The study was carried out to describe English teachers’ literacy competence in English literature which had a very important role in the teaching of English language through literature to strengthen character educational values. The study applied descriptive statistics in the forms of frequencies “to describe and summarize the data.” In reporting the data, percentages were used (Leavy, 2017: 111). The respondents of the study consisted of fifteen English language teachers working for five senior high schools organizing special interest classes in languages. The techniques for collecting data were questionnaires and FGD (focus group discussion). The data were analyzed by using quantitative descriptive techniques consisting of central tendency and percentage analysis. The results of the study showed that all the teachers got between two and fourteen credits in literature from their undergraduate colleges. Their reading hours in literature after graduation did not show any regular base. This was particularly due to the fact that the portion of literature materials to be taught to the students was very limited. Thus, they thought that it was not necessitated to develop literary competence to support their teaching activities. However, all of them agreed that the teaching of literature to high school students was important and useful to improve their language skills as well as their character educational values.
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Isti'anah, Arina. "The Students’ Perspectives on Observing Language Use in Social Media as Social Practice." IJET (Indonesian Journal of English Teaching) 6, no. 2 (December 22, 2017): 203–17. http://dx.doi.org/10.15642/ijet2.2017.6.2.203-217.
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In this digital era, college students have become familiar with social media such as Facebook, twitter, and Instagram. For English Letters Students, they also use English when updating their status, tweeting their thought, or giving captions in their photos. That phenomenon results in the students’ interest in analyzing language use in social media, proven by some theses examining social media as the data. It means that the students have started to observe English language and literacy as social practice, for example is when a student observed English Letters students’ grammatical errors in their social media accounts. That fact reveals the student’s awareness of the importance of English language and literacy as social practice. A questionnaire was distributed to 64 students who take Language Research Methodology Class. Most of them access Instagram and Facebook in their daily life and spend half of their day accessing the media. Their activities involve reading posts on information and observe comments in the form of sentences. Pedagogical implication of the students’ responses was teachers should bring social issues which happen in society in which the students live to build their critical thinking. Therefore, the students are involved in social practice while developing their critical literacy.
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Hu, Min. "L1 Language Experience and English Phonological Awareness of Chinese College Students." Journal of Language Teaching and Research 10, no. 3 (May 1, 2019): 583. http://dx.doi.org/10.17507/jltr.1003.22.
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This study investigates the roles of two kinds of L1 language experience—early spoken language acquired before literacy and used as home language as well as Pinyin alphabetic knowledge—in Chinese college students’ phonological awareness (PA) in English. PA is critical to the improvement of language skills in either L1 or L2. Research on contributing factors for PA performance can provide language teachers with guidance on enhancing their students’ PA. A questionnaire was conducted to examine 408 adult participants’ home language. A Mandarin PA test, which included syllable differentiation, onset oddity, rhyme oddity and tone identification, was used to assess their Pinyin alphabetic knowledge. An English PA test was carried out to assess three levels of PA (syllable, onset-rhyme and phoneme) across four tasks (oddity, segmentation, blending and substitution). Results show that 1) these two kinds of L1 language experience exerted significant effects on adult learners’ PA in English; 2) the effects were modified by both level of PA and difficulty of task; and 3) the effects appeared weak due possibly to adult learners’ higher English proficiency. These results underscore the necessity to consider the impact of L1 language experience in both researching and training Chinese learners’ PA in English.
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Tang, Lingying. "Exploration on Cultivation of Critical Thinking in College Intensive Reading Course." English Language Teaching 9, no. 3 (February 1, 2016): 18. http://dx.doi.org/10.5539/elt.v9n3p18.
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<p>Critical thinking has drawn great concern from researchers in America and western world since 1980s. Chinese researchers have come to realize the fundamental function of critical thinking for innovation. However, it does not take effect to cultivate students’ critical thinking in English classroom. English classroom activities are generally designed for students to memorize, imitate, recite. The cultivation of students’ critical thinking has been ignored. Chinese college students generally can speak out some sentences but lack in-depth ideas and practical ability to solve problems. They suffer from emotional literacy. This research aims to foster college students’ critical thinking skills by designing some classroom activities regarding college intensive reading course in English classroom. But there are some deficiencies in this research such as lack of empirical studies to testify its positive effect.</p>
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Elshahawy, Khaled Elkotb Mahmoud. "Practicing English Through Digital Devices: Practices and Perceptions of the EFL Undergraduate Students Majoring in English Language." International Journal of Language and Literary Studies 2, no. 1 (March 6, 2020): 21–37. http://dx.doi.org/10.36892/ijlls.v2i1.109.
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This research paper briefly considers the significance of practicing English through digital devices for EFL Saudi undergraduate university students majoring in English language. As the Computer Assisted Language Learning (CALL) acronym is no longer suitable for investigating and describing EFL practices to improve the English language learners' macro skills, namely, listening, speaking, reading and writing .This is because we are now in a ‘post-CALL era’ of Mobile Assisted Language Use (MALU) with digital literacy skills as a defining characteristic for the 21st century English language learners.The current study highlighted the practices and perceptions of Languages and Translation Department students majoring in English Language at Tayma University College in Saudi Arabia. In order to collect the necessary data, the study used a four- point options Lekert scale questionnaire. The study used a mixed method of quantitative and qualitative approaches. The participants of the study were 40 students (20 males and 20 females). The study was conducted in the first semester of the academic year 2018/2019. The findings of the study proved that the students were highly motivated to use the digital devices to improve their English language proficiency macro skills. Based on these results, the study recommends implementing the digital devices in the EFL curricular to improve the EFL learners’ macro skills.
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Wang, Xiaoyan. "Exploration of the Reform and Innovation of College English Teaching under Humanistic Literacy Education." Journal of Language Teaching and Research 11, no. 6 (November 1, 2020): 1017. http://dx.doi.org/10.17507/jltr.1106.21.
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Humanistic quality education forms a systematic ultimate thinking of human beings and a comprehensive and profound understanding of culture by digging out the contents related to humanity. It is to link life closely with the culture on which individuals depend for survival, and it serves the growth of individuals, the development of professional students and the expansion and deepening of the connotation of life. At present, in College English teaching, teachers’ awareness of humanistic education and humanistic quality are low in many aspects, such as teaching objectives, teaching contents, teaching organization and teaching evaluation. And students’ learning methods and strategies are also lack of the inhalation of humanistic quality. To carry out humanistic quality education, we should pay attention to the cultivation of teachers’ humanistic awareness and quality, and further enhance the ideological and depth of curriculum content. Meanwhile, we should also pay more attention to students’ self-cultivation from learning attitude, learning methods and learning strategies, with the purpose of guiding students to self discovery, self-understanding and self-monitoring in the learning process.
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Johnson, Thomas C. "International Students' Perceptions of Shelter-In-Place Notifications: Implications for University Officials." Journal of International Students 4, no. 3 (July 1, 2014): 247–61. http://dx.doi.org/10.32674/jis.v4i3.465.
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Emergency notifications and shelter-in-place warnings on college and university campuses are generally issued in English and presuppose either a common shared language and culture or the adaptation of the warning system to a multilingual and multicultural social structure. This study examined the roles that language, culture, and emergency literacy played in international students’ perceptions of shelter-in-place notifications on a college campus. Students from Sweden, Bulgaria, and Kenya were recruited to participate in a focus group shortly after they had experienced shelterin-place warnings after an armed robbery occurred near their campus. These students were interviewed about their perceptions of emergency notification and shelter-in-place warnings. The study’s results suggest that, while an international student may be proficient in the English language, cultural issues, local practices and customs, and emergency illiteracy may hinder international students from understanding and appreciating the need to shelter-in-place or engage in self-protecting actions during a violent crime.
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Marulanda Ángel, Nora Lucía, and Juan Manuel Martínez García. "Supporting English Language Learners’ Academic Writing Development Through a Systematized Assistance Model." Lenguaje 47, no. 2 (July 29, 2019): 453–78. http://dx.doi.org/10.25100/lenguaje.v47i2.7702.
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Despite recent efforts to improve college-level students’ academic writing, the ways this skill develops continues to be vastly unexplored. Students do not meet the current literacy demands posed by higher education. These demands become more strenuous when students have to write in English, a language they do not master. The current study reports on the implementation of a systematized assistance model for writing in English as a Foreign Language in a Colombian public university’s bilingual teacher education program. Weekly tutoring sessions were provided to 16 students from an academic writing course in one semester. Common error patterns in their writing samples were identified and categorized with an analytical rubric and students’ reactions to the systematized assistance model were collected through a questionnaire. Results revealed that students benefited significantly from tutor support and professor’s feedback especially in terms of metalinguistic awareness, knowledge of the Process Approach to writing and accuracy in language convention use.
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Al Aufi, Asma. "Investigating Omani College Teachers’ Perspective on Critical Media Literacy." Arab World English Journal, no. 2 (January 15, 2021): 259–72. http://dx.doi.org/10.24093/awej/mec2.19.
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Despite the numerous benefits presented within Critical Media Literacy (CML) in understanding societies, cultures, and even our values globally, the lack of teacher preparation, including English language teachers, in teaching (CML) skills remains noteworthy. Such education could arm teachers with sufficient media literacy competence to pass on to students’ capabilities in democratic self-expression and social progress. The research gap that exists, therefore, leads to this qualitative research study where the aim is to explore how a group of five College EFL teachers in a Middle Eastern institution in Oman relate to critical media awareness. This is by deconstructing a US film entitled ‘Freedom Writers’ (2007) to discuss issues related to social injustice, prejudice, and violence in society. The method used to collect data was semi-structured interviews. The interview questions, guided by a semiotic Inquiry Graphics (IG) approach, aimed to capture those EFL teachers’ interpretations, values, and beliefs relevant to CML and their subsequent intentions to teach CML in their future English classrooms. The findings suggest that although the teachers demonstrated positive attitudes and increased awareness of CML, they lacked confidence in applying it and needed to expand their perceptions of CML further. Generally, they viewed CML as being helpful for students in its ability to develop their criticality and citizenship. However, the teachers stressed the harsh realities of a packed curriculum and restrictive program requirements that may obstruct any comprehensive implementation of CML education at a university level, an issue that merits further consideration.
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Szundy, Paula Tatianne Carréra. "NARRATING THE SELF AND THE OTHER(S): BRAZILIAN UNDERGRADUATE STUDENTS’ RESPONSIVENESS TO ENGLISH, ELT AND LITERACY PRACTICES IN LEARNING AUTOBIOGRAPHIES." Trabalhos em Linguística Aplicada 59, no. 1 (April 2020): 213–39. http://dx.doi.org/10.1590/010318135891015912020.
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ABSTRACT This article draws on constructs of the discursive dialogic analysis designed by the Circle of Bakhtin, on the notion of language ideologies and on a transgressive view of Applied Linguistics to interpret how undergraduate students majoring in English and Portuguese from a public university in Rio de Janeiro, Brazil, position themselves in relation to English, English Language Teaching and literacies in written learning autobiographical narratives. The learning autobiographies were produced by students in the beginning of their college education as future English and Portuguese teachers in an academic writing course. Parting from the assumption that what we come to identify as our thoughts, beliefs and “truths” is constructed in the interpersonal level before becoming “ours” (Voloshinov 1929 [1986]) and aligning myself with an ideological view of literacies (Street 1984, 1995 [2014], 2009), I analyze the ideologies about languages and literacies taking into consideration both the micro-context in which the autobiographies were produced and the macro societal levels that influenced how the selves and the others are positioned in the narratives.
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Aytac, Selenay. "Use of action research to improve information literacy acquisition of international ESL students." New Library World 117, no. 7/8 (July 11, 2016): 464–74. http://dx.doi.org/10.1108/nlw-03-2016-0017.
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Purpose The purpose of the present study was to examine the outcomes of more collaborative library information literacy instruction for international English-as-a-Second-Language (ESL) students. Design/methodology/approach This study used action research and employed three different data collection techniques: observations, semi-structured interviews and content analysis of classroom artifacts. Findings The paper concluded that one-shot information literacy instruction was not sufficient for international ESL students to acquire information literacy. Findings suggested that lack of secondary information literacy instruction just prior to the final papers, and lack of one-on-one mentoring opportunities hindered effective information literacy acquisition for the selected cohort of ESL students. Research limitations/implications Results derived from this study were used to design more effective, useful and holistic information literacy instruction for international ESL students beginning next semester at this private NY College. Originality/value This is a case study where the paper has used the participatory action research to present the importance of collaboration between the classroom teacher and the librarian to improve ESL students’ information literacy experience.
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Larrotta, Clarena. "Creating Original Products and Infomercials to Study Rhetorical Analysis." Adult Learning 28, no. 2 (August 13, 2016): 47–53. http://dx.doi.org/10.1177/1045159516663631.
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Rhetorical analysis was a required unit of study for college students enrolled in intermediate English as a second language (ESL) composition. Twenty-six students participated in a project creating an original product and its infomercial. The project aimed at increasing student motivation to continue writing essays in English and providing a space for them to collaborate in small groups to do independent work. The research questions guiding the project were as follows: What are the linguistic gains for ESL students participating in rhetoric practice in a college composition course creating an original product and its infomercial? What can be learned about fostering learner independence as a result of implementing this project? Therefore, the students created infomercials of original products, used persuasion and argumentation strategies, transmitted social messages, and engaged in civic literacy. Independent learning occurred as students worked in small groups and made decisions, planned, applied new/previous knowledge, and shared resources. The students were able to construct knowledge and scaffold each other’s learning successfully.
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Teague, Dwain Posey. "Tips for Teaching Library Instruction and Information Literacy to First-Gen College Students, Nontraditional Students, or English as a Second Language (ESL) Students." Serials Review 45, no. 3 (July 3, 2019): 105–10. http://dx.doi.org/10.1080/00987913.2019.1644699.
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Zhang, Xiaodong. "Revisiting Computer-Assisted Language Teaching: What Else Do Tertiary-Level EFL Teachers Need to Know?" International Journal of Emerging Technologies in Learning (iJET) 16, no. 15 (August 11, 2021): 226. http://dx.doi.org/10.3991/ijet.v16i15.21815.
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Computer-assisted language teaching (CALT) is widely used in teaching English as a foreign language (EFL) in college. As illustrated by the existing research, CALT is valuable in that it can leverage technological affordances (e.g., multimodal resources or interactive spaces) in motivating students’ learning interest. However, beyond the technological level, CALT treats language (i.e., vocabulary and grammar) separately from content de/construction (e.g., questions-based content comprehension). This means that to further improve CALT in the EFL context, the students’ understanding of the relationship between language and content, which contributes to the success of literacy activities, must be fostered pedagogically. As such, this paper introduces systemic functional linguistics and argues for its use as a complementary tool for students’ improved engagement in CALT. It also offers recommended practices for teachers in this regard.
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Zhang, Haomin, and Winfred Wenhui Xuan. "Word knowledge in academic literacy skills among collegiate ESL learners." Applied Linguistics Review 10, no. 2 (May 26, 2019): 201–18. http://dx.doi.org/10.1515/applirev-2017-0057.
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AbstractThe study probed into the relationship between word knowledge and academic literacy skills in college-level English as a second language (ESL) learners. Morphological awareness and vocabulary knowledge were included in the word knowledge measures. In addition, reading comprehension and academic writing were the outcome variables. Using the data from 118 ESL students in Hong Kong, we found that both morphological awareness and vocabulary knowledge contributed to academic literacy skills. More important, direct and indirect effects of word knowledge on academic literacy skills were tested to provide insight into how two facets of word knowledge interact in shaping academic literacy acquisition. The results demonstrated that vocabulary knowledge mediated the relationship between morphological awareness and academic literacy skills. The study suggests that morphological sensitivity could enhance word meaning extraction and local meaning construction, which subsequently facilitates academic literacy skills.
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Daniel, Dominique. "Students Taking Numerous Honours Courses in High School Have Higher Information Literacy Levels." Evidence Based Library and Information Practice 10, no. 3 (September 13, 2015): 99. http://dx.doi.org/10.18438/b8ck5x.
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A Review of:
Fabbi, J. L. (2015). Fortifying the pipeline: A quantitative exploration of high school factors impacting the information literacy of first-year college students. College & Research Libraries, 76(1), 31-42. http://dx.doi.org/10.5860/crl.76.1.31
Abstract
Objective – To assess the impact of students’ high school performances on the development of their information literacy (IL) competency.
Design – Statistical analysis of test performance.
Setting – A large public university in the United States of America.
Subjects – 93 first-time college freshmen. Of these, 46% had been admitted on a probationary status due to GPA under the required 3.0 (“alternate admits”), and 61% had not declared a major (“exploring majors”). 39% identified as Caucasian, 25% as Hispanic, 22% as African American, and 15% as Asian. 84% declared that their best language was English only.
Methods – Participants were self-selected freshmen who enrolled into programs offered by the university’s Academic Success Center. They took the iSkills test, an online evaluation of information literacy competencies developed by the Educational Testing Service, and provided background data on their high school experience. Using hierarchical multiple regression analysis, the researcher evaluated predictors of iSkills score variance among a range of high school experiences: core high school GPA, number of honours classes taken in high school, and number of research projects or assignments in high school. The analysis controlled for gender, best language, race, and admission status as either alternate admit or exploring major.
Main Results – Participants’ mean iSkills scores was below the minimum passing score for the test. There was a significant positive correlation between iSkills scores and exploring major status, core high school GPA, and having taken 5 to 12 honours courses. There was a negative correlation between iSkills scores and language other than English, Asian race, alternate admission status, and having had 1 to 4 honours courses. Among the background variables, the most significant predictor of a student’s iSkills score was his or her best language, followed by race. After controlling for these variables, the most important factors were students’ high school GPAs and the number of honors courses taken.
Conclusion – The researcher discovered that the number of honours courses taken in high school is a strong predictor of information literacy competency as measured by the iSkills test. This remains true when controlling for race and other background factors. This finding is consistent with the assumption that high school teachers of honours courses believe their students to be capable of learning higher-order skills and therefore adopt a constructivist pedagogy, and that such pedagogy promotes the development of information literacy skills. Yet the number of high school research projects or assignments could not be statistically correlated to information literacy competency. In subsequent focus groups, students who had taken fewer honours courses expressed test anxiety, while students who had taken numerous honours courses expressed their determination to get the correct answer. This may inform one surprising result of the study: that students who took 13 or more honours courses in high school did not score significantly better on the iSkills test than those who took 5 to 12 courses.
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Guihang, Guo, and Zhou Chen. "The Analysis of the Problems in Business English Teaching Assessment System and Suggestions for Improvements." English Language Teaching 12, no. 8 (July 10, 2019): 44. http://dx.doi.org/10.5539/elt.v12n8p44.
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As an undergraduate program, Business English is still in the initial stage of development in China. It is a new inter-disciplinary and applied discipline, the teaching of which is practical and diverse. Teaching assessment is an important part of the curriculum teaching because it is beneficial for the teacher to obtain feedback, improve teaching quality and maintain the teaching foundation. It is an effective measure for students to find the most suitable learning methods, correct learning habits and enhance learning efficiency. Teaching assessment plays a macro-control role in the implementation of teaching activities and can ensure the realization of teaching effects. Most of the current assessments of Business English teaching is in line with the language test mode of college English. Their assessment of the students’ Business English ability is conducted from the perspectives of using vocabulary, syntax and text. They only detect one of the students’ comprehensive abilities, namely, language ability while ignoring the assessment of application ability and professional literacy as well as other capabilities. This paper conducts a questionnaire survey on sophomores, juniors, seniors, and students who have graduated majoring in Business English at Guangdong University of Foreign Studies and Hubei University, aiming at finding out problems in the current assessment system for Business English teaching. Based on the analysis of the problems, suggestions for establishing a new Business English teaching assessment system are proposed.
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Rosa-Lugo, Linda I., Florin M. Mihai, and Joyce W. Nutta. "Preparation of Speech-Language Pathologists to Work With English Learners (ELs): Incorporating Interprofessional Education (IPE) and Interprofessional Collaborative Practice (IPP) Competencies." Perspectives of the ASHA Special Interest Groups 2, no. 14 (January 2017): 103–21. http://dx.doi.org/10.1044/persp2.sig14.103.
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Speech-language pathologists (SLPs) are required to acquire critical knowledge, skills, and clinical experience to serve English learners (ELs) in school settings with disabilities in language, learning, and literacy. To provide students with appropriate academic and clinical preparation, three colleges at the University of Central Florida (Health & Public Affairs, Education and Human Performance, and Arts and Humanities) collaborated to create a new interdisciplinary specialization in school speech-language pathology. This specialization focused on English Speakers of Other Languages (ESOL) standards and competencies to address the needs of ELs and provide educationally relevant experiences for students. Interprofessional education (IPE) and collaborative practice (IPP) frameworks guided the development of clinically oriented academic coursework and internships to prepare SLPs to integrate evidenced-based training with practice. This qualitative study examined the perceptions of 40 graduate students, who participated in a personnel preparation program focused on preparing SLPs to work with ELs and ELs with a communication disorder.
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Hambur, Fransiska Marsela. "HOW GROUP DISCUSSION AND CONTEMPORARY LITERATURE INCREASE STUDENTS’ MOTIVATION IN ENGLISH LITERATURE SUBJECTS: A CASE STUDY AT 4TH SEMESTER STUDENTS OF STIKUBANK UNIVERSITY IN 2017/2018 ACADEMIC YEAR." Dinamika Bahasa dan Budaya 13, no. 2 (October 30, 2018): 29–42. http://dx.doi.org/10.35315/bb.v13i2.6455.
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Foreign language teachers need to motivate their students to learn English. Literature can be a good means to achieve motivation in literature classes. There has recently been a revival of interest in literature as a practical, motivating and an effective resource available for language learning. Therefore, we can assume that literature and authentic literary materials, especially short stories can enhance students’ motivations. This study focuses on how students’ motivation can be lifted through the use of group discussion as class activities and contemporary literature as learning material. This study is a descriptive qualitative which used questionnaire as main instrument to find out how college students rate English Literature Course and how students can be motivated with certain group activities with certain learning material. The result of this study shows that students rated 82 out of 100 for English Literature Course using group discussion as class activity and contemporary literature as learning material. From this study, there is an obvious implication that college students may enjoy learning English Literature through the utilization of contemporary literature and group discussion. This study found that instead of reading short extracts presented in course books, or any classical short stories, contemporary literature were more suitable complete texts for students to become fluent and competent language users. By learning English through literature, the students’ knowledge and competence are enhanced not only through formal English lessons, but rather through informal cognitive ways, in where the students are invited to examine and analyze how human’s life are portrayed through vocabularies, grammatical structures, and sociocultural dimensions of language.
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Bunch, George C., and Amanda K. Kibler. "Integrating Language, Literacy, and Academic Development: Alternatives to Traditional English as a Second Language and Remedial English for Language Minority Students in Community Colleges." Community College Journal of Research and Practice 39, no. 1 (June 18, 2014): 20–33. http://dx.doi.org/10.1080/10668926.2012.755483.
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Hayik, Rawia. "Through their eyes: Israeli-Arab students speak up through participatory documentary photography projects." Language Teaching Research 22, no. 4 (December 28, 2016): 458–77. http://dx.doi.org/10.1177/1362168816683558.
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‘PhotoVoice’ is a participatory documentary photography tool that empowers youth with little money, power, or status by providing them with opportunities to voice their critique and act for enhancing their realities. Grounded in critical literacy theory, this research tool has the potential to raise students’ awareness to problematic issues in their surroundings and enable them to highlight such issues to the wider community. This article describes the journey I embarked upon as a teacher-researcher with my college students to apply such a tool in the Israeli-Arab classroom. After engaging a group of third year future English teachers in PhotoVoice projects, students’ PhotoVoices were collected and analysed to explore what issues students addressed and the ways they used to do so. A description of the topics that students chose to highlight and the language used for demanding change is followed by students’ as well as my reflections on the process.
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Carr, Jean Ferguson. "Composition, English, and the University." PMLA/Publications of the Modern Language Association of America 129, no. 3 (May 2014): 435–41. http://dx.doi.org/10.1632/pmla.2014.129.3.435.
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The role composition plays in the contemporary American university, particularly in relation to the english department, has changed from the days when composition was not an expertise but a duty. Initiated on the college level in the 1870s, as John Brereton has argued, at a time much like our own, when the American college was “in danger of becoming irrelevant to a rapidly changing nation” (3), composition consolidated the many kinds of writing done in the courses (and in the extracurriculum) of universities into a required academic subject, positioned at the threshold of college education. It was charged with preparing students for the rigors of college study and for citizenship and professional life. For many generations of college English teachers, composition was an expected part of the job: everyone, whatever their specialty, taught first-year writing.
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Alhamami, Munassir, and Abdullah Almelhi. "The dilemma of English as a medium of instruction policy in science college programs." Studies in English Language and Education 8, no. 3 (September 16, 2021): 1045–60. http://dx.doi.org/10.24815/siele.v8i3.21218.
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Achieving science undergraduate programs learning outcomes relies on the students’ proficiency in the language of instruction, a challenge that many policymakers ignore. This study is to understand the influence of English as a medium of instruction (EMI) policy in four undergraduate science programs, namely, Biology, Chemistry, Physics, and Mathematics, in Saudi Arabia. The data were collected from the following groups of participants: 1461 science alumni records, 769 current undergraduate science students’ surveys, and 111 science university instructors’ surveys. The results of alumni records indicated that grades of the intensive English program in the first year predict the alumni cumulative grade point average (GPA) once they finish their four-year program. The results demonstrated that the higher is the alumni’s English proficiency, the better is their cumulative GPA. The results of the current science students’ questionnaire showed their preferred language of instruction could be predicted by their attitudes and society’s attitudes. Most of these students preferred to learn sciences in their native language (Arabic), which contradicted the policy of the current program. The instructors’ questionnaire results showed that instructors held divergent perspectives on the usage of EMI and students’ native language in the undergraduate science programs. To conclude, educationists and programs policymakers need to locate more attention and interventions toward the language of instruction. It is also recommended that universities provide science students with more English courses. Science students should also have English for science purposes courses to familiarize them with the science terms and prepare them to read science materials.
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Ji, Meng, Yanmeng Liu, Mengdan Zhao, Ziqing Lyu, Boren Zhang, Xin Luo, Yanlin Li, and Yin Zhong. "Use of Machine Learning Algorithms to Predict the Understandability of Health Education Materials: Development and Evaluation Study." JMIR Medical Informatics 9, no. 5 (May 6, 2021): e28413. http://dx.doi.org/10.2196/28413.
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Background Improving the understandability of health information can significantly increase the cost-effectiveness and efficiency of health education programs for vulnerable populations. There is a pressing need to develop clinically informed computerized tools to enable rapid, reliable assessment of the linguistic understandability of specialized health and medical education resources. This paper fills a critical gap in current patient-oriented health resource development, which requires reliable and accurate evaluation instruments to increase the efficiency and cost-effectiveness of health education resource evaluation. Objective We aimed to translate internationally endorsed clinical guidelines to machine learning algorithms to facilitate the evaluation of the understandability of health resources for international students at Australian universities. Methods Based on international patient health resource assessment guidelines, we developed machine learning algorithms to predict the linguistic understandability of health texts for Australian college students (aged 25-30 years) from non-English speaking backgrounds. We compared extreme gradient boosting, random forest, neural networks, and C5.0 decision tree for automated health information understandability evaluation. The 5 machine learning models achieved statistically better results compared to the baseline logistic regression model. We also evaluated the impact of each linguistic feature on the performance of each of the 5 models. Results We found that information evidentness, relevance to educational purposes, and logical sequence were consistently more important than numeracy skills and medical knowledge when assessing the linguistic understandability of health education resources for international tertiary students with adequate English skills (International English Language Testing System mean score 6.5) and high health literacy (mean 16.5 in the Short Assessment of Health Literacy-English test). Our results challenge the traditional views that lack of medical knowledge and numerical skills constituted the barriers to the understanding of health educational materials. Conclusions Machine learning algorithms were developed to predict health information understandability for international college students aged 25-30 years. Thirteen natural language features and 5 evaluation dimensions were identified and compared in terms of their impact on the performance of the models. Health information understandability varies according to the demographic profiles of the target readers, and for international tertiary students, improving health information evidentness, relevance, and logic is critical.
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Al-Ajmi, Zainab. "The Impact of the Virtual Programs in Promoting English Language Learning in the Context of Middle East College." Arab World English Journal, no. 2 (January 15, 2021): 400–415. http://dx.doi.org/10.24093/awej/mec2.29.
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Over the last decades, individual and groups were extremely using face to face strategy to attain a native language and make advising associated with English language learning as there were a few applications of the online platforms incorporating in some enterprises, including pedagogic institutions. In this status quo, there is the rapid implementation of these programs, especially during the outbreak of Covid-19. Nowadays, many scholars affirmed the cooperation between virtual programs and language learning as they are overlapping and go hand in hand to cope with the immediate changes across the instructive institutions. This research will outline one of the fundamental topics, which is the role of an organizational platform to mitigate literacy and elevate the learner’s language learning level. Initially, it will entirely answer the core questions in this paper: What is the virtual platform and its significance in the education field? Then, it will demonstrate a critical understanding of the significance of the online platform to promote English language learning on some contemporary theories. Later, a questionnaire will be disseminated to a group of General Foundation Program (GFP) students to collect their standpoint towards learning the English language through a virtual program. It will ultimately showcase an example of online learning applications, an initial move to a hypothesis where the two e-learning types, such as Microsoft Teams and Zoom are introduced, including a concise conversation the traits and weaknesses of each. Adding to that, the student’s perspective towards these platforms in the context of English language learning.
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Tianli, Zhou, Nor Shahila Mansor, Lay Hoon Ang, and Sharon Sharmini. "Practicing Communicative Language Teaching Approach of English Grammar Teaching: Teachers’ Perspectives in China Colleges." International Journal of English Language and Literature Studies 10, no. 3 (September 9, 2021): 247–59. http://dx.doi.org/10.18488/journal.23.2021.103.247.259.
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The communicative language teaching (CLT) approach has been extensively used in English teaching in recent decades. Many scholars have investigated CLT and English teaching from various perspectives, but few have examined teachers’ attitudes towards the CLT approach and its usage in English grammar teaching. This study aimed to investigate the rationale, the teaching effects and suggestions of English teachers in using CLT in English grammar teaching in China colleges. A qualitative research method was adopted and data was collected through an open-response questionnaire from 13 English teachers of 6 universities in China. The analysis of the data collected revealed that most of the China English teachers used CLT. Their rationale for using it are summarized in this study. The results show that CLT positively affects China college students’ English grammar learning despite some limitations, especially in cultivating their communicative competence, motivating their study interests, and modifying the classroom atmosphere, which also helps build students’ confidence. Moreover, most of the participants recommended using CLT to conduct English grammar teaching, and eight suggestions were presented to help English teachers conduct the CLT approach to grammar teaching. This study could prove a good reference for teachers who would like to teach English grammar under the CLT approach and enhance their understanding of CLT.
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Zhang, Haiyan, and Kai Kang. "American PARCC and SBAC and Their Implications on the Construction of English Assessment System in China." International Education Studies 10, no. 1 (December 26, 2016): 190. http://dx.doi.org/10.5539/ies.v10n1p190.
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The Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced Assessment Systems (SBAC) started in the 2014-2015 academic year and has been regarded by many in the field as a radical effort to improve the American English Language Art (ELA) educational standards. These two consortia, being aligned with Common Core State Standards, aim to fulfill Common Core’s purpose of preparing students for college and career readiness. With the support of computer technology, diverse forms of testing are introduced into the new assessment systems, making the standard-based test comprehensive enough to evaluate academic literacy and deep learning capacity in an authentic way.This paper mainly discusses similarities and differences between the two assessment systems in terms of ELA standards. The similarities appear in the construction of well-balanced assessment structure, the application of advanced computer technology, adherence to an evidence-based design principle and emphasis upon educational equity. The key differences are presented in aspects of test forms and accommodation options. The analysis of PARCC and SBAC assessment systems also provides China with various thought provoking aspects to develop a sound English Language assessment system.
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Lodhi, Muhammad Arfan, Hifza Farman, Ihsan Ullah, Aiza Gul, Fareeha Tahira, and Sidra Saleem. "Evaluation of English Textbook of Intermediate Class From Students’ Perspectives." English Language Teaching 12, no. 3 (January 21, 2019): 26. http://dx.doi.org/10.5539/elt.v12n3p26.
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Textbooks play significant role in teaching and learning continuum. Due to this reason, Curriculum wings and Directorate of staff development (Punjab) have had continuous check and monitoring in devising goals and standards in textbooks from grade 1 to grade 10. But at intermediate level specially in12th grade, the same text book i.e. Good-bye Mr. Chips is being taught more than 20 years. It is assumed that there lies a huge literacy and learning gap between the secondary level English textbooks and intermediate level English textbooks. The present study keeping in view the issues and gaps in mind was an attempt to investigate the importance of English textbooks being taught at intermediate level (Grade 12) in different schools and colleges in Punjab. Prospective study occupies descriptive type of research framework. The textbook of English being taught at intermediate level is evaluated according to specified models and strategies mentioned in previous research studies based upon textbook evaluation. Sample was determined through applying cluster random sampling technique. Questionnaire was designed, validated and administered after conducting pilot phase. The findings of the study reveal that the textbook being taught at intermediate level is not be up to snuff to convene the common objectives of the target language and is irreconcilable with the requirements of promoting confidence and ornamental language skills. Moreover, it is recommended that textbooks must be revised from time to time to obtain definite language learning objectives. The book being evaluated lacks innovation, students’ interest, relevant content and appropriate skills.
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Hargiss, John Blade, Jeffery D. St. Jeor, Jennifer L. Horn, and Gregory M. Garrison. "Rapid Independent Health Literacy Assessment: A Pilot Study Among Native English-speaking and Low English Proficiency Patients." Journal of Primary Care & Community Health 12 (January 2021): 215013272110377. http://dx.doi.org/10.1177/21501327211037773.
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Objectives: Health literacy is an individual’s capacity to obtain, process, and understand basic health information needed to make appropriate health decisions. Failure to understand and correctly execute a plan of care often leads to poor health outcomes. Determining patient health literacy allows health care providers to tailor their plan of care instructions, increasing the probability of understanding, and adherence. Several validated health literacy tests have been developed to assess the health literacy of individuals and ethnic groups. However, because a proctor is required to administer these tests, their usefulness in clinical settings is limited. The issue of health literacy is especially relevant within minority groups. This research focused on producing a translatable assessment that can be administered quickly without a proctor. Methods: We developed a 15-question instrument (the RIHLA) in English using the Delphi method with a panel of bilingual experts and translated it into Spanish. Internal reliability was assessed using Cronbach’s alpha for 3 groups: Native English-speaking College students (NESC), Native English-speaking patients (NES), and Limited English Proficient Spanish-speaking patients (LEP). External validity was assessed using Pearson’s correlation coefficient to compare our instrument to a previously validated, proctored instrument measuring health literacy (the SAHL-E). Results: Four hundred fifteen subjects completed the RIHLA. Of these, 192 (46.3%) were NESC, 208 (50.1%) were NES, and 15 (3.6%) were LEP. The mean number of correct answers was 11.2, 11.6, and 8.3 respectively with the LEP group scoring lower ( P < .01). Cronbach’s alpha was >.70 for each group. Moderate correlation between the RIHLA and the previously validated instrument was present ( P < .01) with Pearson’s r = .47 (95% CI: 0.18-0.69). Conclusion: The RIHLA is a non-proctored assessment tool that may provide a measure of patients’ health literacy in multiple languages. Further studies with larger sample sizes are necessary to confirm the reliability, validity, and generalizability to a wider population.
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Zunshine, Lisa. "The Secret Life of Fiction." PMLA/Publications of the Modern Language Association of America 130, no. 3 (May 2015): 724–31. http://dx.doi.org/10.1632/pmla.2015.130.3.724.
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A troubling feature of the common core state standards initiative (CCSSI) for english language arts (ELA) is its failure to recognize literature as a catalyst of complex thinking in students. According to the CCSSI, to “prepare all students for success in college, career, and life,” children must read texts “more complex” than “stories and literature” (“English Language Arts Standards”). The assumption that “stories” are inferior to nonfiction has a long tradition in Western culture; tapping into that prejudice is easy, and no proof seems to be required.
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Cid, Rita, Juan D. Machin-Mastromatteo, and Javier Tarango. "Diagnosing Spanish literature bachelor students’ information literacy in digital environments." Digital Library Perspectives 37, no. 3 (January 22, 2021): 289–304. http://dx.doi.org/10.1108/dlp-08-2020-0082.
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Purpose The purpose of this study was to adapt and implement the Association of College and Research Library’s (ACRL’s) Research Competency Guidelines for Literatures in English for designing and employing a diagnostic survey about basic information literacy (IL) skills to study how 42 students were familiar with such skills. This 40-item survey included questions about students’ self-perception of their information skills and a test for evaluating their basic IL skills. Design/methodology/approach This research focused on integrating IL into a bachelor program in Spanish literature to identify the IL skills that students were familiar with and then determine if there was a relationship among their IL skills, their academic performance and their favorable conditions as students (have a good number of books at home, a personal computer, internet connection and proficiency in a second language). Findings The average number of correct answers ranged from regular to low; moreover, the authors compared self-perception results before and after the IL test, proving that such test negatively affected their self-perception. Students were mostly familiar with the skill of selecting information, and the inferential analysis showed that there were no notable relationships among either the IL test results and students’ academic performance or regarding their favorable conditions as students. This made evident the need of promoting ACRL’s Guidelines, particularly among literature professors, to raise awareness of their existence, as they are a useful starting point for designing contents and activities to develop IL. Originality/value Little research has been conducted about implementing IL in bachelor programs on literature to determine their information skills and behaviors in digital environments. Apart from grounding the research in specialized sources about research in such discipline, the authors have adapted ACRL’s Guidelines to develop a diagnostic survey that may be useful for professors in these areas and academic librarians in general. It might be useful for librarians to be familiar with the nuances of the results the authors gathered to provide better support for their users from the discipline of literature.
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Arata, Stephen. "Literature and Information." PMLA/Publications of the Modern Language Association of America 130, no. 3 (May 2015): 673–78. http://dx.doi.org/10.1632/pmla.2015.130.3.673.
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The Tenth and final “anchor standard for reading” in the common core state standards defines as “college and career ready” a student who can “[r]ead and comprehend literary and informational texts independently and proficiently” (35). I want to remark on just one aspect of this worthy if blandly unremarkable goal. The distinction between “literary” and “informational” texts has the sanction of common sense, but, like many commonsense notions, it cloaks some knotty issues. For the authors of the standards, “literacy” requires mastering two different if closely related sets of reading skills. One lays the groundwork for “understanding and enjoying complex works of literature,” while the other is needed “to pick carefully through the staggering amount of information available today in print and digitally” (3). Pedagogically, one is the job of the “English language arts teacher,” the other the responsibility of “teachers of history/social studies, science, and technical subjects” (8).The axiom that literature cannot be read in the same way as other forms of writing is by no means universally held, but it has long governed the teaching of reading in high school and college classrooms. In ways that humanists can find heartening, the Common Core standards valorize the traits that reading literature both requires and strengthens: habits of attention and intellectual rigor; the refinement of sensibility and emotional response; the ability to analyze, to synthesize, to discriminate, to evaluate. Such virtues travel well, too. The authors of the standards recognize that students who have mastered literary reading skills are better equipped to meet the challenges posed by texts in other disciplines.
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Asante-Nimako, Davida Aba Mensima. "Problems Related to the Teaching of English Pronunciation in Pre-service Institutions: A Study at the Wesley College of Education, Kumasi, Ghana." International Journal of Applied Linguistics and English Literature 7, no. 6 (November 1, 2018): 37. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.6p.37.
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The purpose of the study was to find out the problems related to the teaching of English pronunciation in the pre-service training institutions. Wesley College of Education, Kumasi, Ghana, was used as a case study. Out of the problems, deductions were made to make recommendations. Three tutors of English and twenty students were purposively sampled for the study. Through the use of interviews, three key findings, realized from the research include the following: First, the mode of correcting students’ mispronunciation. The manner in which some tutors correct students’ mispronunciation was found to be very discouraging to the students; second, the less attention given to English ‘pronunciation’ as one of the aspects of English language teaching/learning was a concern; In any case, though pronunciation was not conspicuously part of the English course outline, it did not imply that there was no form of pronunciation teaching. Thus, during the teaching learning process pronunciation teaching go on directly or indirectly. In terms, of other subject areas other than English language, pronunciation teaching hardly happens. More importantly, another vital problem found was the poor foundation at the basic level of education. The student teachers should in-turn have a better grounding in English pronunciation to teach the pupils in the basic schools in Ghana. Unfortunately, the ill tradition of unintelligible pronunciation goes on, which the researcher terms it the ‘dark cycle’. The views of students and tutors were gathered through recording and transcription of interviews. The research generally reveals the need for language teachers and curriculum planners to factor in pronunciation as a vital aspect of building up students; especially, student- teachers who will complete soon and go and teach younger ones, ensuring the avoidance of ‘dark cycle’ as the researcher’s term, explained in the ‘key words’.
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Asante-Nimako, Davida Aba Mensima. "How the Teaching of English Pronunciation can be improved in Pre-service Training Institutions; A study at Wesley College of Education, Kumasi, Ghana." International Journal of Applied Linguistics and English Literature 8, no. 2 (March 31, 2019): 61. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.2p.61.
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The focus of this research was to discover how the teaching of English pronunciation in the pre-service training institutions in Ghana could be improved. It was a study at Wesley College of Education, Kumasi, Ghana. The purposive sampling method was employed to select three tutors of English and twenty students for the study. Interviews and observations were done to gather information. As part of the findings; Pronunciation teaching must be included in course outlines of the colleges of Education. The Transforming Teacher Education and Learning (T-TEL) programme should factor in pronunciation when suggesting the review of the course outlines of the Colleges of Education (which are being transformed into University Colleges as of the preparation time of this paper). This will contribute to improving pronunciation teaching. Also, Pronunciation must be well taught at the basic level as the pupils grow with the knowledge and in-turn pass it on to other pupils/students in Ghana. This is because students of the Colleges of Education, complete their course only to go and teach the pupils in basic schools. It is obvious that when pronunciation is not well taught at the basic level, it goes a long way to affect individuals even unto adulthood. In addition, better methods of teaching pronunciation, if employed, will help improve it. Again, a campus FM should be established and utilized appropriately to educate and improve pronunciation. Teaching pronunciation through the media can be helpful if only it is carefully planned. In addition, the language laboratory stereotyped for only the French students, should be upgraded to a standard language laboratory where all other language teachers and student-teachers will benefit from. In sum, if all who may need to contribute to ensure the improvement of pronunciation teaching play their role well, its improvement will become a reality.
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Mohamed Khalifa Gawi, Elsadig. "Using Language Entertainment Activities to Enhance University Students’ English Vocabulary at Albaha University." International Journal of Applied Linguistics and English Literature 9, no. 4 (July 31, 2020): 109. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.4p.109.
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Few studies have considered the use of entertainment activities in teaching foreign languages. The significance of the present study emerges from handling the use of educational entertainment activities as a strategy to improve Saudi university students’ vocabulary learning. The current study aim is to explore the use of entertainment activities in enhancing the students’ vocabulary at Albaha University. A pretest and posttest are administered to a sample of 20 junior students, enrolled in English courses in the College of Science and Arts in Almandaq, as the study participants. A quasi-experimental approach, that involves the study of the experimental group (n=10) and control groups (n=10), applies in the current study. The study uses SPSS to analyze the data. The findings of the study reveal that the use of entertainment activities has a statistically significant impact on improving the students’ vocabulary. Also, they show that entertainment activities in the educational process help to motivate the learner to interact with the educational material and with other learners in the learning situations. Accordingly, it is recommended that increasing the extent of using entertainment activities helps in enhancing the junior students’ vocabulary learning as an effective teaching strategy. In terms of the study findings, It is conclued that the application of the entertainment activities enables teachers and learners to pinpoint such activities in building university students’ vocabulary and other language skills.
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Kokhan, Roksoliana, Lidiia Matsevko-Bekerska, and Yuliia Lysanets. "Conversation Analysis Tool as an Effective Means for Teaching the University Courses of English and World Literature." Arab World English Journal 11, no. 4 (December 15, 2020): 307–18. http://dx.doi.org/10.24093/awej/vol11no4.20.
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This paper aims to demonstrate the effectiveness of the Conversation Analysis Tool in the context of teaching world literature to senior students majoring in English philology. The authors present their experience of undertaking a three-month online course “Constructive Classroom Conversations: Mastering Language for College and Career Readiness,” hosted by Stanford University, and discuss the benefits of applying this tool at universities. The study describes the basic mechanisms of the Conversation Analysis Tool aimed at developing specific communication skills in students of English for Speakers of Other Languages. The central research question is whether this method is as feasible for teaching literature as it is for language classrooms. The authors demonstrate their takeaways from applying this technique in teaching world literature, namely, analyzing literary dialogues in different classroom activities. The research findings indicate that the Conversation Analysis Tool is an efficient method for the formative assessment of senior students in the world literature classroom. This technique helps students reveal the pragmatic features of fiction dialogues, the writer’s narrative intentions, and the reader’s expected reception. The suggested method also demonstrates students’ progress in the studied topics and identifies possible gaps in mastering the educational content. The significance of the study extends beyond the specified context, as the search for novel instruction techniques targeted at improving communication skills in the 21st-century globalized world is relevant for any educational sphere. Consequently, the research findings of this paper can be applied in different teaching settings.
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Schmidt, Mihaela. "The State Matura exam in Croatia: How argumentative essay as an integral part of the Matura Higher English exam improved students’ foreign language literacy." Journal of English Language and Literature 9, no. 1 (February 28, 2018): 736–42. http://dx.doi.org/10.17722/jell.v9i1.347.
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The purpose of this article is to enrich the EFL teacher’s understanding of the development of educational standards in Croatia with the special focus on Secondary School Leaving Examination the so called State Matura. The external examinations are a widespread phenomenon which has also influenced Croatian educational system. This new type of assessment, which has been used for over a decade now has positively influenced the language competence of the students especially in reading and writing. Henceforth the argumentative essay, which is a crucial part of the English Matura exam at the higher level, has in great part contributed to such positive changes which were also documentd in the Reports issued by the Croatian Center for External Evaluation of Education, whose role is to govern the whole examination process and in the end to subject the tests and its items to psychometric analyses. Statistical data, rating scales and a sample essay included in this article are of great help in other to demonstrate the positive role the argumentative essay plays at the Matura exam and later at a university level .A study which also speaks in favour of this fact is the study conducted by R.M.Helms, in the USA (2008) which stresses the importance of the writing component of the SAT tests as predictors of college grades. Bearing in mind everything mentioned so far a lot of challenges still lie ahed, but the Croatian educational system will for sure yield even more promising results in the future.
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Womack, Deanna Ferree. "Lubnani,Libanais, Lebanese: Missionary Education, Language Policy and Identity Formation in Modern Lebanon." Studies in World Christianity 18, no. 1 (April 2012): 4–20. http://dx.doi.org/10.3366/swc.2012.0003.
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This article examines language instruction and religious and socio-political identity formation in nineteenth- and early twentieth-century American Protestant and French Jesuit missionary institutions in Lebanon. It compares French, English and Arabic language education policies at Saint Joseph University (Université Saint-Joseph), Syrian Protestant College (now the American University in Beirut) and the American Syria Mission schools under the American Board of Commissioners for Foreign Missions and the Board of Foreign Missions of the Presbyterian Church in the USA. The article considers the mutual transformations in the encounter between missionaries and Lebanese students and addresses the relationship between language learning and educational, literary and nationalist development in the Middle East. Emphasising the agency of Arabic-speaking Ottoman subjects and their reciprocal relationship with missionaries, it argues that before the turn of the century, those individuals who acquired a foreign language and excelled in literary Arabic charted the course toward social, cultural and political change in the twentieth century.
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Guo, Yi. "A Corpus-Based Comparative Study of Chinese EFL Learners’ Use of Temporal Metaphor in English." International Journal of English Linguistics 9, no. 4 (June 12, 2019): 51. http://dx.doi.org/10.5539/ijel.v9n4p51.
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This paper adopted a corpus-based approach to compare the uses of the conceptual metaphor “TIME IS MONEY” between Chinese non-English major college students and native speakers of English. The results revealed no direct correspondence between frequency of metaphorical use and proficiency level of English. While EFL learners differed with native speakers in terms of the diversity of metaphorical uses, the patterns of high-frequency uses were similar between the two groups. Chinese EFL learners were prone to produce unidiomatic metaphorical expressions that literally make sense. These expressions could be the mixed results of negative L1 transfer and insufficient L2 proficiency, especially the lack of adequate semantic knowledge in English. To language learners, conceptual metaphor in L2 cannot be randomly created, but has to be acquired with the help of the cultural knowledge embedded in the metaphorical expressions.
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Mitton, Jennifer, Lia Lewis, and Savannah MacDonald. "Communicating Elevated Academic Expectations: Positioning Students as Thinkers with Ideas to Share." in education 26, no. 1 (December 23, 2020): 18–45. http://dx.doi.org/10.37119/ojs2020.v26i1.474.
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The focus of this qualitative study is upon 15 Grade 12 students situated in an English Communications (ECM) classroom in rural Nova Scotia and the impact a daily classroom circle had upon their academic engagement. ECM is intended for students who may require further support to develop their skills as readers, writers, and language users as they enter the job market or community colleges. There is no formal curriculum for ECM, and often the demographics of such classrooms are comprised of some of the province’s most vulnerable populations. In this paper, we demonstrate the impact the daily classroom circle had upon late adolescents’ understanding of themselves as thinkers with ideas to share. Overall, we see this study as significant for teachers in high-poverty contexts, particularly the importance of using a classroom circle as a consistent space to communicate elevated expectations for students who have experienced academic struggles.
Keywords: adolescent literacy; circle routines; qualitative case study; restorative practices
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Ababneh, Sana'. "Attitudes of Jordanian Students Towards Using Group Work in EFL Classrooms." Advances in Language and Literary Studies 8, no. 1 (February 1, 2017): 233. http://dx.doi.org/10.7575/aiac.alls.v.8n.1p.233.
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This paper addresses itself to the outcomes of a field study which was carried out to identify Jordanian EFL students' attitudes towards using group work in EFL classrooms. The study sample consisted of 179 students enrolled in English 101, an elementary language skills course taught at Al- Huson University College, Al -Balqa' Applied University, Jordan. A questionnaire was used to investigate the subjects' attitudes. The findings show that approximately two-thirds of the participants are either very extrovert or somewhat extrovert, i.e. they have positive attitudes towards participating in group work in EFL classes. In contrast, only a third are either somewhat introvert or very introvert, i.e., they do not like to take part in group work in EFL classes. Moreover, the data show that neither the subjects' gender nor their secondary school stream (vocational, scientific, or literary) has any significant effect on their preferences.
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Tabiri, Michael Owusu, and Gifty Budu. "Difficulties Francophone Learners go through in Ghana: The Case of Ghana Technology University College." International Research in Education 5, no. 1 (January 9, 2017): 72. http://dx.doi.org/10.5296/ire.v5i1.10570.
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This research investigates difficulties that Francophone learners encounter in Anglophone countries.Francophone learners who pursue further studies in Anglophone countries could face academic, social, economic, religious and political difficulties due to their literary incompetence in English language (L3). Through the method of investigation and answering of questionnaires by learners, it was uncovered and affirmed that the main difficulties Francophone learners encounter in Anglophone countries were academic, social, religious, and political. It was revealed that the learning difficulties of Francophone students transcend the academic setting. Thus in the church, entertainment grounds, market and other places they visit and interact, they face difficulties.The participants of this research comprised thirty (30) level 400 Francophone students at the Ghana Technology University College, Accra.Finally, the work stresses that, finding a solution to academic difficulties could be a stepping stone to solving all other difficulties learners encounter. Thus, in finding a lasting solution to Francophone learners’ difficulties, the fulcrum must be seeking solution to academic difficulties.
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Mostafa Taamneh, Issam. "The Most Common Translation Problems Encounter the Saudi Students in Translating Selected Arabic Literary Items and their Point of Views behind these Problems." International Journal of Applied Linguistics and English Literature 7, no. 5 (September 1, 2018): 77. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.77.
Full textAbstract:
The current study aimed to investigate the most common translation problems that encountered the Saudi students in translating some of the literary items from Arabic into English. In addition, the study tried to investigate the most difficult terms that the students faced while translating them. Moreover, it aimed to explore the participants’ point of views behind such translation problems. To achieve the purpose of the study, a translation test, which involved 20 items and expressions, was prepared in advance. Furthermore, an interview was made to the participants to ask them about their point of views concerning the reasons behind encountering such translation problems. The sample of the study consisted of 15 male fourth year English-majored university students, who were chosen purposefully, at the University College of Taymaa in the first semester of the academic year 2017/2018 in Saudi Arabia. The design of the study was a qualitative as well as quantitative method. The data that were obtained from the participants’ answers in the translation test as well as the participants’ point of views in the interview were analyzed using the appropriate statistical analyses. The findings of the study showed that the students’ achievement in translating the items of the terms of address was the best compared with their results in the other two groups (lexical and cultural). Moreover, the analysis of the students’ interviews indicated that the lack of practice and lack of translation courses are a main reason in facing such these problems. Based on the findings, the researcher presented some recommendations and suggestions to develop students’ translation competence such as increasing the number of the translation courses that are presented to the students in their studying to have more practice in the process of translation. Moreover, more concentration should be given to the lexical, cultural, and terms of address problems in translation. Besides, students must be trained on how to use the bilingual dictionaries in the process of translation to get the intended meaning while rendering from Arabic into English and vice versa.
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Kelly, Katherine E. "South Central Modern Language Association." PMLA/Publications of the Modern Language Association of America 110, no. 4 (September 1995): 885. http://dx.doi.org/10.1632/s0030812900173237.
Full textAbstract:
The 1995 SCMLA meeting will be held 26-28 November at the Wyndham-Warwick Hotel in Houston. The University of Houston will host the convention, and Harmon Boertien and Julian Olivares will act as local arrangements chairs. This year's theme, “The Museum as Cultural Site,” will be reflected in a Saturday morning roundtable discussion, a preconference workshop, and various special sessions. Denise Chavez will be the plenary speaker. The 1995 program offers over ninety-five sessions, of which at least twenty-five are new special sessions. Current members will receive the summer newsletter, a convention program, and the fall issue of the South Central Review, a special double issue entitled Russian Literature after Perestroika. To join SCMLA, please write to Jo Hebert, SCMLA, Dept. of English, Texas A&M Univ., College Station 77843-4227. Dues are: joint members, $25; full professors, $20; associate and assistant professors, $15; instructors, retired professors, and graduate students, $10. These dues entitle members to four issues of the South Central Review, two newsletters, a convention packet and program, and application for SCMLA's annual awards.
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Ansarin, Ali Akbar, Farahman Farrokhi, Hamid Reza Mahboudi, and Zohreh Adeli Jam. "Attitudes towards Smart Phones and Tablets." International Journal of Applied Linguistics and English Literature 6, no. 5 (July 6, 2017): 66. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.5p.66.
Full textAbstract:
This paper examines the perceptions of advantages of smart phones and tablets on basic and general English students' language learning, self-sufficiency, and interest using smart phones and tablets at an Iranian university college during one university term. Through a survey administered to 333 basic and general English students and through selective observations and interviews, the following questions were examined: 1) Students' perceived impact of smart phones and tablets on increasing their confidence throughout the course,2) Students’ perceived comfort/enjoyment with smart phones and tablets for the students at the beginning and end of the semester,3) Students' perceived impact of devices through a comparison between pre and post survey measures on improvement of reading comprehension, reading speed, vocabulary and spelling, motivation, and preparing them for class tests and quizzes. Tablets were evaluated more positively than smart phones by the students as a means to increase confidence. Both tablets and smart phones were evaluated positively, both as a means of improving students’ motivation to learn, and as a means to develop reading comprehension, spelling, and vocabulary. However, students’ expectations regarding the impact of such devices on their reading speed, preparation for tests and quizzes, as well as comfort and enjoyment were not met.