Academic literature on the topic 'English language – Study and teaching (Higher) – Botswana'
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Journal articles on the topic "English language – Study and teaching (Higher) – Botswana"
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Videla, Carmen Burgos, and Javiera Martinez Diaz. "Innovation for English language teaching in higher education." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 7 (December 31, 2019): 159–71. http://dx.doi.org/10.18844/prosoc.v6i7.4525.
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This research aims to learn about the perception about didactics of professors who teach English in the study programs of Bachelor of Education and English Pedagogy, and Bachelor of English and English-Spanish Translation at the University of Atacama, Copiapo, Chile. For this, a qualitative pilot research was conducted, using the case study approach and the associative letters method for data collection, using as an inductive concept ‘didactics of the English language’. This, in order to gather information about didactics in English teaching, given through the four production and comprehension language skills: writing, reading, speaking and listening. The first findings show a lack of innovation in the field of teaching and unawareness of it. Within the data of the pilot sample, the concepts ‘skills’ and ‘methodology’ stand out as central elements in the English Language Teaching didactics. From this small pilot research, the idea of the importance of communication and methodology as key concepts to be included in the next investigation is reinforced, so that the data collection is meaningful, and a close intervention could be achieved, where the teachers reflect on the didactics used in a more comprehensive and less recursive way.
Keywords: Didactics, higher education, innovation, language teaching, second foreign language.
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Adeninhun, Deborah Adeninhun. "The Challenges of Teaching and Learning English Literature in L2 Context: The Case of Junior Secondary Schools in Botswana." International Journal of Literacy, Culture, and Language Education 1 (March 5, 2012): 213–26. http://dx.doi.org/10.14434/ijlcle.v1i0.26835.
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Various Botswana policy documents (Republic of Botswana, 1977, 1994, 2002) and Vision 2016 (1997) have advocated for an enlightened and wellinformed society and the provision of a ten-year basic education as a fundamental human right of her citizens. It is against this background that this paper discusses the importance of English Literature in the Junior Secondary School (JSS) curriculum and examines the challenges faced by teachers and students in the teaching/learning process that can hamper the achievement of the country’s educational and social goals. Two Form One classes were chosen in two schools in Gaborone, the capital of Botswana, for this study. The 35 students in each of the two classes (totaling 70 students) and their 2 teachers were used in the study by adopting simple qualitative and quantitative descriptions. The study showed that the major difficulties faced by the teachers include lack of interest/enthusiasm for learning the subject by the students, as well as their lack of basic background in English, among others. Other problems on the part of the students include difficulty in understanding and difficult vocabulary/language in texts. As a result, pertinent recommendations were made for improved teacher practices and strategies.
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Cai, Huan, Meining Wang, and Yingmei Yang. "Teaching Accounting in English in Higher Education – Does the Language Matter?" English Language Teaching 11, no. 3 (February 14, 2018): 50. http://dx.doi.org/10.5539/elt.v11n3p50.
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Learning business related courses, especially accounting, in English is a challenge for many Chinese students. The purpose of this study is to provide some insights into the role of the language in accounting learning. We investigate this issue in the program of Teaching Business Related Courses in English for undergraduate students at Guangdong University of Foreign Studies. Accounting courses in English at GDUFS are taught to two different groups: English majors with higher English proficiency who are required to receive 2 years of intensive training in listening, speaking, reading and writing before taking the accounting course in English and non-English majors who do not receive the same level of English training as English majors do. We find that there is no direct significant relationship between accounting learning and students’ English proficiency but we do find a strong correlation between students’ analytical ability and their accounting learning instructed in English. We also find that motivation, specifically students’ clear career path in the accounting field, plays an important role in determining their performance in accounting learning. The findings in this paper have meaningful implications for the feasibility of teaching non-English majors accounting in English and for designing a good learning environment in English educational settings.
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Wimontham, Onsiri. "A Study on EFL Teaching Affecting Chinese Cultural Tourism." Theory and Practice in Language Studies 8, no. 8 (August 1, 2018): 1035. http://dx.doi.org/10.17507/tpls.0808.17.
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This research article is focused on presenting research studies related to English teaching as a foreign language in educational institutes; secondary and higher education levels in China so as to acquire whether there is weakness and strength or not. This research is conducted in Thailand and Beijing municipality, People’s Republic of China. The duration of research is 90 days; 80 days in Thailand and 10 days in People’s Republic of China. The sample size of 30 persons is chosen with the purposive sampling method. The research instruments consist of questionnaire, focus group interview and evaluating form from participatory. The researcher conducts analysis for both qualitative and quantitative data with a SWOT analysis technique; strengths, weaknesses, opportunities, and threats. The research was found that the summary of opinion of youths who live in Beijing towards the importance of using English to elevate and develop cultural and wisdom tourism, The summary of Chinese youths’ opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, secondary education level, The summary of level of Chinese youths opinion towards the teaching and learning curriculum management of English for communication in Beijing municipality, in a higher education level.
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Aburezeq, Ibtehal Mahmoud, and Fawzi Fayez Ishtaiwa Dweikat. "Cloud Applications in Language Teaching." International Journal of Distance Education Technologies 15, no. 4 (October 2017): 39–60. http://dx.doi.org/10.4018/ijdet.2017100103.
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This study examined pre-service teachers' expertise, perceptions and integration of cloud applications in teaching of Arabic and English. Questionnaires and semi-structured interviews were used as data collection methods. The findings of the study specified that pre-service teachers did not own sufficient expertise for effective integration of cloud applications. The findings also revealed that participants perceived cloud applications as a valuable tool to improve many aspects of language education. Nonetheless, participants concentrated on integrating limited features of cloud applications. While the study revealed that there was no significant difference in participants' expertise in integrating cloud applications based on the language they teach, it found that pre-service English teachers had significantly higher levels of positive perceptions and integration of cloud applications than pre-service Arabic teachers. Finally, a positive significant correlation was found between expertise, perceptions, and integration of cloud applications.
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Wang, Jiachun. "A Comparative Study on the Washback Effects of Teacher Feedback plus Intelligent Feedback versus Teacher Feedback on English Writing Teaching in Higher Vocational College." Theory and Practice in Language Studies 9, no. 12 (December 1, 2019): 1555. http://dx.doi.org/10.17507/tpls.0912.12.
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For college students majoring in English, English writing is a relatively difficult project. How to effectively improve the English writing ability of students of English majors in vocational colleges is an important issue that every college teacher needs to pay attention to. As a teaching tool, the intelligent computer automated essay evaluation system can help students improve their English writing ability more objectively, efficiently and accurately. This paper employs the intelligent computer automated essay evaluation system as a teaching tool, taking college students as the research object, and carried out an 18-week online self-writing teaching experiment and traditional writing experiment. This paper conducts a comparative study on the washback effects of teacher feedback plus intelligent feedback versus teacher feedback on English writing teaching in higher vocational college, which provides a prominent research value and research significance for the reform and innovation of English writing teaching in higher vocational colleges.
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Hosseininasab, Khatereh. "Rethinking Privilege in Teaching English in Japanese Higher Education." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 100–114. http://dx.doi.org/10.26803/ijlter.19.10.6.
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This article addresses the issue of native-speakerism in teaching English in the context of Japanese higher education and the privilege arising from it. Previous research has shown that native speakers are often regarded as highly skilled and qualified teachers in teaching their mother tongue. This has often led to the marginalization of teachers who speak the language they teach as an additional language. In the case of Japan, however, there is doubt about the existence of such a privilege for native-speaker teachers and some studies have shown that native speakers of English do not receive preferential treatment in this context as they are often perceived as replaceable and temporary. The present study aimed to further explore this issue by focusing on the varieties of English Japanese universities expect their teachers to speak. In so doing, the study has investigated hiring policies of Japanese universities with reference to the job advertisements they post on a designated portal. The results of the qualitative thematic analysis indicated that the majority of the advertisements demanded prospective candidates to be native speakers of English, which also meant that this subgroup of teachers has a privilege in landing academic jobs by token of the variety of English they speak. The article suggests that the critical pedagogical approach of teaching English as an international language (TEIL) can mitigate such privilege by raising awareness towards the validity and appropriateness of different varieties of English spoken in the world.
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Boonsuk, Yusop, and Eric A. Ambele. "Existing EFL Pedagogies in Thai Higher Education: Views from Thai University Lecturers." Arab World English Journal 12, no. 2 (June 15, 2021): 125–41. http://dx.doi.org/10.24093/awej/vol12no2.9.
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Since English is extensively used among linguacultural users to access life opportunities, it has become a requisite foreign language in the Thai educational system. To prepare Thai learners for this new changing role of English and reduce English Language Teaching dependency on the native English variety, this study aimed to explore English lecturers’ voices in Thai universities on existing English as a Foreign Language (EFL) pedagogies at the Thai tertiary level with the research question: how do English lecturers in Thai universities perceive EFL in Thai universities? Data was collected through semi-structured interviews with 25 Thai EFL university lecturers selected from ten different universities in Thailand and analyzed using content analysis. The finding reveals that EFL-oriented pedagogy plays a dominant role in English language teaching (ELT) education in Thai classrooms, illustrating three main salient themes from the study: (1) EFL pedagogies; (2) EFL materials; and (3) EFL curriculums. The result shows that the pedagogy is less responsive in the changing roles of English use and its widespread worldwide, especially among diverse linguacultural interlocutors. Hence, English university lecturers should reconsider, adjust, and made more practical glocal changes in English language teaching for the purpose of language teaching, language planning and predicting language change.
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Qin, Zhou. "A Case Study of Implementation of Action Research on Oral English Teaching in Vocational and Technical College." English Language Teaching 11, no. 12 (November 25, 2018): 205. http://dx.doi.org/10.5539/elt.v11n12p205.
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With the globalization and the increase of the foreign-oriented affairs, the oral English teaching and learning in higher vocational colleges has got a wide attention from all walks of life, especially, the educational circle. It has become an important task to explore how to improve the oral English teaching and strengthen students’ practical and communicative ability in higher vocational colleges. Aiming to reform the educational practice and to improve the effect of oral English teaching, a ten-week task-based teaching plan has been designed and some adjustments on teaching content have been done according to the actual situation in implementation. The figures in the final analyses show that not only have the students’ interests, confidence and effect of learning been rapidly improved, but also the teacher’s self–reflection and the ability of putting theories into the practice have been clearly strengthened. The research result in this paper reveals that action research is a useful and practical way to propel the development of the oral English teaching in higher vocational education.
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Armala, Intan, Endang Fauzia, and Abdul Asib. "Pre-Service English Teachers’ Perception on Higher Order Thinking Skills (HOTS) in English Language Teaching." Journal of Language Intelligence and Culture 1, no. 01 (December 31, 2019): 111–22. http://dx.doi.org/10.35719/jlic.v1i01.16.
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Higher order thinking skill is one of the important components for an individual to be able to solve new problems in the 21th century. In the revised Bloom’s taxonomy, HOTS is defined as an incision among the three top levels of ability in the cognitive dimension (analyzing, evaluating, creating), and 3 levels of knowledge dimension (conceptual, procedural, metacognitive). The aim of the present case study was to investigate pre-service English teachers’ perception on Higher Order Thinking Skills in English language teaching. A total of 15 pre-service English teachers in a university in Indonesia participated in this study. The research used questionnaire to collect the data. Data were analyzed using interpretative approach. The result showed that the pre-service English teachers have their perspective about higher order thinking skills by themselves. They are aware towards Higher Order Thinking Skills in English language teaching. They are involving some activities to encourage students in thinking skill. They believed that every student is capable to think critically.
Dissertations / Theses on the topic "English language – Study and teaching (Higher) – Botswana"
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Chimbganda, Ambrose Bruce. "A study of the summarizing strategies used by ESL first year science students at the University of Botswana." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1002623.
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One of the major problems faced by speakers of English as a second language (ESL) or non-native speakers of English (NNS) is that when they go to college or university, they find themselves without sufficient academic literacy skills to enable them to navigate their learning successfully, such as the ability to summarize textual material. This thesis examines the summarizing strategies used by ESL first year science students at the University of Botswana. Using multiple data collection methods, otherwise known as triangulation or pluralistic research, which is a combination of quantitative and qualitative methods, one hundred and twenty randomly sampled students completed questionnaires and summarized a scientific text. In order to observe the students more closely, nine students (3 high-, 3 average- and 3 low-proficiency) were purposively selected from the sample and wrote a further summary. The nine students were later interviewed in order to find out from them the kinds of strategies they had used in summarizing the texts. To obtain systematic data, the summaries and the taped interview were coded and analyzed using a hybrid scoring classification previously used by other researchers. The results from the Likert type of questionnaire suggest that the ESL first year science students are 'aware' of the appropriate reading, production and self-assessment strategies to use when summarizing. However, when the data from the questionnaire were cross-checked against the strategies they had used in the actual summarization of the text, most of their claims, especially those of the low-proficiency students, were not sustained. As a whole, the results show that high-proficiency students produce more accurate idea units and are more capable of generalizing ideas than low-proficiency students who prefer to "cut and paste" ideas. There are also significant differences between high- and low proficiency students in the manner in which they decode the text: low-proficiency students produce more distortions in their summaries than high-proficiency students who generally give accurate information. Similarly, high-proficiency students are able to sort out global ideas from a labyrinth of localized ideas, unlike average- and low-proficiency students who include trivial information. The same trend is observed with paraphrasing and sentence combinations: high-proficiency students are generally able to recast and coordinate their ideas, unlike low-proficiency students who produce run-on ideas. In terms of the discrete cognitive and meta-cognitive skills preferred by students, low proficiency students are noticeably unable to exploit pre-summarizing cognitive strategies such as discriminating, selecting, note-making, grouping, inferring meanings of new words and using synonyms to convey the intended meanings. There are also greater differences between high- and low-proficiency students when it comes to the use of meta-cognitive strategies. Unlike high-proficiency students who use their reservoir of meta-cognitive skills such as self-judgment, low-proficiency students ostensibly find it difficult to direct their summaries to the demands of the task and are unable to check the accuracy of their summaries. The findings also show that some of the high-proficiency students and many average- and low-proficiency students distort idea units, find it difficult to use their own words and cannot distinguish between main and supporting details. This resulted in the production of circuitous summaries that often failed to capture the gist of the argument. The way the students processed the main ideas also reveals an inherent weakness: most students of different proficiency levels were unable to combine ideas from different paragraphs to produce a coherent text. Not surprising, then, there were too many long summaries produced by both high- and low-proficiency students. To tackle some of the problems related to summarization, pre-reading strategies can be taught, which activate relevant prior knowledge, so that the learning of new knowledge can be facilitated. During the reading process students can become more meta-cognitively aware by monitoring their level of understanding of the text by using, for example, the strategy suggested by Schraw (1998) of "stop, read and think". Text analysis can also be used to help the students identify the main themes or macro-propositions in a text, and hence gain a more global perspective of the content, which is important for selecting the main ideas in a text. A particularly useful approach to fostering a deeper understanding of content is to use a form of reciprocal or peer-mediated teaching, in which students in pairs can articulate to each other their understanding of the main ideas expressed in the text. As part of the solution to the problems faced by students when processing information, we need to take Sewlall's (2000: 170) advice that there should be "a paradigm shift in the learning philosophy from content-based to an emphasis on the acquisition of skills". In this regard, both content and ESL teachers need to train their students in the explicit use of summarizing strategies, and to plan interwoven lessons and learning activities that develop the learners' intellectual ways of dealing with different learning problems so that they can make learning quicker, easier, more effective and exciting.
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Urschel, Linda K. "A descriptive study of basic writing instruction in the Christian College Coalition." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/862274.
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This study reports information received from basic writing instructors at colleges in the Christian College Coalition, a group of 77 Christian, liberal arts colleges in the U. S. and Canada. Respondents completed a questionnaire and submitted sample syllabi and writing assignments. The study compares data from the respondents to current theories of basic writing instruction, most notably those of Andrea Lunsford and Mike Rose. It also compares the results to a similar study of all colleges by Joe Trimmer.The study found that the Christian College Coalition population was similar to the national population with regard to placement methods, textbook choice, and course goals. However, the study showed that a significant portion of basic writing courses are taught by tenure track English department faculty members. This finding represents a strength of this population as the national study showed that almost no basic writing courses were taught by tenure track faculty. In addition, the atmosphere of the small, Christian liberal arts colleges encourages low teacher/student ratios and more contact between faculty members and students in writing classes. These are areas of strength the Coalition schools should develop further.This study also reports and analyzes actual writing assignments and syllabi, some of the course materials Stephen North calls "lore." The examination of these materials shows more clearly than survey responses the types of writing students are actually doing in basic writing classes.Department of English
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Ngan, Kirsten Nadia. "English Language Teaching and Curricula in the People's Republic of China." PDXScholar, 1994. https://pdxscholar.library.pdx.edu/open_access_etds/4800.
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Since China's open-door policy of 1978, an increasing number of Western language teachers have entered the People's Republic. Numerous reports criticizing Chinese teaching methods, books, curricula, and students have been written by teachers of English, the cause of which can, in many cases, be related back to teachers' different expectations about language curricula. Dubin and Olshtain's (1986) curriculum framework was utilized in this study to examine the premises of language learning and teaching in China. A questionnaire was sent to teachers and students at seven schools in the People's Republic of China. The questionnaire included a brief needs analysis and questions related to views about language, language learning and education. Data from the 347 student respondents and 34 teacher respondents were used to discuss (i) the priorities of English language teachers and learners in China, and (ii) whether Western methodologies were suitable for use in China. The conclusions drawn from the study were, firstly, that Chinese language teachers and learners rank product over process. Linked to this was the conclusion that no one Western methodology was particularly suitable or unsuitable for use in China. Secondly, it appeared that students in China prioritize passive language skills and passive ways of learning over active language skills and active methods of learning.
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Johnson, Vanessa Jane. "A rationale for an E.A.P. programme for tertiary level social work students." Thesis, Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38626421.
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Russell, Margo K. "A Comparison of Linguistic Features in the Academic Writing of Advanced English Language Learner and English First Language University Students." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2023.
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Writing for an academic purpose is not an easy skill to master, whether for a native English speaker (L1) or an English language learner (ELL). In order to better prepare ELL students for success in mainstream content courses at the university level, more must be known about the characteristics of student writing in the local context of an intensive English program. This information can be used to inform ELL writing instructors of which linguistic features to target so that their students produce writing that sounds appropriate for the academic written register.
Two corpora of 30 research essays each were compiled, one of L1 student writing done in various departments at Portland State University, and the other of ELL writing produced in an advanced writing course in Portland State University's Intensive English Language Program. The corpora were compared for the frequencies of 13 linguistic features which had been previously found in significantly different frequencies in L1 and ELL essays (Hinkel, 2002).
The tokens of each feature in each essay were counted, and the frequency rate was calculated in each case. The results of the Mann-Whitney U test found 6 features with significantly different frequency rates between the two corpora. The following features were more frequent in L1 essays than in ELL essays: modal would, perfect aspect, passive voice, reduced adjective clause, and it-cleft. In addition, the type/token ratio was found be significantly higher in L1 essays than in ELL essays.
An analysis of how each of the significant features was used in the context of ELL and L1 essays revealed the following: Both student groups were still acquiring the appropriate use of modal would; the majority of students in both groups did not utilize it-clefts; the lower type/token ratio in ELL essays meant that these students used a more limited vocabulary than did L1 students; and ELL students were still acquiring the accurate and appropriate uses of perfect aspect, passive voice, and reduced adjective clauses, whereas L1 students used these features grammatically and for the standard uses.
To apply these findings to the ELL writing classroom, instructors should help students raise their awareness of these six features in their own academic writing by leading students in identifying grammatical and ungrammatical uses of these features and providing practice in differentiating between uses which are standard to the register of academic writing and uses which are appropriate only in conversation. Two sample activities are included to illustrate how to implement these recommendations.
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Huang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.
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Stewart, Alison. "Teaching positions : a study of identity in English language teachers in Japanese higher education." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10007476/.
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In Applied Linguistics and English Language Teaching a growing emphasis on the social aspects of language teaching and learning has shifted research inquiry away from methodology to focus instead on the specific contexts in which these activities take place. Within these contexts, a prominent role is occupied by the teacher. Teacher identity is particularly significant in language teaching, where the teacher's Relationship and attitude to the target language could have important pedagogical implications. Nevertheless theoretical frameworks for understanding teacher identity have all too often been marred by cultural stereotyping or a reluctance to admit that identity matters at all. This thesis proposes a methodology for researching teacher identity which derives from a poststructuralist conceptualisation of identity as a form of 'strategic positioning'. According to this concept, identity is never fixed but people do signal temporary affiliation with particular social categories or groups from which insights can be inferred concerning the social world that they experience and their values and beliefs about that world. An analysis of strategic positioning in the transcripts of long interviews with eight English teachers in Japanese higher education permits a richer understanding of the multiple ways in which identity and practice are intertwined. The findings support a critique of current thinking about professionalism and expertise, and offer an original challenge to a number of critical linguistic arguments associated with English as an International Language such as linguistic imperialism, intercultural spaces and post method pedagogy.
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Hergüner, Gülten. "Total quality management in English language teaching : a case study in Turkish higher education." Thesis, Aston University, 1995. http://publications.aston.ac.uk/14857/.
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The need to improve the management of language learning organizations in the light of the trend toward mass higher education and of the use of English as a world language was the starting point of this thesis. The thesis aims to assess the relevance, adequacy and the relative success of Total Quality Management (TQM) as a management philosophy. Taking this empirical evidence a TQM-oriented management project in a Turkish Higher Education context, the thesis observes the consequences of a change of organizational culture, with specific reference to teachers' attitudes towards management. Both qualitative and quantitative devices are employed to plot change and the value of these devices for identifying such is considered. The main focus of the thesis is the Soft S's (Shared Values, Style, Staff and Skills) of an organization rather than the Hard S's (System, Structure, Strategy). The thesis is not concerned with the teaching and learning processes, though the PDCA cycle (the Action Research Cycle) did play a part in the project for both teachers and the researcher involved in this study of organizational development. Both before the management project was launched, and at the end of the research period, the external measurement devices (Harrison's Culture Specification Device and Hofstede's VSM) were used to describe the culture of the Centre. During the management project, internal measurement devices were used to record the change including middle-management style change (the researcher in this case). The time period chosen for this study was between September 1991 and June 1994. During this period, each device was administered twice within a specific time period, ranging from a year to 32 months.
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Chan, Suk-ching Clarice, and 陳淑貞. "A sociocultural study of second language tasks in business English contexts: an activity theory perspective ontask processes and outcomes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45554444.
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Jung, Miso. "When English as a Second Language students meet text-responsible writing." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2906.
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This thesis follows two international freshman students in an English composition class at California State University, San Bernardino. The results indicate that the students generally experienced feeling challenged and overwhelmed about the unfamiliar topic, but detailed assignment guidelines played a key role for students to progress in understanding the assignment.
Books on the topic "English language – Study and teaching (Higher) – Botswana"
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Scottish Qualifications Authority. Higher English 2009-2013. Paisley: Hodder Gibson, 2013.
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Academic Language in Second Language Learning. Charlotte, North Carolina: Information Age Publishing, Inc., 2013.
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Zheng, Yongyan. Dynamic vocabulary development in a foreign language. Bern: Peter Lang, 2012.
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Sheena, Gardner, ed. Genres across the disciplines: Student writing in higher education. Cambridge: Cambridge University Press, 2012.
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English language, English literature: The creation of an academic discipline. London: Mansell, 1985.
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Brownlie, Faye. Reaching for higher thought: Reading, writing, thinking strategies. Edmonton: Arnold Pub., 1988.
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Barnet, Sylvan, Hugo Adam Bedau, and Cassie Childs. Rhetoric matters: Language and argument in context. 2nd ed. Boston, Mass: Bedford/St. Martin's, 2012.
Find full textBook chapters on the topic "English language – Study and teaching (Higher) – Botswana"
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Belhiah, Hassan. "English as a Global Language in Morocco: A Qualitative Study of Students’ Motivations for Studying English." In English Language Teaching in Moroccan Higher Education, 33–48. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3805-6_3.
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Klimova, Blanka. "Blended Learning as an Effective Approach to English Language Teaching at the Institutions of Higher Learning—A Case Study." In Lecture Notes in Electrical Engineering, 115–20. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-9309-3_17.
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Jiang, Yuhong. "An Overview of the Research Background of English Teachers’ Professional Development in the Context of English Language Teaching Reform and Teacher Education Reform in China." In A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China, 1–26. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-53637-7_1.
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Delk, Desmond Woodruff. "Voices of Experienced Physical Educators of English Language Learners." In Culturally Responsive Teaching and Learning in Higher Education, 280–303. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9989-0.ch013.
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The purpose of this chapter was to explore the factors that impact the teaching behaviors and goals of physical education teachers of English language learners (ELLs). Guided by the tenets of the theory of planned behavior, field notes and interviews of four PE teachers were conducted. Using qualitative methods through an interpretivist paradigm, the researcher found that these teachers 1) used an array of strategies to teach ELLs (peer helpers, demonstrations, Spanish infusion, and classroom routines) and 2) aspire to create inclusive and comprehensive learning environments for ELLs irrespective of administrative and parental engagement. The findings from this study indicate that the participants exhibit a commitment to diverse pedagogical approaches when teaching ELLs. Their limited background knowledge on teaching ELLs has forced these educators to develop unconventional practices and implement a variety of pedagogical approaches to ensure that all students learn, including ELLs.
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Aguilar-Pérez, Marta, and Elisabet Arnó-Macià. "“He's a Good Lecturer in Any Language”." In Teacher Training for English-Medium Instruction in Higher Education, 153–78. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2318-6.ch008.
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With English-medium instruction (EMI) as a growing trend worldwide, a major concern is whether teaching quality is affected in the shift from L1 to English. Taking a broad view of effective EMI teaching, which goes beyond language proficiency, this chapter analyzes two parallel lectures delivered in the L1 and in English by the same lecturer, exemplary of good teaching. Combining qualitative and quantitative methods, this study explores what makes effective EMI teaching according to stakeholders' perspectives and whether it changes from L1 to EMI. By comparing lecturer's discourse and lecturing style (personal/impersonal, interactive/monologic, formal/informal), students' satisfaction, accounts of classroom practices, and participants' views of what makes effective lecturing, this study provides a detailed view of the elements that make up effective EMI lecturing in order to derive implications for EMI training.
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Malewaneng Maja, Margaret, and Masilonyana Motseke. "Strategies Used by UNISA Student Teachers in Teaching English First Additional Language." In Higher Education - New Approaches to Globalization, Digitalization, and Accreditation [Working Title]. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.99662.
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The teaching of English to non-English speakers in historically disadvantaged areas of South Africa is a difficult task for student teachers. This study was conducted in the township schools at Ekurhuleni North District, in the Gauteng province of South Africa. The purpose of the study was to determine the extent to which students at the University of South Africa (UNISA) used interactive teaching strategies in the teaching of English as a First Additional Language (EFAL). The study also intended to highlight the support provided by UNISA lecturers to these student teachers. The study was grounded in interpretivism with self-determination theory (SDT) informing it. The study was a qualitative descriptive case study with document analysis, observations and semi-structured interviews utilised to collect data. Purposive sampling assisted in selecting six student teachers, of which three were male and three were female. The student teachers were studying in their 3rd and 4th years of the Bachelor of Education degree (B.Ed.), specialising in English. Data collected were categorised into codes and themes. The findings reveal that student teachers only used pictures, charts and flashcards as interactive teaching strategies in teaching EFAL. It was concluded that student teachers were not well-prepared in the use of interactive teaching strategies in the teaching of EFAL and were not adequately supported by the university. It is recommended that UNISA lecturers should regularly visit student teachers during their teaching practice offering support, motivation and advice.
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Horbacauskiene, Jolita, and Evelina Jaleniauskiene. "Shifting Towards English Medium Instruction in Higher Education." In Examining Content and Language Integrated Learning (CLIL) Theories and Practices, 62–78. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3266-9.ch004.
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In higher education (HE), the emerging global phenomenon of English medium instruction (EMI) has brought huge opportunities for both students and teaching staff as universities are increasing the number of English-medium programmes. A number of studies have been conducted to explore EMI policies and practices, implications for pedagogy, as well as challenges for educators and students, including learners' academic skills, learning styles, level of content knowledge, academic practices, and varying ethical standards. Some issues under analysis are considered to be the main problematic questions faced in multilingual and multicultural classrooms. As noted by Dearden, the change in the learning and teaching language may deeply affect not only students but teachers as well. The current study seeks to answer the research questions of how university teachers conceptualize EMI and what possibilities and challenges this practice offers.
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Aburezeq, Ibtehal Mahmoud, and Fawzi Fayez Ishtaiwa Dweikat. "Cloud Applications in Language Teaching." In Language Learning and Literacy, 795–817. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9618-9.ch041.
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This study examined pre-service teachers' expertise, perceptions and integration of cloud applications in teaching of Arabic and English. Questionnaires and semi-structured interviews were used as data collection methods. The findings of the study specified that pre-service teachers did not own sufficient expertise for effective integration of cloud applications. The findings also revealed that participants perceived cloud applications as a valuable tool to improve many aspects of language education. Nonetheless, participants concentrated on integrating limited features of cloud applications. While the study revealed that there was no significant difference in participants' expertise in integrating cloud applications based on the language they teach, it found that pre-service English teachers had significantly higher levels of positive perceptions and integration of cloud applications than pre-service Arabic teachers. Finally, a positive significant correlation was found between expertise, perceptions, and integration of cloud applications.
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Şihmantepe, Aydin, Murat Selçuk Solmaz, and Cihat Aşan. "Improving Maritime English Oral Communication Skills in an Online Environment." In Trends and Developments for the Future of Language Education in Higher Education, 272–92. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7226-9.ch014.
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Online education has been an option until the first half of the year 2020. After the outbreak of COVID-19, online learning has gradually become a must for education. In this period, institutions have had to transform and adopt not only their teaching approach and content, but also their technology. Maritime education and training inevitably has followed the same pattern. As English is the operational language of the sea, teaching maritime English has had its share from this transformation. This study focuses on improving maritime students' job-related communication skills in an online environment with online role-playing. The study firstly reviews general requirements and setbacks involved in online teaching and language requirements at sea. The focus of the study is on online oral communication role-playing to perform ship-based external communication. The study concludes by pinpointing minimum requirements for conducting such training, lessons learned from the sessions, as well as knowledge and experience achieved by the students.
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Drid, Touria. "A Genre-Based Study of Algerian EFL Writers' Academic Texts." In Teaching Academic Writing as a Discipline-Specific Skill in Higher Education, 175–98. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2265-3.ch008.
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To disseminate academic knowledge, scholars publish their research in the form of journal articles, whose content is sketched in an abstract with a conventional rhetorical organization. This chapter reports a study that aims to examine and assess the organization of research article abstracts in terms of move units. The move structure of 42 abstracts of English research papers written by Algerian researchers and published in one of the Algerian language journals was scrutinized. The study follows Hyland's analytic model, comprising five rhetorical moves: introduction, purpose, method, product, and conclusion. The findings of the study indicate that the writers predominantly employ the pattern introduction-purpose, with some inconsistencies in using the other moves. On the basis of identifying the existing deviations from the predictable generic arrangement of abstracts, the importance of raising genre awareness among EFL writers has been highlighted as a means to enhance the quality of published discourse.
Conference papers on the topic "English language – Study and teaching (Higher) – Botswana"
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Roza, Veni. "Combining Content and Language Study in Islamic Higher Education." In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.049.
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Wang, Shunling. "A Study of English Writing Center in Canadian Higher Education and Its Implications on College English Writing Teaching." In 2016 3rd International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2016). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-16.2017.89.
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Khalitova, Liliia, and Gulnara Gimaletdinova. "MOBILE TECHNOLOGIES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN HIGHER EDUCATION: A CASE STUDY OF USING MOBILE APPLICATION INSTAGRAM." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0395.
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Shirokikh, Anna Yurievna. "An experimental tailor-made ESP course: experience of teaching English to students of Economics." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7977.
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The purpose of the study was to find out how enhanced learner autonomy techniques can influence students' professional communication skills, subject-specific knowledge, levels of motivation in studying the language and general satisfaction from the studies. The problem under investigation is if students should be allowed to choose materials for language input and if the teacher will be able to work out an appropriate didactic approach in developing students' grammar accuracy, vocabulary range, speaking, listening and writing skills. the expermental course was designed for students of economics. Students' responsibility, the use of online resources and students' freedom in selection of teaching materials are viewed as key elements of the approach. the methodology of the course is worked out on the basis of close teacher-student interactin in and out of class. The results indicate that despite the fact that the course was time-consuming for both teachers and students, there are some positive results in respect of increased proffessional vocabulary range, levels of motivation and cognition.
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Bellés-Fortuño, Begoña, and Lucía Bellés-Calvera. "Learning Pronunciation with OERs: a practical case for Medicine students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5571.
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The aim of this study is to improve English pronunciation in the university classroom of first-year Medicine students through the use of OERs. Technologies such as Voki or LEO network are used in the practical sessions of the English for Health Sciences module. Voki platform allows learners to practise and improve their fluency and spoken skills in the target language. LEO network was also used to allow students to exercise and check their pronunciation performance with the tool ‘Learn English through dictation’. Two surveys addressed to students tried to delve into their level of English pronunciation and the importance given to this ability up to now. We aimed at knowing how much the students were exposed to pronunciation training before entering university and whether this training was presented through the use of new technologies. First-year Medicine students seemed motivated to the improvement and learning of pronunciation techniques through the use of OERs. A final questionnaire revealed that, although the teaching proposal with the use of computer tools was rewarding, not all of them seemed so fond of new technologies as expected.
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Osmonbaeva, Zhypargul, and Damira Pakhirova. "IMPACT OF PROPER QUESTIONING IN TEACHING AND LEARNING." In Proceedings of the XXVI International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25022021/7422.
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The paper attempts to share some of the experiences regarding the proper questioning and literature review on this topic. The paper is based upon the outcomes of proper questioning in teachers’ lessons and impacts of those questions on their teaching and students’ learning. Main importance is given to teacher’s role in proper questioning in teaching English. Significance of the study is questioning can be used in different types of classroom and it helps students develop thinking skills, language skills and shaped closed relation and interaction between student-to- student and student-to- teachers. Interview was used for data collection. The purpose of using interview was to listen to the views on the proper questioning which can impact on their teaching and students’ learning. Findings suggest that teachers’ often usage of different types classroom questioning which demand higher order thinking answers can be the indicative of a change in their approaches to and attitudes towards teaching and students learning.
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Johnson, Jane Helen, and Mariangela Picciuolo. "Interaction in spoken academic discourse in an EMI context: the use of questions." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11018.
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Studies on metadiscourse (Hyland 2005) have focussed on engagement as interaction. An example of engagement is asking questions (Hyland 2009: 112) and indeed the importance of questioning for content learning has been researched extensively in pedagogical studies as fundamental in co-constructing meaning (Dafouz Milne & Sanchez Garcia 2013: 130). Research in an English Mediated Instruction (EMI) context found that teachers’ usage of questions in the classroom was affected by low levels of language competence and in these cases, strategies such as questioning could easily be underused or even misused, thus affecting the teaching and learning of content (Drljaca Margic & Vodopija-Krstanovic 2018: 32). Our study examines lecturer questioning at an Italian University by triangulating face-to-face surveys of lecturers, student questionnaires, and transcribed lecture recordings. Findings have practical applications for providing targeted coaching for non-native EMI lecturers with regard to appropriate linguistic strategies to encourage interaction, and also have implications for research into linguistic strategies used within EMI.
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Sitorus, Mei Lusiana. "Non-Native English Teachers Interpretation of Rubrics Used for Assessing Students’ Writing." In International Conference on Future of Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/26307413.2020.3202.
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The benefits of rubrics as teaching learning tools have been identified specifically for performance-based assessment in language. In Indonesia, the ability to produce quality written work has become a necessity to complete higher education but it remained unclear how learning and assessment on this area were conducted. This paper focused on exploring the use of rubrics by four non-native teachers’ working for a private ESL school in Indonesia for assessing students’ writing tasks. The study investigated how the teachers’ current practice and how they approached rubrics for assessing writing by means of both closed and open-ended surveys. Additionally, an analysis of the assessed essay against the rubrics was conducted to identify interrater reliability. The results showed that the teachers had positive attitude towards rubrics, used rubrics regularly and approached rubrics in a similar fashion which was to use them as an assessment tool but not learning tool. There was an identified interrater inconsistency in the scoring results. Additionally, the teachers put a lot more focus on Grammar, Spelling and Punctuation category than on the other two categories (Function & Content, and Cohesion & Coherence). The implication of the study calls for more effective use of rubrics as teaching and learning tools by the teachers as well as the provision of teacher training which enable the teachers to do so and consequently resulting in improvement of interrater reliability. Keywords: rubrics, interpretation of rubrics, non-native teachers, English writing, writing assessment
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Burakova, Daria, Oksana Sheredekina, Maya Bernavskaya, and Elena Timokhina. "Video Sketches as a Means of Introducing Blended Learning Approach in Teaching Foreign Languages at Technical Universities." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.005.
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The topicality of the article is determined by the widespread use of blended learning approaches in higher education, especially in studying foreign languages. With the limited number of classroom hours proposed for teaching foreign languages at technical universities, it became very relevant to introduce various alternative out-of-class monitoring methods. The aim of the research is to investigate the effectiveness of introducing video sketches as the way to improve the process of foreign language studying at technical universities. The authors assume that recording video monologues could facilitate students’ speaking abilities, reduce the level of their anxiety compared to delivering monologues in class and could stimulate the effective use of classroom hours for teaching foreign languages. To prove this hypothesis the authors of the study conducted an experiment in Peter the Great St. Petersburg Polytechnic University during the autumn term of 2019-2020 academic year with the total number of 232 participants randomly chosen from 1-course students of technical specialties with different levels of English language proficiency. The possibility to record a monologue instead of delivering it face-to-face was considered as the IV (independent variable) of the experiment. Such research method as an open-close questionnaire was used afterwards to identify the students’ satisfaction with the proposed alternative as well as the analysis of the exam results at the end of the course. These results as the part of the students’ academic performance represented the DV (dependent variable) of the experiment. The obtained data showed that students of the experimental group passed their exam significantly better than the students of the control group. Thus, the present survey proved that students of the experimental group would prefer to record video sketches instead of delivering monologues face to face and that making video monologues improved their fluency and helped overcome some psychological barriers. On the basis of the research and the results obtained during the experiment, the authors conclude that the application of video monologues in the process of teaching foreign languages is highly promising.
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"Flipping Business Computing Class: An Integration of Design Thinking and Blended Implementation in the Vietnamese Educational Culture." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3973.
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Aim/Purpose: This study aims to provide a description of how flipped classroom was designed in the Business Computing (BC) course in order to adapt with the changes in the Vietnamese students’ learning needs, as well as social and technological developments that disrupt student’ behaviours and living styles. Background: The flipped classroom (FC) model is widely implemented, especially in the English language classes due to an immensely high demand in the Vietnamese market. However, there has not been any imperative published research on the impact of using FC models on higher education in Vietnam. The BC course was implemented the FC model across the Royal Melbourne Institute of Technology (RMIT) University’s campuses. The idea of using this model was to adapt with changes in social and technological developments. Methodology: A comprehensive literature related to the common pedagogy in practice in Vietnam was provided. This helped the design team of the BC course to understand the characteristics of the Vietnamese students and subsequently, offer a suitable flipped model that improves student’s engagement. A proposed method of using the design thinking (DT) approach while flipping a BC class was underlined. Contribution: The outcome of this study assists national educators in Vietnam to confidently embrace the FC concept as a model for pedagogical modernisation and advocate the real need to provide a dynamic learning environment. Findings: The initial conclusion showed that there is an existence of preparation for student’s study, especially during post-class periods. Recommendations for Practitioners: It is vital to conduct a rigorous student’s need and their learning styles before designing learning contents that matches with course learning outcomes. Recommendation for Researchers: In order to increase student’s engagement with the course content and materials, educators and designers may explore a combination of multimedia, pictures and narrative sources to enrich learning sessions while simplifying theoretical concepts. Impact on Society: Utilizing advanced technologies in teaching gives students advantages to interact and gain other skills that meet the demands of potential employers.