Academic literature on the topic 'English language - Self instruction'
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Journal articles on the topic "English language - Self instruction"
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Sarzhanova, Galiya, Malika Otynshiyeva, Gulnaz Tleuzhanova, Dariya Assanova, and Aigul Sadvakassova. "Organizational, Technological, and Pedagogical Conditions for Differentiated Instruction of Teaching English as a Foreign Language." International Journal of Education in Mathematics, Science and Technology 11, no. 1 (November 5, 2022): 74–95. http://dx.doi.org/10.46328/ijemst.2809.
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The aim of this study is to examine the relationships between differentiated instruction, pedagogical and technological competencies of students studying in the foreign language department. Differentiated instructional self-efficacy, pedagogical and technological competencies of students studying in foreign languages departments were examined in terms of grade level and perception of academic achievement within the scope of the comparative relational survey model. In the study, the relationships between differentiated instructional self-efficacy and pedagogical and technological competencies of students studying in foreign language departments were also examined on the basis of the relational survey model. The study was carried out on 234 students studying in foreign languages departments of different universities in Kazakhstan. Differentiated instructional self-efficacy, pedagogical and technological competence scales in the Likert-form were used to collect the research data. In the study, descriptive statistics F test and Regression analysis techniques were used in the analysis of the data. According to the research findings, the differentiated instruction self-efficacy, pedagogical and technological competencies of foreign language students were found to be moderate. Differentiated instructional self-efficacy, pedagogical and technological competencies of foreign language students differ according to their classroom and academic achievement perceptions. Finally, the pedagogical and technological competencies of foreign language students significantly affect their self-efficacy towards differentiated instruction.
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Liao, Hung-Chang, and Ya-Huei Wang. "Using comprehension strategies for students' self-efficacy, anxiety, and proficiency in reading English as a foreign language." Social Behavior and Personality: an international journal 46, no. 3 (March 25, 2018): 447–58. http://dx.doi.org/10.2224/sbp.6648.
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We examined whether or not instructing Taiwanese students in the use of comprehension strategies when they are reading English as a foreign language, reduces their English reading anxiety and increases their English reading self-efficacy and proficiency. We used a quasiexperimental design and conducted a 15-week course. The experimental group (n = 31) received instruction in reading comprehension strategies and the control group (n = 31) received instruction by traditional teaching methods. The results show that the experimental group had less anxiety when reading English and higher proficiency than the control group. In regard to self-efficacy when reading English, the experimental group also performed better than the control group in terms of self-affirmation, perseverance, verbal persuasion, and performance overall. However, there was no statistically significant difference for learning attitude between the groups.
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Carlet, Angélica, and Hanna Kivistö-de Souza. "Improving L2 pronunciation inside and outside the classroom." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 71, no. 3 (September 3, 2018): 99–124. http://dx.doi.org/10.5007/2175-8026.2018v71n3p99.
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Spanish/Catalan learners of English as a Foreign Language (EFL) attended a formal instruction (FI) period combined with explicit pronunciation instruction, which consisted of theoretical and practical approaches to English segmental phonetics as well as a contrastive analysis between the participants’ first languages and the target language, English. The EFL learners’ ability to perceive and produce L2 vowels was assessed before and after the 8-week instructional treatment. Results show that the EFL learners significantly improved their perception of vowel sounds embedded in real and non-words. However, no improvement in production was found as a result of the instruction received. While these results suggest that learners’ perceptual skills can be improved with teacher-led instruction, the quantity and availability of explicit pronunciation instruction is not sufficient to modify learners’ speech production. Thus, optimal results require learners to continue learning outside the classroom context. With this aim, this paper presents two autonomous activities developed to increase learners’ awareness about phonology: L1-L2 Pronunciation Comparison Task and a Phonological Self-awareness Questionnaire.
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Pueschel, Chance. "A Self-Directed Teaching Method to Improve English Skills." Global Association of Applied Liberal Arts Studies 1, no. 1 (February 28, 2023): 91–109. http://dx.doi.org/10.58990/galas.2023.1.1.91.
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In this study proposes integrating a Self-Access Learning into classroom or activities to improve English instruction. Students can learn English independently in library areas or English-only spaces at the Self-Access Learning Center. In the Self-Access Learning, counseling teachers help students listen and talk in English according to their interests, English skills, and learning styles.
Several European, Hong Kong, Japanese, Singaporean, and Australian Self-Access Learning employ self-directed learning to improve English fluency This may be a great example for English education in our nation and encourage self-directed English language study.
This study developed a five-stage self-directed English hearing and speaking instructional model: orientation, pre-test, learning plan, counseling, and self-study.
Most participants' self-directed English learning increased during the 4-week Central University College of Education field application. The program taught individuals to study independently and customize their learning. The study recommended reward and follow-up strategies for self-directed instructional-learning models and field application.
Foreign languages need self-directed learning. Learner-centered education lacks self-directed learning. Teacher-centered education reduces self-directed learning, motivation, and learner expectations. English private schools are societal issues.
This chapter highlights our nation's major English education concerns and study goals. is also needed to understand why English accounts for a considerable amount of private school costs.
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Shi, Hong. "English Language Learners’ Strategy Use and Self-Efficacy Beliefs in English Language Learning." Journal of International Students 8, no. 2 (April 1, 2018): 724–41. http://dx.doi.org/10.32674/jis.v8i2.101.
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This study examined self-efficacy and language strategy use of college-level English Language Learners (ELLs) at a southeastern university in the United States. It analyzed the relationship between self-efficacy and strategy use. An English Language Learning Survey was used to collect data from 198 college-level ELLs. Participants had positive self-efficacy toward their English learning and the most often used strategies were compensation, social and metacognitive strategies. Self-efficacy was positively correlated with cognitive, compensation, memory, metacognitive, and social strategy. The study suggested that teachers provide scaffolding for ELLs through strategy instruction. Teachers can teach self-regulated learning strategies and focus on ELLs’ improvement and mastery of content to enhance their self-efficacy, language proficiency and learning autonomy required for their academic courses learning.
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Wang, Cui. "English Process Assessment Based on Deep Learning and Cloud Computing." Wireless Communications and Mobile Computing 2022 (March 24, 2022): 1–10. http://dx.doi.org/10.1155/2022/2631693.
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Summative assessment has long been the primary assessment method used in college English classes. Overemphasizing examinations has had a significant negative impact on foreign language instruction. We design and practice generative instructional objectives, open instructional activities, dynamic course resources, interactive instruction process, and developmental instructional assessment based on a cloud platform based on the basic idea of generative instruction and using the characteristics of a cloud computing platform. Measures to improve the generativeness of online classrooms have piqued students’ interest and enthusiasm for self-directed learning, allowing them to experience the joy of learning brought on by new technological advancements. We discovered that if you want to improve students’ language acquisition ability, you cannot just rely on assessment. The diversified process assessment can not only ensure that students complete their learning tasks efficiently and quickly but also ensure that students are assessed objectively and fairly. Using cloud computing, MATLAB algorithm, and artificial neural network theory, a mathematical model of an instruction quality assessment system is established in this paper. After the network has been trained, the quality of the instruction can be assessed, providing a useful reference point for future research into instruction quality assessment systems.
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Buczek-Zawiła, Anita. "English Pronunciation Standard Preferences among Students of Polish Universities — Self-reports." Anglica Wratislaviensia 56 (November 22, 2018): 251–71. http://dx.doi.org/10.19195/0301-7966.56.16.
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For many years now the debate as to the English pronunciation model to be selected for training both in academia and for schools in Poland has proved unresolvable. When pronunciation instruction is executed, anything that conspicuously departs from spelling pronunciation is accepted. It appears that teachers implicitly and largely unconsciously follow the idea of the somewhat impoverished instructional model of English as a Lingua Franca ELF put forward by Jenkins 2000. Until recently, no reasonable, well-argued-for alternative was available, whereas now the model suggested in Szpyra-Kozłowska 2015: Native English as Lingua Franca NELF fulfils the needs of both students in English departments as well as ordinary users of English. This paper reports on the preferences as to the desirable standard in pronunciation instruction among students in academia — but not among those of English language departments — as learners of English as a Foreign Language for whom language proficiency may be an important professional asset in their future careers. To investigate the above, a research survey of the quantitative-qualitative type was implemented in the form of a questionnaire. The focus is not so much on the numerical favourites as on the reasons behind a stated preference. The respondents seem to aspire to realistic but nonetheless high goals.
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Jozwik, Sara, and Yojanna Cuenca-Carlino. "Promoting Self-Advocacy Through Persuasive Writing for English Learners With Learning Disabilities." Rural Special Education Quarterly 39, no. 2 (December 15, 2019): 82–90. http://dx.doi.org/10.1177/8756870519892883.
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Constructing written text in English can be a challenging endeavor for all students, but it holds particular challenges for English Language Learners (ELLs) with learning disabilities (LD). For this reason, effective instruction needs to recognize the gifts of emergent bilingualism and respond to the challenges that ELLs with LD bring to the task of writing. In this article, we explore the benefits of using self-regulated strategy development (SRSD) writing instruction and establish its relevance for supporting the diverse strengths and needs of ELLs with LD in rural settings. First, we highlight the benefits of SRSD instruction. Then, we offer three main connections between the SRSD framework and research-based practices for teaching ELLs in general. Subsequently, we describe ways to individualize SRSD instruction to meet the needs of ELLs with LD. Finally, we walk through an instructional sequence (including lesson plans and scaffolds) to demonstrate how SRSD persuasive writing instruction can be used to promote self-advocacy skills in rural classrooms that include ELLs with LD.
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Yeung, Marine, and Vic Lu. "English-Medium Instruction in Self-Financing Tertiary Institutions in Hong Kong – Views and Practices from the Students." English Language Teaching 11, no. 8 (July 10, 2018): 28. http://dx.doi.org/10.5539/elt.v11n8p28.
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The medium of instruction (MOI) has been a bone of contention in Hong Kong, a former British colony, since its colonial days. Despite the Hong Kong government’s effort to promote the “biliterate and trilingual” language policy, advocating Cantonese, English and Putonghua as the three official spoken languages and emphasizing the importance of literacy in both written Chinese and English, most tertiary institutions today still adopt English as the medium of instruction (EMI). However, with the expansion of tertiary education in the early 1990s and the decline in the general English language proficiency of university students, some university lecturers have found it difficult to teach in English as required. This raises the issue of the practicality of the indiscriminate adoption of the EMI policy at tertiary level, particularly at the self-financing tertiary institutions where students are generally known to have under-performed in the English subject. In order to understand whether or how the EMI policy is upheld in these institutions, focus group interviews were conducted with students from various programmes of five self-financing tertiary institutions in Hong Kong. The findings indicate these students’ strong preference for English-medium instruction with the belief that it can improve their English proficiency, though their actual approaches to coping with the demand on their limited English and how they view and use the three languages in class deserve policy makers’ serious consideration.
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Ahmed, Abu Saleh Md Manjur, Mohammad Jamshed, Md Sarfaraj, and Sameena Banu. "Exploring Diverse Teaching Models for Enhancing Nursing Students' English Language Proficiency: A Blended Learning Perspective." World Journal of English Language 14, no. 5 (May 17, 2024): 182. http://dx.doi.org/10.5430/wjel.v14n5p182.
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The present study examines the efficacy of blended learning models in enhancing nursing students’ proficiency in the English language. It is challenging to come across comparative studies that assess the effectiveness of blended learning models in advancing the English language skills of nurses. However, the experimental study includes five groups, and each group has gone through five different instructional models of teaching. The first experimental group received instruction through the rotation model; the second experimental group received instruction through the flex model; the third experimental group received instruction through the self-blend model; the fourth experimental group received instruction through the enriched-virtual model; and the fifth group which served as control group received instruction through the communicative language teaching approach. A total of one hundred and fifty participants were selected through random sampling from Aligarh Muslim University, India. The data were gathered using pre- and post-tests administered before and after the intervention of these models using the standardized general English test (TOFEL). The repeated measure ANOVA revealed that each group manifested significant advancement in nurses' English language skills. Nevertheless, the rotation model demonstrated superior performance in enhancing nurses' English language skills in comparison to the other groups. The findings of the study hold pedagogical significance for those who are responsible for designing curricula, developing training programs for future nurses, producing materials, and all other persons who are involved in nursing education.
Dissertations / Theses on the topic "English language - Self instruction"
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Tsang, Wai-yi Fiona, and 曾慧儀. "Developing learner autonomy through self-access." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31676807.
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Rapp, Judy Ramona. "The "write" tools the impact of teachers' self-efficacy on classroom writing instruction /." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/rapp.pdf.
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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009.Title from PDF title page (viewed Jan. 27, 2010). Additional advisors: Joseph C. Burns, Linda K. Emfinger, Lynn D. Kirkland, Maryanne Manning. Includes bibliographical references (p. 122-135).
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Karathanos, Katya A. "Exploring the self-reported perspectives and behaviors of predominantly English-speaking teachers regarding the incorporation of English language learners' native languages into instruction." Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/75.
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Chavali, Nalini. "Learning from learners : perceptions of self-access language learning in a Hong Kong secondary school /." Thesis, Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23424400.
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Saito, Yukie. "Effects of Prosody-Based Instruction and Self-Assessment in L2 Speech Development." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/597863.
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Teaching & LearningPh.D.
The main purpose of this study was to investigate the effects of form-focused instruction (FFI) on prosody with or without self-assessment on the prosodic and global aspects of L2 speech by Japanese EFL learners using a pre-post design. In addition, native English speaking (NS) and non-native English speaking (NNS) raters with high levels of English proficiency were compared to examine the influence of raters’ L1 backgrounds on their comprehensibility ratings. Sixty-one Japanese university students from four intact English presentation classes participated in the study. The comparison group (n = 16) practiced making one-minute speeches in class (45 minutes x 8 times) without explicit instruction on prosody, while the two experimental groups (n = 17 for the FFI-only group; n = 28 for the FFI + SA group) received FFI on word stress, rhythm, and intonation, practiced the target prosodic features in communicative contexts, and received metalinguistic feedback from the instructor. In total, the experimental groups received six-hours of instruction in class, which was comparable to the comparison group. Additionally, the experimental groups completed homework three times; only the FFI + SA group recorded their reading performance and self-assessed it in terms of word stress, rhythm, and intonation. Three oral tasks were employed to elicit the participants’ speech before and after the treatment: reading aloud, one-minute speech, and picture description. The speech samples were rated for comprehensibility by NS and NNS raters and were also analyzed with four prosodic measurements: word stress, rhythm, pitch contour, and pitch range. Instructional effects on prosody were observed clearly. The FFI-only group improved their controlled production of rhythm and pitch contour, while the FFI + SA group significantly improved all of the prosodic features except pitch range. Moreover, the instructional gains for the FFI + SA group were not limited to the controlled task but transferred to the less-controlled tasks. The results showed differential instructional effects on the four prosodic aspects. The FFI in this study did not help the participants widen their pitch range. The FFI on prosody, which was focused on the cross-linguistic differences between Japanese and English, tended to be more effective in terms of improving rhythm and pitch contour, which were categorized as rule-based, than an item-based feature, word stress. The study offered mixed results regarding instructional effects on comprehensibility. The FFI-only group did not significantly improve comprehensibility despite their significant prosodic improvements on the reading aloud task. Their significant comprehensibility growth on the picture description task was not because of the development of prosody, but of other linguistic variables that influence comprehensibility such as speech rate. The FFI + SA group made significant gains for comprehensibility on the three tasks, but the effect sizes were small. This finding indicated that the effects of FFI with self-assessment on comprehensibility were limited due to the multi-faceted nature of comprehensibility. The data elicited from the post-activity questionnaires and students’ interviews revealed that not all the participants in the FFI + SA group reacted positively to the self-assessment practice. Individual differences such as previous learning experience and self-efficacy appeared to influence the learners’ perceptions of the self-assessment practice and possibly their instructional gains. The two groups of raters, L1 English raters (n = 6) and L2 English raters with advanced or native-like English proficiency (n = 6) did not differ in terms of consistency and severity. These findings indicated that NNS raters with high English proficiency could function as reliably as NS raters; however, the qualitative data revealed that the NS raters tended to be more sensitive to pronunciation, especially at the segmental level, across the three tasks compared to the NNS raters. This study provides evidence that FFI, especially when it is reinforced by self-assessment, has pedagogical value; it can improve learners’ production of English prosody in controlled and less-controlled speech, and these gains can in turn contribute to enhanced L2 comprehensibility.
Temple University--Theses
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Burrows, Lance Paul. "THE EFFECTS OF EXTENSIVE READING AND READING STRATEGIES ON READING SELF-EFFICACY." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/199091.
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CITE/Language ArtsEd.D.
This study is a quasi-experimental, longitudinal investigation into the role that extensive reading and reading strategies play in the cultivation of reading self-efficacy. Conducted over the course of one academic year, how changes in reading self-efficacy translate into changes in reading comprehension was examined. In addition, the participants' perceptions of the utility of extensive reading and reading strategies, and how those perceptions related to reading self-efficacy were investigated. A final goal was to ascertain how retrospective ratings of reading self-efficacy influence current levels of the construct. The participants (N = 322) were first and second-year, non-English majors at a four-year, co-educational university in Osaka, Japan. The participants were divided into four groups: an intensive reading group (control group), an extensive reading group, a reading strategies group, and an extensive reading/reading strategies group. Data for the study were obtained from six major sources: a reading comprehension test, a reading strategy test, a reading self-efficacy questionnaire, a perceived utility of extensive reading questionnaire, a perceived utility of reading strategies questionnaire, and a sources of reading self-efficacy questionnaire. The questionnaires and tests were administered three times over the course of the academic year. Before conducting the quantitative analyses on the data gathered with the above instruments, the dichotomous test and questionnaire data were analyzed using the Rasch rating-scale model to confirm the validity and reliability of the instruments and to transform the raw scores into equal interval measures. By employing MANOVAs, ANOVAs, Latent Growth Curve Modeling, and Pearson correlation coefficients, the data were then analyzed to ascertain differences between groups and within groups for all tests and constructs measured. The results showed that the participants in the reading strategies and extensive reading/reading strategies groups gained significantly more in reading self-efficacy over the academic year than those in the extensive reading and intensive reading groups. In addition, all three experimental groups outperformed the intensive reading group in reading comprehension. Furthermore, results from the latent growth curve model showed that gains in reading self-efficacy were related positively to gains in reading comprehension. In a similar vein, the results showed that gains in reading strategy skill led to changes in reading self-efficacy, while reading amount was not significantly related to changes in reading self-efficacy. The results also suggested that those who more highly regard extensive reading as useful to improving reading comprehension exhibited higher levels of reading self-efficacy over the course of the study. On the contrary, there was no significant difference in levels of reading self-efficacy between those who highly rated reading strategies as useful and those who did not rate them as highly. Finally, Pearson correlation coefficients showed moderately strong relationships between junior high and high school (retrospective) levels of reading self-efficacy and university (current) levels. These results underscore the importance of self-efficacy in the learning process and how the cultivation of self-efficacy should be a goal of any educator or administrator in an EFL context. The findings also highlight the detrimental effects of teaching methodologies, such as grammar-translation, that deprive learners of the opportunity to develop their own cognitive abilities. With the introduction of reading strategy intervention and/or extensive reading practice, the participants in the experimental groups of this study were able to develop the skills needed to overcome comprehension breakdowns in the reading process, and this help them become more autonomous, empowered readers.
Temple University--Theses
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Chia, Ying-hui Esther. "A comparison of the effectiveness of vocabulary acquisition through self-access computer learning and traditional classroom instructions." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22142940.
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Cooper, Stephanie R. "Exploring Elaborated Noun Phrase Use of Middle School English Language Learners Following Writing Strategy Instruction." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4656.
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English Language Learners (ELLs) are a growing population within the U.S. school system. In the secondary grades, this diverse group requires instruction to improve not only English language proficiency but also utilization of the academic language register, especially in writing tasks. The present study focused on ELLs in middle school. The aim was to explore the effects of enhanced Self–Regulated Strategy Development (SRSD) writing instruction on the use of complex language, particularly elaborated noun phrases (ENPs) when SRSD was combined with linguistic instruction on increased sentence complexity.
As a part of a larger study exploring critical literacy and the persuasive writing instruction of Spanish–English speaking students, this repeated measures design detailed the effects of two six–week instructional periods aimed at teaching 19 ELLs methods for organizing, planning, and constructing persuasive texts (the macr–-structure level), as well as ways of incorporating academic language forms and functions in their writing (the micro–structure level). Within the critical literacy project that involved topics and themes related to immigration, the 19 students produced three texts in English (pre–, mid–, and post–instruction essays). These texts were analyzed for ENP frequency and complexity. Three case studies were also chosen to highlight the variation in ENP outcomes and to discuss additional aspects of persuasive writing at both the macr–- and micro–structure levels.
Statistical analysis of group use of ENPs revealed no significant increase in frequency or complexity across essays as simple pre–noun modifications were produced in amounts greater than all other ENP type across all essays. The three case studies revealed that frequency of ENP use generally corresponded to strength of abilities at either the macro–structure level, such as inclusion of more persuasive elements, or the micro–structure level as indicated by increased text length and variety of vocabulary. One implication of these outcomes indicates the need for more in–depth emphasis on the coordination of both the macro– and micro–structure levels in writing instruction studies with ELLs. Other implications pertain to further analysis of classification approaches for designating ENP complexity, and how enhanced understanding of ENP production signals aspects of the academic language register.
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Kimura, Harumi. "A Self-Presentational Perspective on Foreign Language Listening Anxiety." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/157205.
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CITE/Language ArtsEd.D.
This study uses a self-presentational framework to investigate second language listening anxiety (L2 listening anxiety) among university students learning English in Japan and demonstrate that L2 listening involves social concerns that are specific to L2 settings. Successful performance in aural interaction presupposes mutual understanding, and L2 listeners have good reason to become anxious when it is doubtful whether they properly comprehend what others say. The Shortened Scale of Foreign Language Listening Anxiety, the Revised Interaction Anxiousness Scale, the Penn State Worry Questionnaire as well as a dictation test were administered to 1,177 students in 15 universities for the quantitative part of this study. Introspection verbal report data were collected from 17 students in two universities to investigate the thought processes of L2 listeners for the qualitative part. The profile analysis indicated the following: L2 listening anxiety was (a) specific to L2 situations and (b) linked to L2 proficiency because high and low L2 listening proficiency groups were different in the overall levels of L2 listening anxiety, but not different in general anxiety measures. The exploratory factor analysis and Rasch principle component analyses demonstrated that L2 listening anxiety was a broad construct composed of two related but distinct dimensions, Self-Focused Apprehension and Task-Focused Apprehension. The former is a concern over social evaluative threat, and the latter is worry over effective processing of aural input. The univariate analyses of variance confirmed that L2 listening anxiety was partly socially constructed because social anxiety was linked to both dimensions of L2 listening anxiety. The verbal data suggested that L2 listening anxiety was receiver-specific in that it involved concerns over comprehending and responding appropriately to aural messages. They also indicated that the levels of L2 listening anxiety were (a) susceptible to individual differences, and (b) influenced by different social situations. This study contributes to conceptual developments in the area of L2 learner psychology because understanding others is of profound importance in successful communication, and anxiety over non-understanding or misunderstanding can have significant personal and interpersonal consequences.
Temple University--Theses
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Robertson, Fritz Soule. "English diction for singers : a self-instructional course of study utilizing the international phonetic alphabet with self-test materials." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941577.
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This dissertation, which takes the form of a creative project as is sanctioned by the Doctor of Arts Curricular Program, is a self-instructional course in solo singers' English diction. It is designed for Freshman-level voice majors and no prior knowledge of diction is assumed. The course attempts to achieve three basic goals: to serve as an introduction to the International Phonetic Alphabet (IPA), to alleviate the often overburdened Sophomore-level diction course, and to raise the concerns of English diction to a level comparable with those of Italian, German and French.The course falls naturally into three main divisions:Chapters III-VIan introduction to the IPA, the identification of allvowel and consonant sounds in English, the correctIPA symbols for those sounds, and simple transcriptionof English words into IPA;Chapters VII-Xa detailed analysis of the rules of English dictionand the IPA, including linkage, poetical and musicalstress, and declamation;Chapter XIthe preparation of complete song texts, applyingall the knowledge and skills learned in the course.Each chapter has accompanying exercises which require the student to use information contained in that particular chapter; self-tests for each chapter are provided at the end of the course. Answers for all accompanying exercises and all self-tests are included in the Appendixes. The Appendixes also include a listing of the sources for the extensive musical examples, a pitch nomenclature chart, and a quick-reference guide to the IPA symbols as well as the vocabulary introduced in the course.School of Music
Books on the topic "English language - Self instruction"
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Wolff, John U. Pilipino through self-instruction. [Ithaca, N.Y.]: Cornell University, Southeast Asia Program, 1991.
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Hasan, Sheykh. Persian self-taught: With English phonetic pronunciation. New Delhi: Asian Educational Services, 2003.
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Wolff, John U. Beginning Indonesian through self-instruction. Ithaca, N.Y: Cornell University, Southeast Asia Program, 1986.
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Oetomo, Dede. Beginning Indonesian through self-instruction. 2nd ed. Ithaca, N.Y: Cornell University, Southeast Asia Program, 1986.
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Podnecky, Janet. Excellent English: 1 : language skills for success : workbook. New York: McGraw-Hill, 2008.
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Stern, Irwin. Living language Spanish dictionary: Spanish-English, English-Spanish. New York: Crown, 1993.
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Brian, Tomlinson, ed. English language learning materials: A critical review. London: Continuum, 2008.
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Tomlinson, Brian. English language learning materials: A critical review. London: Continuum, 2010.
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Zhdanova, I. F. Business Russian: Self-instruction course for English speaking specialists. Moscow: Russky Yazyk Publishers, 1995.
Find full textBook chapters on the topic "English language - Self instruction"
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Nicholas, Allan, and Jeremy Perkins. "Chapter 12. A concept-based approach to teaching L2 pragmatics." In Language Learning & Language Teaching, 293–318. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.12nic.
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We use a concept-based instruction (CBI) approach to teach L2 English oral requests among Japanese EFL learners. Control (n = 30) and enrichment groups (n = 26) participated in a classroom-based investigation of CBI and requests. The enrichment group engaged in a short CBI programme, while the control group received no instruction. Pre- and post-enrichment phases for both groups consisted of role play-type tasks in dyads, and self-assessment of performances. Comparing these phases, the enrichment group saw a significant increase in self-evaluation scores; similarly, analysis of request performances found significant increases in conversational features and strategies. However, there was no significant change in the ways enrichment group participants connected their language choices to social context. Results are discussed, and implications for classroom practice suggested.
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Palincsar, Annemarie Sullivan, Miranda Suzanne Fitzgerald, and Kristen Winter. "Applying Principles and Constructs of Self-regulated Learning to Teaching in the English Language Arts." In Connecting Self-regulated Learning and Performance with Instruction Across High School Content Areas, 27–52. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90928-8_2.
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Hadingham, Oliver, and Gene Thompson. "Changes in the academic writing self-efficacy beliefs of students in transition from high school to an English medium instruction university programme in Japan." In Building the Self-Efficacy Beliefs of English Language Learners and Teachers, 220–40. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003379300-14.
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İnci Kavak, Vildan, and Yasemin Kırkgöz. "English-Medium Instruction." In Language Policy, 173–97. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38754-8_11.
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Graham, Keith M., and Zohreh R. Eslami. "English-Medium Instruction." In Research Questions in Language Education and Applied Linguistics, 59–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_11.
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Rodas, Claudia R., and Anthony Osborn. "Social Justice and Language Acquisition for English Language Learners." In Social Justice Instruction, 325–37. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-12349-3_28.
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Skehan, Peter. "Language Instruction Through Tasks." In International Handbook of English Language Teaching, 289–301. Boston, MA: Springer US, 2007. http://dx.doi.org/10.1007/978-0-387-46301-8_21.
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Rembert, Keisha. "Shifting Your Instruction." In The Antiracist English Language Arts Classroom, 97–150. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003296171-6.
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Beach, Richard, Ashley S. Boyd, Amanda Haertling Thein, and Allen Webb. "Planning English Language Arts Instruction." In Teaching to Exceed in the English Language Arts, 21–39. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003177364-3.
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Hong, Jiye, and Helen Basturkmen. "Students' language learning from language-related episodes." In English Medium Instruction in South Korea, 75–89. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003384748-8.
Full textConference papers on the topic "English language - Self instruction"
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Shi, Yujuan. "Influence of Sheltered Instruction Observation Protocol Model on Preservice Teachers' Self-Efficacy for Teaching English Language Learners." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1434337.
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Cretu, Ioana, and Anca cristina Colibaba. "EQUAL CHANCES THROUGH UNEQUAL OPPORTUNITIES: FACILITATING LANGUAGE LEARNING AMONG STUDENTS IN MEDICINE, NURSING AND NUTRITION THROUGH ELEARNING." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-076.
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The paper explores the potential benefits of using Blended Learning (face-to-face and online) to teach languages to students at university level by analyzing the experience gained at “Gr. T. Popa” University of Medicine and Pharmacy Iasi in partnership with EuroEd Foundation Iasi, within the wider context summarized below. While many Romanian students today begin their bachelor studies with a relatively high level of competence in at least one foreign language (most commonly English), it is important to acknowledge that this is not always the case. In fact, students may feel at a disadvantage compared to their colleagues and objectively have less chances to access scholarships etc. specifically due to not having had the same opportunities to learn a foreign language such as English in their past. Therefore, in order to provide all medical students with equal chances at academic and professional success, some may require additional opportunities in transversal areas such as language learning, ICT etc. For example, medical universities in Romania attempt to provide all their students with compulsory language instruction in their first year(s), making it optional later on. However, putting together groups with students of similar language levels and needs often proves to be an impossible administrative mission, the typical outcome of that being mixed-level groups of students who more or less want to study the same language. In our case, a solution was found in order to provide adequate additional support to students whose entry language level was less than B2 / independent according to the Common European Framework of Reference. For the past two academic years, the face-to-face language instruction of junior students in Medicine, Nursing and Nutrition according to the core curriculum has been supplemented with optional activities using the ELSTI language training package online. The ELSTI platform (http://www.eurobusinesslanguageskills.net) is the main result of a series of EU-funded projects involving EuroEd Foundation also from Iasi and, as it stands today, it provides courses of English, French, German, Italian and Spanish for levels A2 and B1. All the courses, sub-units, explanations, situations, tasks, tests and self-assessment tools are calibrated to fit the CEFR descriptors while serve real life communicative functions set in a business context promoting cultural awareness. In addition, they are accompanied by personal development and motivational modules. While students were recommended the content, instruction and activities related to the language they were studying in class, all students had free access to all the other online language courses as well. The online work was student-centered in the sense that, once logged on, students could decide which units/exercises to solve in which order, the entire process being driven by the students’ own goals, interests and preferences. As is turned out, this form of increased flexibility and controlled freedom deliberately embedded in the courses added significantly to some students’ motivation to continue well beyond set requirements, as well as to their overall enjoyment, autonomy and empowerment. Concurrently, the classroom experience could be targetted more clearly towards teaching and learning English for medical purposes. The statistical analysis takes into consideration attempts, times and scores for using grammar and vocabulary support independently, solving reading and dialogue-based tasks, playing games and simulations, etc. by each user, thus providing insight into how the students chose to engage with the different e-contents and instructions within and beyond the language they were studying in class. The quantitative data to which we are referring in this paper has been collected from over 500 students at UMF Iasi and indicates how popular, difficult, motivating etc. the various types of online language exercises are among students for whom language is not their main interest but rather a vehicle. Nevertheless, the online activity reports contain ample evidence of how these students have valued this opportunity of gaining skills in transversal areas such as foreign languages, but also cultural awareness, personal development and ICT.
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Kraft, Luiza, Anamaria Chiseganegrila, and Diana Tutuianu. ""CAROL I" NATIONAL DEFENCE UNIVERSITY'S EXPERIENCE IN BLEARNING FOR ENGLISH LANGUAGE TEACHING - TWO CASE-STUDIES." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-058.
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Since its inclusion in the eLearning methodology, blended learning (or bLearning) has received several definitions, being regarded alternatively as: a solution combining different delivery methods (i.e., collaboration software, web-based courses, EPSS, knowledge management practices); a type of learning including a mixture of face-to-face classroom sessions, live eLearning and self-paced instruction; a student-centered approach integrating learning experiences in face-to-face and online environments. The aim of the present paper is to share our experience in using bLearning for two military English courses developed in "Carol I" National Defense University. NATO Staff Officers? Course and The Military English Course were the first forms of blended learning in the Foreign Language Department. From the very moment of implementation of this form of learning, we have approached it as a combination of face-to-face classroom methods with computer-mediated activities, with the purpose of tailoring an integrated instructional approach to the military student?s needs. Both courses comprised a face-to-face phase, but the former included a self-study module based on a CD, while the latter had an on-line component in which a teacher provided support for language acquisition. Our exposure to the method first included the theoretical approach, followed by the identification of the challenges posed by designing and delivering the bLearning courses; this ultimately resulted in ways of rising to them. The main issues lay in managing the instructional complexity, designing the course contents, assigning both the teachers? and the students? roles and responsibilities, harmonizing the course objectives and contents with the ADL support, as well as in establishing good communication among teachers complemented by careful planning of the units. Finally, the paper is an attempt to demonstrate the advantages of bLearning such as we have identified them in the long run: maximization of effectiveness both in point of meeting each course objective and of costs, multiplication of ways of accessing the content, opportunities for exploiting multimedia rich content round the clock which supplements the classroom time and allows for more scheduling flexibility, increase of the student?s responsibility for his/her own learning performance as well as higher language performance through measurable progress.
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Shchukina, Irina, Valentina Kudinova, Yuliana Antyufeeva, Olga Kudinova, and Irina Kudinova. "USING ONLINE TOOLS WITHIN BLENDED ENGLISH AS A FOREIGN LANGUAGE INSTRUCTION TO ENHANCE STUDENTS’ SELF-STUDIES IN GRAMMAR TEACHING." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.1094.
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Güngör, Mustafa Akın, and Müzeyyen Nazlı Güngör. "Student-Teachers’ Pedagogical Reasoning in Teyl Lesson Plans and Microteaching Presentations." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.11.
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Pedagogical reasoning enables student-teachers to better understand their own teaching practices, analyse what, why and how they teach, and become aware of their teaching practices. This case study aims to understand student- teachers’ decisions and the pedagogical reasoning behind these decisions in lesson plans in an English language pre-service education programme. Three third-year English language student-teachers enrolled in a pedagogical content knowledge course “Teaching English to Young Learners” (TEYL) participated in this study. We collected qualitative data from lesson plans, reflection notes on these performances and plans, and interviews with student-teachers in the TEYL course. We used Shulman’s model of pedagogical reasoning and action as a conceptual model to explore the complexity of learning to teach English to young learners. Data were analysed iteratively through content and thematic analysis. The results indicated that student-teachers made decisions mainly in the transformation and instruction stages, and that their pedagogical reasoning emerged from the theory of TEYL and their assumptions about the characteristics of very young and young learners. More opportunities should be provided to increase their self-consciousness, self-knowledge and sense of agency through reflective tasks, action research projects and teaching practice. The study has implications for student-teachers who need guidance and motivation to prepare reflective lesson plans and for teacher educators who need to raise student-teachers’ awareness about decision making and pedagogical reasoning.
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Echiverri, Leah Li. "Classroom Learning Motivators:Breaking ESL Chinese university students' passivity in class discussion." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11098.
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Chinese university students enrolled in overseas coursework and English as Medium of Instruction courses domestically have a reputation for classroom passivity as recognized internationally. Thus, the case study was employed to explore Wenzhou Kean University (WKU) students’ ‘willingness to communicate’ based on motivation and attitude toward the classroom learning milieu. Purposive and convenience sampling techniques were used in the semi- structured interview of 75 informants during the focus group discussion. Thematic content analysis method was used to analyze qualitative data collected. Grounded theory was used for the generation of theories. Findings showed that ESL Chinese university students are motivated because of knowledge acquisition and English spoken ability improvement when they engage in class discussion. A relaxing classroom climate, teacher’s personality and professional competence in designing the learning experiences contribute in shaping favorable learning attitudes necessary for active student participation in class discussion. Most WKU students intend to pursue graduate studies abroad and considers English speaking ability important in their future and career goals. This belief persistently motivates them to engage in class discussion. Besides, thinking skills development, English spoken language improvement, self-confidence build up, leadership skills, teamwork skills and adaptability to new environment development heighten the importance of class discussion.
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Troshina, Yulia, and Natalia Sazonova. "RESEARCH INTO THEORETICAL BACKGROUND TO AN ONLINE EFL COURSE." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-081.
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The purpose of this article is to introduce a solid theoretical background to designing a practical online English course. To this end we conducted a survey to collect university students’ opinions, expectations, and previous experiences of e-learning. We believe that obtained information can help us create an efficient e-learning system which would satisfy the learners’ needs. Students could benefit from such course because some current English syllabi include 70% and more of self-instruction. We surveyed about 300 people, all of whom are students of Ural Federal University aged 17-22 with approximately equal number of men and women. In what follows we enumerate some of our findings. First, most of the students range between CEFR A1 and B2 which limits our target audience to these levels. Second, the majority of students are ready to spend 1-3 hours a week on the course. Third, in line with modern communicative approach to teaching English we expected students to be more focused on lexical rather than grammatical aspect of language, and general English rather than ESP. General English appeared to be more preferable, 67% chose it over ESP, with grammar/vocabulary distribution being approximately equal. We discovered preferable forms of input, output and assessment. Majority of students would enjoy the possibility of both working individually and together, moreover they expect to have a forum for communication. Answers concerning motivation were varied but most of the respondents prefer to get some credits for completing the course. In open question form students shared their experiences in doing other online courses. It gives the chance to take into account and minimize difficulties and problems listed by the respondents.
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Chirimbu, Sebastian, and Dara Tafazoli. "BLENDED LEARNING: BRIDGING THE MOTIVATIONAL GAP IN ESP COURSES." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-063.
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There are numerous and obvious reasons why reformed curricula tend to use alternative assessment methods on an ever wider scale in the teaching of foreign languages. First of all, they offer a comprehensive image of the student's overall competence in a foreign language. Secondly - but equally important - they test much more than the students' ability to sit an examination. Also, they change and enrich the student's attitude towards learning and communication patterns and they increase the students' linguistic self-confidence. (Nunan, 1989). Alternative assessment methods have the great advantage of being context-specific, as they use and adapt those assessment tools that should best reflect the purposes of learning (Taylor, 2003). Other two characteristics that make alternative assessment superior to the traditional one are the facts that it is process-oriented and authentic, based on real life activities (Willis, 1996). Alternative evaluation is very much related to the content of teaching-learning process. Researchers have also noticed further advantages of alternative assessment: it is systematic, dynamic and flexible, managing to build up competences that last in time, as it does not concentrate only on grading and ranking immediate and punctual performance. In these days, many teachers have the tendency to use Information and Communication Technology (ICT) as a teaching,evaluation (assessment) and learning device. The application of ICT in English for Specific Purposes (ESP) became one of the popular research trends in realm of English teaching field of studies. There are so many definitions for Blended Learning (BL) in literature, but the most commonly definitions are: 1. combining instructional modalities, 2. combining instructional methods, and 3. combining online and face-to-face instruction. One of the most dominant problems in ESP courses is dealing with motivation of learners. The purpose of this study is to investigate the relationship between blended learning and attitudes of ESP students. To meet the end, this study was conducted with the undergraduate ESP students at the University of Applied Science & Technology, Mashhad, Iran. The participants of this study were 109 female and male students, ranging from 18-43, majoring in Tourism and Hotel Management. In order to find the ESP students' attitudes towards using blended learning, an attitude questionnaire developed by researchers was distributed among participants. Data analysis revealed that Iranian ESP students have positive attitudes towards blended learning. This study recommended that ESP teachers should integrate technology in their courses (teaching and assessment process) to motivate more students.
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Beļicka, Līga, and Tatjana Bicjutko. "Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.73.
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The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.
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Borodzhieva, Adriana. "DEVELOPMENT AND DESCRIPTION OF AN INTERACTIVE MULTIMEDIA APPLICATION APPLIED IN THE COURSE "CODING IN TELECOMMUNICATION SYSTEMS"." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-158.
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Nowadays, the advances of information and communication technologies (ICT) have stimulated the development of more effective and interesting approaches for teaching and learning at universities around the world. The educational innovations have stimulated the creative development for interactive technologies in various forms, for example, integrated learning systems, intelligent tutoring systems, computer-based instruction, computer aided assessment and computer mediated communication. These new concepts show that the advance in the digital era has expanded the learning process and has enabled higher levels of learner interactions in order to make learning more meaningful for overcoming the shortages in traditional learning. With reference to the advances in ICT and information growth, the delivery of knowledge needs to be more flexible in connecting the learners with the learning resources to support the independent and self-managed learning. Educators are trained to transform from the conventional teacher-centred approach to student-centred learning approach with technology-based learning environment which can better motivate students to participate and interact with others in the learning process for enhancing the quality of learning and encouraging students to demonstrate their understanding in the learning activities. ICT in education are applied in the form of interactive multimedia, which provides facilities to students to learn the material. The use of interactive multimedia applications in learning will improve the efficiency, motivation, thinking and logic abilities and facilitate the active learning, experimental, consistent learning, with student-centred learning. The benefits are as follows: the learning process is more interesting, more interactive, the amount of teaching time can be reduced, the quality of student learning can be improved and the learning process can be done anywhere and anytime. Although interactivity is a widely used term in discussions of multimedia learning, a preliminary look at the literature proves that the definition and the benefits of interactivity are not clear. Some authors have tried to clarify the concept of interactivity and what factors need to be taken into account in the design of interactive systems and to present a unifying model including the user, the learning environment, and a system of connections and concepts that together make up interactivity. Such a model can help inform research, discussion, and design decisions on interactive multimedia instruction. Some tools for designing interactive and multimedia training systems are considered in the paper. Their advantages in teaching students at universities are described. The paper presents the development and description of an interactive multimedia application applied in the course "Coding in Telecommunication Systems". The application, developed in English, allows students at the University of Ruse to learn the basic concepts studied in the course "Coding in Telecommunication Systems", including different codes applied in the field of telecommunications, such as linear block codes, Hamming codes, cyclic codes, BCH codes, Reed-Solomon codes, etc. The application covers different types of testing exercises, for example combining in pairs, crosswords, etc. The application will be used in the educational process in the course "Coding in Telecommunication Systems" for the bachelors in the specialty "Internet and Mobile Communications" in the University of Ruse "Angel Kanchev", and mainly for Erasmus students attending the course. The application is planned to be multilingual, incorporating Bulgarian (designated for Bulgarian students) and Spanish (the second most widely spoken language in the world), in addition to English.
Reports on the topic "English language - Self instruction"
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Shalatska, Hanna M., Olena Yu Zotova-Sadylo, and Ivan O. Muzyka. Moodle course in teaching English language for specific purposes for masters in mechanical engineering. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3881.
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The central thesis of this paper is that e-learning courses can have a significant impact on English language for specific purposes (ESP) proficiency of mining mechanical engineering students. The purpose of this study is to assess the effectiveness of ESP Moodle-based course “English for Mining Mechanical Engineers” and to reveal the results of its experimental approbation. In order to identify the lectures’ and learners’ needs we have applied the survey research. The survey confirmed the greatest demand for Moodle courses that include all the elements of a coherent training manual to provide self-development of engineering students. The interview results contributed to design of author’s ESP course syllabus. The importance and originality of this study are that to approbate the course materials’ effectiveness two approaches have been adopted simultaneously. The first is blended learning method based on e-learning platform applied in the experimental group and the second one is classic in-class instructor-led studying used in a control group. Students’ progress in ESP proficiency has been assessed using the cross assessment method. The experiment has validated the initial hypothesis that the special online courses focused on honing foreign language skills and integrated in the domain of specific professional knowledge have a beneficial effect on students’ communicative competencies in general. There were identified the advantages of self-tuition based on Moodle platform. The Moodle course lets the teachers save considerable in-class time to focus more on communicative assignments. The findings of this study have a number of practical implications in ESP online courses development.
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Blumenthal, Laura. Self-Efficacy in Low-Level English Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1621.
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Long, Kathryn. Self-perceptions of non-native English speaking teachers of English as a second language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5489.
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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, June 2021. http://dx.doi.org/10.12731/er0464.21062021.
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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.
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Adeniran, Adedeji, Sixtus C. Onyekwere, Anthony Okon, Julius Atuhurra, Rastee Chaudhry, and Michelle Kaffenberger. Instructional Alignment in Nigeria using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), September 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/143.
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Systematic, quantitative evidence on education system coherence is limited. Prior research has indicated alignment of instructional components, such as curriculum standards, assessments, and teachers’ instruction, is important for children’s learning. This study uses the Surveys of Enacted Curriculum methodology to investigate alignment of instructional components in Nigeria's primary education system. The study analyzes curriculum standards, national exams, and classroom instructional content for mathematics and English language across all six primary-level grades. We find that key foundational mathematics and English language skills are covered by all three components, with some notable omissions on the end-of-cycle English language exams. All three components give high emphasis to the low cognitive demand processes of ‘memorize’ ‘perform’, and ‘demonstrate’, and give very low emphasis to the more demanding cognitive processes of ‘analyze’ and ‘apply to non-routine situations’. Both the curriculum standards and classroom instruction depict a slow pace of content progression across grades, manifested through broad but shallow content coverage. The high alignment suggests the potential for a well-functioning education system, however, low student performance in mathematics and English language exams suggest otherwise. The findings suggest the Nigerian primary education system may be operating in a low-achieving equilibrium in which the system is aligned for low levels of cognitive demand and student mastery.
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Bailey, Audrey. The Effect of Extended Instruction on Passive Voice, Reduced Relative Clauses, and Modal Would in the Academic Writing of Advanced English Language Learners. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3194.
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 2 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, April 2023. http://dx.doi.org/10.16925/gcnc.64.
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This didactic planning, which starts from the characterization of the instructional design of the English level 2 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided in three specific stages, involved several steps. First, the functions of the tutor were defined based on the postulates of some authors. After that, the expected learning evidences were reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teaching classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.
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McParland, Domminick. Is Self-Sufficiency Really Sufficient? A Critical Analysis of Federal Refugee Resettlement Policy and Local Attendant English Language Training in Portland, Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1697.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.
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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Buitrago García, Hilda Clarena, and Gloria Inés Lindo Ocampo. Instructional Design of the Level 3 English Course for the Virtual Modality. Ediciones Universidad Cooperativa de Colombia, April 2023. http://dx.doi.org/10.16925/gcnc.62.
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This didactic plan, which starts from the characterization of the instructional design of the English level 3 course of the Open Lingua Program, is an improvement proposal focused on teaching this course online. In this context, the course planning, divided into three specific stages, involved several steps. First, the role of the teacher and students in the process of learning and teaching is very important, and it was defined based on the postulates of some authors. After that, the expected learning evidence was reviewed and edited considering the linguistic competences the students are expected to achieve during the course. Next, some didactic activities are designed to provide the students with the grammar and vocabulary content they need to achieve the learning objectives. Finally, the different technological tools used before, during and after to communicate with students, teach classes, clarify doubts, give feedback, and generate content, among other functions, are described. Undoubtedly, teaching, and learning English as foreign language can greatly improve if adequate technologies and didactic strategies are used when providing online instruction.