Relevant bibliographies by topics / English-speaking training

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'English-speaking training'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'English-speaking training.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "English-speaking training"

1

Firdaus, Nunu Mahmud. "ENGLISH LANGUAGE TRAINING FOR PAKET C LEARNING PARTICIPANTS TO IMPROVE THEIR SPEAKING ABILITY." P2M STKIP Siliwangi 5, no. 2 (2018): 114. http://dx.doi.org/10.22460/p2m.v5i2p114-116.1068.

Full text
Abstract:
The purpose of this study is to describe the process of tutoring, describe the results of learning English, and find out the effect of learning guidance on speaking skills of Paket C learning participants in PKBM (Society Learning Centre) Sukabaru. The research method used is descriptive qualitative through data triangulation. Data is collected using test techniques to obtain data about the results of English speaking skill of learning community before and after being given tutorial through trainings. The results of the study show that learning guidance influences the results of English learning in term of speaking skills. Through the training of English speaking, the participants show improvement in mastering English with indicators of mastering many English vocabularies, and being able to speak fluently. On English language training, the researcher conducts the observations on speaking English demonstration and the participants can apply speaking comprehension
APA, Harvard, Vancouver, ISO, and other styles
2

Nurhaliza, Indriyani, and Mad Sa'i. "English Speech Training As An Effort To Improve Speaking Skills In Madura State Islamic Institute Students." SANISKALA : Jurnal Pengabdian Masyarakat 2, no. 2 (2025): 39–45. https://doi.org/10.31949/jsk.v2i2.13413.

Full text
Abstract:
English speech training is one of the efforts to improve students' speaking skills. This study aims to investigate the effectiveness of English speech training in improving speaking skills among students of Madura State Islamic Institute. The research methods used are speech practice, group discussion, presentation, and test. The results showed that English speech training can significantly improve students' speaking ability. This training can also increase students' confidence and motivation in communicating using English. The main objective was to give students the opportunity to practice public speaking. By practicing, students can overcome their low self-confidence and improve their speaking skills effectively. Therefore, English speech training can be an effective strategy in improving students' speaking skills. Hopefully, this training program can be continued and expanded to reach more students, in order to create a generation that is better equipped to communicate effectively in English.
APA, Harvard, Vancouver, ISO, and other styles
3

Meteevorakij, Paveena, Piyatida T.Chaisuwan, and Kulwadee Tanwong. "Evaluating the Effectiveness of English Speaking Conversation Practice for Communication Suitable for Students using the Random Forest Technique: A Case Study of Students Enrolled in English for Communication Course at Rajamangala University of Technology." Suan Sunandha Science and Technology Journal 11, no. 1 (2024): 7–19. http://dx.doi.org/10.53848/ssstj.v11i1.609.

Full text
Abstract:
The objectives of this research are twofold: 1) to compare the effectiveness before and after using a dialogue-based English speaking skills training model for effective communication, and 2) to identify guidelines for adjusting the English speaking skills training model using the Random Forest technique suited to students enrolled in the English for communication course at Rajamangala University of Technology Tawan-ok. The methodology were 1) a dialogue-based English speaking skills assessment questionnaire, and 2) observation of English speaking behaviour for communication. The research findings indicated that the average scores before implementing the speaking skills training model were 3.11, which was considered good. After the training, the average scores increased to 4.30, indicating a significantly higher level of proficiency. The statistical test yielded a t-value of 15.871. Therefore, it could be concluded that the English speaking skills training model significantly enhanced students' English communication abilities at a significance level of .05. Regarding the guidelines for adjusting the English speaking skills training model using the Random Forest technique, the data classification results demonstrated an accuracy rate of 86.78%, a recall rate of 85.4%, and a precision rate of 83.13%. Additionally, 18 rules were identified as having significant correlations. The adjusted training model focused on various topics, including Greetings, Feelings and Emotions, Health, Asking for and Giving Directions, Weather, and University Life.
APA, Harvard, Vancouver, ISO, and other styles
4

Ari Wibowo, Taufik, and Nasrullah Nasrullah. "THE EFFECT OF PRONUNCIATION TRAINING ON ENGLISH SPEAKING SKILL AMONG ENGLISH NON-NATIVE SPEAKERS." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 13, no. 1 (2024): 92–100. https://doi.org/10.26618/exposure.v13i1.10740.

Full text
Abstract:
Speaking a foreign language requires various skills, including grammar, vocabulary, instruction, etc. In English Language Teaching, pronunciation is one of the most crucial abilities. If speakers have poor pronunciation, their words will be incomprehensible to audiences. Despite the difficulty of acquiring pronunciation, many EFL classrooms pay the least attention to pronunciation training. This study aims to evaluate the effect of pronunciation training on English speaking ability of non-non-native speakers. The method used is the Literature Review method. The results of the study show that pronunciation training has a positive effect on the English-speaking ability of non-non-native speakers. This training helps improve pronunciation, intonation, and accent in speaking English. Non-non-native speakers also experience increased confidence in speaking English after attending pronunciation training. However, the results of the study also show that factors such as difficulties in mastering vocabulary and grammar still affect the ability to speak English as a whole. Therefore, it is advisable to consider pronunciation training as part of a holistic and integrated English learning program with special attention to other aspects such as vocabulary and grammar.
APA, Harvard, Vancouver, ISO, and other styles
5

Subhan, Yan Ardian, Eka Margianti Sagimin, Kamil Falahi, Wiwit Sariasih, and Afrianti Wulandari. "MENINGKATKAN KEMAMPUAN SPEAKING MELALUI TEKNIK DRAMA DI JAMPANG ENGLISH VILLAGE BOGOR." DEDIKASI: Jurnal Pengabdian Masyarakat 2, no. 2 (2021): 224. http://dx.doi.org/10.32332/d.v2i2.2268.

Full text
Abstract:
This Community Service Activities (PKM) in Madina Zone, Jampang English Village, Jampang Bogor aims to improve students' speaking ability in English in public. This PKM uses English speaking training methods using Drama training medium by involving 30 respondents from the elementary or junior high school students who are from several elementary to junior high school students scattered in the Madina JEV Zone area. From the results of this PKM activity it was found that the English language training method with a mentoring approach, technical training in role playing and the practice of drama entitled "Red Riding Hood" had a positive impact on students' confidence and comfort in speaking English in public.
APA, Harvard, Vancouver, ISO, and other styles
6

Umisara, Elinda Umisara, Yunika Purwanti Purwanti, Irfan Fauzi Fauzi, Indra Maulana Maulana, and Muhamad Toha Toha. "Pelatihan Public Speaking Berbahasa Inggris Menggunakan Media Pop-Up untuk Remaja di Kabupaten Brebes." Jurnal Pengabdian Masyarakat - PIMAS 2, no. 1 (2023): 29–37. http://dx.doi.org/10.35960/pimas.v2i1.981.

Full text
Abstract:
The English public speaking training using pop-up media for teens in Brebes district is a program designed to improve the public speaking skills of teens. This training will use pop-up media as an engaging and interactive learning aid. The goal of this training is to provide an understanding of good public speaking techniques and to increase the confidence of teens in speaking in public. In addition, the training also give teens the opportunity to practice and apply the techniques they have learned in real-world situations. The methods used in this training are lecture, discussion, and public speaking practice. Pop-up media used as a visual aid to make the training materials more interesting and easier to understand. The training conducted for 6 sessions with a total of 11 participants, the teenager from Brebes District with various ability in English. The training conducted by experienced lecturers from various faculties as facilitator in the field of public speaking and the English language and the results of the training will be measured through oral and written evaluations before and after the training. A learning community of English language will be formed as an effort to support the sustainability of the training and develop the potential of the participants involved.
APA, Harvard, Vancouver, ISO, and other styles
7

Setiyadi, Bambang, Mahpul, Muhammad Sukirlan, and Gede Eka Putrawan. "Pelatihan Model Pembelajaran Speaking dengan Communicative Approach Bagi Guru-Guru Bahasa Inggris di Kabupaten Lampung Selatan." Jurnal Sumbangsih 2, no. 1 (2021): 82–92. http://dx.doi.org/10.23960/jsh.v2i1.35.

Full text
Abstract:
The speaking learning model with communicative approach has been widely adopted in various countries as a method of learning English because speaking learning with communicative approach proved effective to facilitate students actively involved in the learning process of English, especially speaking. The effectiveness / success of speaking learning by communicative approach as a way of English education in helping students improve speaking skills is evidenced by the discovery of some research tried in various countries where English as a foreign language. However, in Indonesia this method is still not popular and very few teachers or practitioners apply this method. Therefore, this community service activity aims to help English teachers in South Lampung Regency improve insight and knowledge about the development / creation of a speaking learning model based on communicative approach through training and workshops by presenting material development of task-based speaking teaching materials theoretically; and conduct simulations of the development of task-based speaking teaching materials. The results of the training showed that the participants of this training gained real efficacy is an increase in professionalism in order to be able to correct the quality of the English education process, especially speaking so that the dialogue skills of students in schools face an increase. Prolonged similar training in the future still really needs to be tried.
APA, Harvard, Vancouver, ISO, and other styles
8

Wang, Li-Jyu, and Hung-Fan Chang. "Improve Oral Training." International Journal of Distance Education Technologies 9, no. 3 (2011): 56–72. http://dx.doi.org/10.4018/jdet.2011070105.

Full text
Abstract:
The advantages of portfolios come from observing the student learning process and recording feedback. Students utilized their own learning portfolios to do learning assessment and self-correction. The research that has been done in Taiwan has shown that using a portfolio is effective in improving English speaking performances (ESP). The purpose of this study is to apply the portfolios to assess students’ speaking performances. The researcher administered speaking evaluation forms and the PRCA-24 as the instruments. The PRCA-24 was used to assess students’ communication apprehension and was analyzed by t-test. The major findings were summarized. The portfolios were expected to enhance students’ ESP and intended to reduce students’ communication apprehension through self-monitoring their ESP. Finally, this research can provide valuable perspectives on the use of portfolios and self-monitoring, and prompted the expansion and sustainability of English education system.
APA, Harvard, Vancouver, ISO, and other styles
9

BANKOVA, O. S. "The importance of learning English in pilot training: world practice." Higher Education of Ukraine in the Context of Integration to European Educational Space 89, (II) 1 (2022): 150–57. http://dx.doi.org/10.38014/osvita.2022.89.13.

Full text
Abstract:
The article addresses the issue of the necessary language training for future aviation professionals, together with practical training prior to flight training or initial training during flight in English-speaking countries. World practice shows a growing need for language training for pilots, air traffic controllers, etc. in areas of the world where English is not traditionally the mother tongue of the population. Important questions are what communicative skills are needed by future pilots and how ongoing research on Englishlanguage teaching methodology can help in the overall training of aviation professionals. The article presents the results of a study on the training of indigenous language-speaking professional pilots who were trained in English-speaking countries from the outset. The author gives examples from the experiences of students from countriessuch as China, USA, Greece, Brazil etc. Our research focuses on developing communication skills needed by students, To future pilots, to successfully learn in an English-speaking environment during their apprenticeship.
APA, Harvard, Vancouver, ISO, and other styles
10

Jumarni, Jumarni, Ahmad Talib, and Chairil Anwar Korompot. "The Analysis of Students’ Self-Confidence in Speaking Through English Speech Training at Pondok Pesantren Modern Rahmatul Asri Enrekang." PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE 3, no. 1 (2024): 66. http://dx.doi.org/10.26858/performance.v3i1.59580.

Full text
Abstract:
This research aims to explore the students’ self-confidence in speaking English through speech training, and to know the impacts of English speech training on students’ self-confidence. The method used in this research is a qualitative descriptive method, with interview and observation as data instruments. The subjects of this research were female students in class IX MTSS at Pondok Pesantren Modern Rahmatul Asri Enrekang, with the 10 female students as the respondents in class IX MTSS Rahmatul Asri. In this research, the researcher analyzed data by collecting, reducing, presenting data and drawing conclusions. Based on the research results, it was found that students had a good self-confidence in speaking English through English speech training, and English speech training has good impacts on students’ self-confidence development, as evidenced by the results of interview and direct observation. It can be concluded that students can train and increase their confidence in English through English speech training. Keywords: Self-confidence, Speaking, English Speech.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "English-speaking training"

1

Choe, Hohsung. "Negotiation of status of Korean nonnative-English-speaking teachers." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3183507.

Full text
Abstract:
Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2005.<br>Source: Dissertation Abstracts International, Volume: 66-08, Section: A, page: 2868. Adviser: Sharon L. Pugh. Title from dissertation home page (viewed Oct. 9, 2006).
APA, Harvard, Vancouver, ISO, and other styles
2

Murray, Sharon. "Computer technology use in English speaking secondary schools in New Brunswick Canada." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.300063.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Abunowara, Ahmed M. "Modality in English and Arabic : a study of the difficulties encountered by Arabic-speaking learners of English, using a systemic functional approach." Thesis, Cardiff University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262791.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Gray, Jeremy. "An investigation into the oral English language proficiency gain of pupils taught by native English-speaking teachers in Hong Kong secondary schools." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3944/.

Full text
Abstract:
Purpose This study examines the extent to which Native English-speaking Teachers (NETs) have an impact on the oral English language proficiency gain of pupils taught in secondary schools in Hong Kong i.e. the so-called 'NET effect'. The principal aim was to determine whether the oral proficiency gain of subjects involved in this study was greater in students taught by NET teachers than it was in students taught by local teachers. Through the examination of Time one and Time two oral assessment data, this study also sets out to investigate the nature and strength of other predictor variables for the outcome variable 'Time two oral assessment'. Through a number of different statistical modelling techniques this study also sought to establish the model that would account for or 'explain' as much variance as possible between the Time one and Time two assessment scores. Procedures A randomised, stratified sample of secondary schools that was representative of the whole population secondary students in Hong Kong who are studying English was generated. From this sample, one thousand four hundred and twenty four students from forms one, three and four were selected and an English language oral proficiency test, specifically developed for this study was administered as a pre and post test. The period of data collection was a two year period, from the beginning of the 1998-1999 academic year to the end of the 1999-2000 academic year. The oral proficiency assessment instrument was designed, and piloted by a small team of trained assessors, and a standardised procedure was established for conducting the assessments. Hong Kong NET and local teachers were trained in the procedures and use of materials and techniques required to administer the assessments in specifically dedicated language assessment workshops. The assessments were then administered by the trained group of teachers who taped all of the interviews to allow monitoring to take place and to provide a data source for a second stage interview analysis (not covered in this thesis).The resulting pre-test and post-test data was then analysed through the use of a number of statistical techniques. In the first instance, a descriptive analysis was conducted in order to satisfy the assumptions on which traditional statistical analysis is based. The data analysis then proceeded with a number of scaling processes and was finally analysed to determine whether or not any significant 'NET effect' had been detected. In addition, the analysis also considered whether any of the other variables could be considered good predictors of the final post-test score. Major Findings Analysis of data produced from the Time one and Time two oral assessments revealed a number of important findings. Students did make significant oral English language proficiency gain as measured by the specially developed instrument. This gain was significant regardless of whether the students' results were analysed by whole sample or by separate year/age group. An analysis of means revealed that on average, the mean scores of students attending EMI schools were significantly higher than those attending CMI schools indicating that the medium of instruction is potentially a strong predictor of the Time two assessment score. In the post test analysis of means, students taught by NETs performed better than those taught by 'both' [NETs and local teachers] and in general, students taught by local teachers also performed better than those taught by 'both'. There was little difference between the scores of students taught by NETs and local teachers. The banding of the schools was also found to be an important predictor variable, with the average scores of students in high band schools significantly higher than their peers in medium and low band schools. Multiple regression analysis also revealed some important findings. When the modelling was conducted on the whole sample, the medium of instruction, the school level and NET teacher were all found to be significant predictor variables although in the case of the latter, the effect was small. When modelled by separate form/age group, similar results were found with Form one and with Form three students and again the medium of instruction, the school level and NET teacher were significant predictor variables although in the case of NET teacher, the effect was again small. The findings of this thesis suggest that in terms of measuring value-added between Time one and Time two, there are indeed strong predictor variables such as medium of instruction, school level and student level. However, in trying to evaluate the contribution of NETs to students' oral English language proficiency gain over a two-year period, there is some evidence of a so-called 'NET effect' although this is rather weak, suggesting that more research is required to investigate this question more thoroughly.
APA, Harvard, Vancouver, ISO, and other styles
5

Ellis, Patricia. "Meeting the training needs of adult education practitioners : a study of adult education and training in the English-speaking Caribbean." Thesis, University of Southampton, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.255344.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Lee, Young Shik. "Introducing performance-based English writing assessment in Korea : improving the quality of judgements by non-native speaking markers." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283906.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Bumandalai, Ubambor. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing English Language Learners' Listening Skills" and "Developing English Language Learners' Speaking Skills"." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3414.

Full text
Abstract:
Today, a countless number of untrained and volunteer English as a second or foreign language teachers are working throughout the world to help meet the rising need for English teachers. Many of these volunteers have little or no training in teaching English. However, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) is a book and website that can be used as both a teacher-training program and a self-learning resource to help prepare these volunteer teachers. The idea for this program started with Dr. Lynn Henrichsen, who later invited a team of graduate students at Brigham Young University to work with him. This report documents the developmental process of two BTRTESOL units, namely, Unit 6A, "Developing English Language Learners' Listening Skills" and Unit 6B, "Developing English Language Learners' Speaking Skills." Both of these BTRTESOL units were designed to, first, familiarize novice and volunteer teachers with what it takes to listen and speak in a second language so that these teachers can identify the needs of their students successfully and plan and teach effectively. In addition, Unit 6A identifies several factors that make the second language listening process challenging. Unit 6B, on the other hand, describes four important characteristics of successful speaking activities. Finally, some of the most commonly used listening and speaking activities are recommended for novice and volunteer teachers to use with all levels of students. Additional resources, both print and electronic, are included at the end of each unit to help users learn more about each subject area and get additional teaching ideas.
APA, Harvard, Vancouver, ISO, and other styles
8

Bechtold, Karina Celeste. "Primary Care Provider Knowledge and Interest in Medical Interpretation Training for Bilingual Spanish-Speaking Staff." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612825.

Full text
Abstract:
The population of Hispanic limited-English proficient (LEP) people in the U.S. is growing at a staggering rate. Soon a quarter of the population will be Hispanic, with many of them being LEP. High-quality patient-provider communication is vital to cost-effective healthcare that could improve patient health outcomes. There are not enough Spanish-speaking healthcare providers to serve this growing population. Diversifying the profession is one answer, but will take many years. Professional interpreter services have been proven to be helpful in reducing this language discordance, but they are grossly underused due to barriers such as availability, cost, and quality. These barriers disproportionally affect smaller health clinics, so they instead often rely on the use of bilingual staff members and a patient's bilingual family members for interpretation. This practice diminishes the confidentiality of the visit and can lead to interpretation errors that can negatively impact health outcomes and increase healthcare cost. The possibility of applying formal medical interpreter training (MIT) to qualified bilingual staff members could be a solution to make high-quality interpretation services more readily available to the smaller healthcare clinic. An electronic survey was sent out to Nurse Practitioners through the Coalition of Arizona Nurses in Advance Practice listserv that explored their current interpretation use and their general knowledge and interest in applying MIT to their practice. Of the 29 surveyed, 24% of them spoke Spanish and only 7% "always" used interpretation services to provide care to LEP patients. Bilingual staff members and patients' bilingual family members were often the preferred and most utilized method of interpretation, which seemingly was connected to its ready availability. Although almost all of the providers believed that MIT would improve the interpretive skills of their bilingual staff members, only 62% thought the training would be applicable to their practice, with only 38% believing time and cost would be worth the benefit. Further research is needed to help determine if the cost of MIT implementation actually results in improved interpretation skills and if this benefits the practice and the LEP patient.
APA, Harvard, Vancouver, ISO, and other styles
9

Vo, Phuong Vi. "A Comparison of Picture to Word Training and Word to Word Training on Native English Speaking College Students’ Acquisition of Italian Vocabulary." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc407810/.

Full text
Abstract:
The current study assessed the effects of two teaching stimulus presentations, i.e. picture to word and word to word, used to teach second language vocabulary to college students. It also evaluated the emergence of untaught relations when picture to word and word to word were used separately as a teaching strategy. The findings showed picture to word training resulted in more untaught relations. Several aspects such time allotted for online quizzes, experimental and teaching arrangements and vocabulary complexity were suggested for future research.
APA, Harvard, Vancouver, ISO, and other styles
10

Rabi, Sally A. "A professional development scheme for non-native speaking teachers of English from the Arab world : an action research study." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/44680/.

Full text
Abstract:
Following an action research framework, my research investigates professional development for English Language teachers in the Arab World, who are non-native speakers of English themselves. The thesis has five chapters: Literature Review, Critical Contexts, Methodology of the Study, Data Analysis and Presentation, and finally the Discussion and Findings of the research. The Literature Review covers works relevant to the area of the study in relation to existing teacher practices, teacher effectiveness and current professional development opportunities. The second chapter presents some critical contexts of the study; the researcher's personal and professional contexts, and the research sites. These provide accounts of the researcher's background as an English language teacher, trainer and researcher. This section clarifies the need for focused research in the area of professional development of English language teachers. The next section provides an overview of the United Arab Emirates, teaching population and study sample. After reviewing a range of educational research methodologies, the Methodology of the Study explains why Action Research was found to be the most appropriate framework for the project, and most particularly the Deakin participatory action research approach. Characteristics of the research population and study sample are then discussed. Thereafter, the data collection instruments (needs assessment questionnaires, interviews, observation checklists, discussions, feedback forms and documents) are discussed in relation to their role and purposes in the study. The chapter concludes by outlining the research phases, intervention strategy and the ethical dimensions of the study, particularly in relation to researcher identity and power relations. The Data Analysis and Presentation chapter focuses on summarising the data and identifying the general themes and clusters to be addressed by the interventions. The thesis concludes with the Discussion and Findings of the research. This final chapter covers the design and operation of the first and second interventions. It also aims to evaluate the effectiveness of the action research framework. This is followed by the research statement and discussion of the main findings, particularly how the findings of the research have affected the decision making policy in the professional development of teachers working for the UAE Ministry of Education. The findings of the research section also provides recommendations for policy and practice.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "English-speaking training"

1

Ying, Jin, Norris Dwayne, and United States. Employment and Training Administration, eds. Survival literacy training for non-native-English-speaking workers. U.S. Dept. of Labor, Employment and Training Administration, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

1953-, O'Donoghue T. A., and Whitehead C, eds. Teacher education in the English-speaking world: Past, present, and future. Information Age Pub., 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Mitchell, Robyn. The non-English speaking-background learner in TAFE: A training handbook. Published by Adelaide College of TAFE for the Department of Technical and Further Education, South Australia, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ann, Cook. American accent training: A guide to speaking and pronouncing colloquial American English. Barron's, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Richardson, Arthur G. Study of teacher training processes at universities and pedagogic institutions in the English speaking Caribbean. International Institute for Higher Education in Latin America and the Caribbean, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Jamrozik, Adam. Immigrants and occupational welfare: Industry restructuring and its effects on the occupational welfare of immigrants from non-English speaking countries. Published for the Office of Multicultural Affairs, Dept. of the Prime Minister and Cabinet by the Centre of Multicultural Studies, University of Wollongong, Australia, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

FAO/CIRDAFRICA Roundtable on Strategies for Agricultural Education and Training in English Speaking African Countries (1992 Arusha, Tanzania). A report on FAO/CIRDAFRICA Roundtable on Strategies for Agricultural Education and Training in English Speaking African Countries: Held on 19th-23rd October, 1992, Arusha, Tanzania. Food and Agriculture Organization of the United Nations, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Training Workshop on Census Cartography for English-speaking East and Southern African Countries (1989 Nairobi, Kenya). Training Workshop on Census Cartography for English-speaking East and Southern African Countries: Background documents : Nairobi, 8-19 May 1989. United Nations, Economic Commission for Africa, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Food and Agriculture Organization. Regional Officefor Latin America and the Caribbean. and Workshop on Artisanal Fisheries Training in the English-speaking Caribbean Countries and Suriname (1983 : Port-of-Spain), eds. Annex to the report of the Workshop on Artisanal Fisheries Training in the English-speaking Caribbean Countries and Suriname: National reports and selected documents. Food and Agriculture Organization, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Port-of-Spain), Workshop on Artisanal Fisheries Training in the English-Speaking Caribbean Countries and Suriname (1983. Report [on the] Workshopon Artisanal Fisheries Training in the English-Speaking Caribbean Countries and Suriname, Port-of-Spain, Trinidad and Tobago, 7-11 November 1983. Food and Agriculture Organization, 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "English-speaking training"

1

Brooker, Jennifer. "Current Issues in Youth Work Training in the Major English-Speaking Countries." In ‘Cadjan – Kiduhu’. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-767-4_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Grasz, Sabine. "Finnish, the Most Difficult Language to Learn? Four German-Speaking Migrants’ Ways of Getting Access to the Finnish Language in the North of Finland." In Arctic Encounters. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-42979-8_6.

Full text
Abstract:
AbstractThis chapter explores the experiences and views on getting access to the Finnish language of four German-speaking migrants living in northern Finland, two of them in internationally orientated university towns and two in small villages. All informants consider learning Finnish as difficult but important because it offers access to the labour market and a sense of belonging. Age, time of migration, occupation, and place of residence have a strong impact in this process, for example, on the availability of formal language training and the status of English. While English still plays a minor role among elderly people in rural areas, it is the main means of communication for the younger migrants in the university towns. However, attitudes towards the dominance of English are ambivalent. English is empowering by giving one easier access to initial life in Finland, but at the same time it prevents one from gaining faster access to the Finnish language.
APA, Harvard, Vancouver, ISO, and other styles
3

Jones, Paul R. "The Training in Germany of English-Speaking Chemists in the Nineteenth Century and its Profound Influence in America and Britain." In World Views and Scientific Discipline Formation. Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3164-3_27.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Bryfonski, Lara. "Training Native and Non-native English-Speaking Teachers." In Research on Teaching and Learning English in Under-Resourced Contexts. Routledge, 2021. http://dx.doi.org/10.4324/9781003057284-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Pham, Huyen Thi Thanh, and Tham M. Duong. "The Application of Flipgrid in an EFL Classroom." In Addressing Issues of Learner Diversity in English Language Education. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-2623-7.ch010.

Full text
Abstract:
This chapter aims to investigate non-English majors' attitudes toward the Flipgrid application as an English-speaking learning tool. This study employed a mixed-methods approach, involving the participation of 59 EFL students from a university in Ho Chi Minh City. The instrument utilized in this study was a mixed questionnaire including closed-ended followed by open-ended items. The findings revealed that a significant number of participants held positive attitudes toward the Flipgrid application. Specifically, the majority of users found it easy to use, requiring only one training session to become proficient. The learners perceived Flipgrid as a useful tool for enhancing their confidence in speaking English. Flipgrid allowed the students to assess and reflect on their speaking projects, which can improve self-reflection. As a result, most of the students expressed their intention to utilize Flipgrid as a means to enhance their English-speaking skills in their future courses.
APA, Harvard, Vancouver, ISO, and other styles
6

Aksiutina, Tatyana, and Oksana Vovkodav. "NATIVE ENGLISH-SPEAKING TEACHERS AND NON-NATIVE INSTRUCTORS IN TRAINING EFL IN UKRAINE: STUDENTS’ PERCEPTIONS." In Factors of cross- and intercultural communication in the higher educational process of Ukraine. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-051-3-1.

Full text
Abstract:
With the mushrooming use of English and number of non-native speakers, the issue of teaching English in non-English contexts has been brought to the fore in discussions and empirical research. The question, who makes better language teachers of English, has received considerable attention in the literature on native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). The current study examines the contributions of native and non-native teachers to an English Language Teaching (ELT) program in Ukraine. It contends that, in spite of a recent upsurge in writing on non-native English-speaking teachers (NNESTs) in the global discourse of English language teaching (ELT), the experiences of NNESTSs working within their own state educational systems remain seriously under-investigated. The purpose of the study is to explore the general perceptions of university students of NESTs and NNESTs in Ukraine. It also aims to find out with whom Ukrainian university students believe they learn more: with native or with non-native EFL teachers. This paper reports on the results of the study conducted at Oles Honchar National University with 158 undergraduate students majoring in German, French, Ukrainian Philology as well as International Relations to assess 2 male native English-speaking (NEST) and 10 non-native English teachers. A self-developed anonymous questionnaire is applied to seek their views about NESTs and NNESTs on rating scales relating to language skills, grammar, vocabulary, pronunciation, learning strategies, culture and civilization, attitudes and assessment. The study also views how these teachers are able to teach certain language skills and areas. Descriptive statistics were run for data analyses. It has been found out that the participants of this study have exhibited positive attitudes towards their NETs and NNETs. Though the results have shown an overall preference for NETs but it seems that the respondents also believe that NNETs effectively contribute by virtue of their own experiences as English language learners and their experience as teachers. It may be concluded that Ukrainian EFL learners represented by the participants of this survey believe that NETs are more successful in creating richer classroom environment, teaching/assessing speaking skills, listening skills, vocabulary and reading skills better. The findings reveal that NNETs use innovative strategies and explain lessons more clearly to make their students learn better. By virtue of their personal experiences as language learners themselves, they have been perceived to understand their students’ styles and language difficulties in a better manner that facilitate learning process. Therefore, it may be concluded that each group of teachers has been perceived to have their own particular strengths and weaknesses.
APA, Harvard, Vancouver, ISO, and other styles
7

Johnston, Andrew. "English Language Development for Non-Native Pre-Service Teachers." In Facilitating In-Service Teacher Training for Professional Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1747-4.ch009.

Full text
Abstract:
This chapter is describing a plan for a mentor teacher assisting pre-service teachers during their practicum using English in an Emirati national school. The plan consists of 20 lessons that covers speaking, reading, listening, and writing to Kindergarten to primary school age students (3 – 12 years old). As an educator, the author is constantly looking for ways to enhance student's communicative abilities, especially non-native speakers of English. There is a constant need to provide scaffolding and learning situations to make sure pre-service education students feel comfortable using English language in a classroom setting. This chapter will give background information for people who want to do research into incorrect language usage and its effect on students in the classroom. It also describes an outline for a course to develop language proficiency and confidence to use communicative language in a classroom setting.
APA, Harvard, Vancouver, ISO, and other styles
8

Tsubota, Yasushi, Tsutomu Inagaki, Takayuki Nozawa, and Yasushige Ishikawa. "A Pre-Telecollaboration Training Course for Japanese EFL Learners." In Telecollaboration Applications in Foreign Language Classrooms. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-7080-0.ch002.

Full text
Abstract:
This chapter aims to explore the effectiveness of a newly designed pre-telecollaboration training course in helping Japanese EFL learners improve their speaking skills and enhancing their learner agency. A pre-telecollaboration training framework was constructed and implemented using an original audience design to increase effectiveness. As the course progressed, the number and type of audiences were expanded. To effectively integrate the framework into the course, a reflection activity was conducted. The analyses of scores on the versant speaking test and the results of questionnaires using the foreign language classroom anxiety, willingness to communicate, and shyness scales revealed that students' speaking skills in English improved, their foreign language anxiety was alleviated, and their willingness to communicate improved. Furthermore, monitoring results of the students by the teacher in charge indicated that their attitude toward participating in the course became more positive than before.
APA, Harvard, Vancouver, ISO, and other styles
9

Stojanovic, Maja, and Petra A. Robinson. "Non-Native English-Speaking Students' Perspectives of Culture, Language, and Academic Success." In Handbook of Research on Diversity and Social Justice in Higher Education. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5268-1.ch011.

Full text
Abstract:
The chapter examines how non-native English-speaking graduate students perceive academic success and possible linguistic and cultural challenges in graduate schools in the United States. Data were collected from six in-depth individual face-to-face interviews specifically to understand the complexities and nuances in the perceptions of non-native English-speaking graduate students related to their academic success and possible challenges they face that may be caused by the lack of native-like language proficiency. Students' perceptions revealed the importance of cultural and language training for key stakeholders. Graduate schools as well as those teaching multicultural classes, among other stakeholders, should utilize this information to help modify English language programs and curricula for current and new students.
APA, Harvard, Vancouver, ISO, and other styles
10

Nenarokova, Maria R. "The “Winter Morning” by Alexander Pushkin: the Tradition of English Translation." In Translation, Interpretation, Commentary in the Eastern and Western Literature. A.M. Gorky Institute of World Literature of the Russian Academy of Sciences, 2023. http://dx.doi.org/10.22455/978-5-9208-0710-6-209-244.

Full text
Abstract:
The article focuses on the problem of reception of translations of Russian classical poetry in the English-speaking culture. The object of study is the poem “The Winter Morning” by A.S. Pushkin, translated into English from 1888 to 2016. The subject of study was the particularities of conveying the content of Pushkin’s poem in English translations. The material for the research was twelve translations of Pushkin’s poem “The Winter Morning”, made by both English and Russian native speakers. The main objective of the research is to determine, with the help of the close reading method, what difficulties translators of Russian poetry may face while translating the poem in question. The study showed that translation of culturally specific vocabulary may become a problem for translators, since some of the realia are typical of Russian everyday life. Sometimes translators introduce into their texts the realia that are lacking in the original. The “key words” of Russian culture are almost impossible to translate due to the differences in the cultural codes of Russia and the English-speaking world. Due to the abundance and variety of texts, close reading of Pushkin’s translations can serve as an excellent training for translators.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "English-speaking training"

1

Lestiono, Riski, and Rina Wahyu Setyaningrum. "Developing Immersive Virtual Reality Space for Public Speaking Training: English Debate Room in Spatial Platform." In 2025 19th International Conference on Ubiquitous Information Management and Communication (IMCOM). IEEE, 2025. https://doi.org/10.1109/imcom64595.2025.10857513.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Zhang, Dan. "Construction of Immersive English Listening and Speaking Training Platform in Virtual Reality Environment and Its Effect Evaluation System." In 2025 IEEE International Conference on Electronics, Energy Systems and Power Engineering (EESPE). IEEE, 2025. https://doi.org/10.1109/eespe63401.2025.10987535.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Chang, Jen-Chia, and Tzu-Ning Yu. "THE EFFECT OF SHADOWING TRAINING ON LEARNERS' MOTIVATION TO LEARN ENGLISH SPEAKING SKILLS: A FOCUS ON INTRINSIC, ATTAINMENT, AND UTILITY VALUES IN BEGINNER-LEVEL WORKPLACE ENGLISH COURSES AT A UNIVERSITY IN NORTHERN TAIWAN." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.0804.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Qin, Yi, and Guonian Wang. "A computer-aided Chinese pronunciation training program for English-speaking learners." In 2014 International Conference on Asian Language Processing (IALP). IEEE, 2014. http://dx.doi.org/10.1109/ialp.2014.6973499.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Li, Jingning. "Stepwise Intensive Training Method of Listening and Speaking in Business English." In International Conference on Information System and Management Engineering. SCITEPRESS - Science and and Technology Publications, 2016. http://dx.doi.org/10.5220/0006446301700173.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Xianmei, Wei, and Han Kun. "The strategy of training the students autonomous study in English speaking." In 2011 IEEE 3rd International Conference on Communication Software and Networks (ICCSN). IEEE, 2011. http://dx.doi.org/10.1109/iccsn.2011.6013705.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ghoji, Patime, Aysigul Abduwali, and Maysigul Husiyin. "Design of English Speaking Training System Based on Human-Computer Interaction." In 2023 International Conference on Computer Science and Automation Technology (CSAT). IEEE, 2023. http://dx.doi.org/10.1109/csat61646.2023.00071.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Han Ho, Fiona Sze, Nick Wong, Angie Wing Chi Li, and Lo Lau. "Enhancing Language Self-Efficacy of EFL University Students through Experiential Learning: A Study of the Learning League Project." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16219.

Full text
Abstract:
The Learning League project aims to study the improvement of language self-efficacy among English as a foreign language (EFL) university students after delivery English language classes to secondary school students in Hong Kong in a 12-week programme. The project adopts a blended learning approach, utilizing the learning-by-teaching pedagogy and gamification to enhance students' motivation and English speaking skills. 13 university students were recruited as students tutors. They received teaching training before teaching English to 63 secondary students. Weekly tasks and selected materials about English speaking skills related to their weekly class were given to the student tutors to complete and read before they teach. The language self-efficacy of university students were measured using language self-efficacy scale (Wong, 2005). The programme evaluation showed positive results for the university students’ English speaking skills and language self-efficacy.
APA, Harvard, Vancouver, ISO, and other styles
9

Wei, Jianwei, and Sijie Fan. "The Role of Teaching Software on Listening and Speaking Skills from the Perspective of English Public Speaking Training." In Proceedings of the 3rd International Conference on New Media Development and Modernized Education, NMDME 2023, October 13–15, 2023, Xi’an, China. EAI, 2024. http://dx.doi.org/10.4108/eai.13-10-2023.2341336.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Vicente, Romero de Ávila Serrano, Sarai Diaz García, Laura Asensio Sánchez, et al. "Developing speaking competences in technical English for Spanish civil engineering students." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5564.

Full text
Abstract:
Traditionally, Spanish schools of civil engineering provide their students a class on “Technical English” in order to develop their language skills. However, this class does not cover all the skills that the student would need in the labor market and mainly focuses in the reading and writing skills, and in a lower degree in the speaking and listening ones. This paper proposes a series of innovative and informal training activities (cine-forum on technical civil engineering topics and role playing on real professional situations) that allow Spanish civil engineering students to develop English skills that can rarely be worked in the classroom (i.e. speaking, negotiating and conversing), encouraging debate, participation, and fostering their self-confidence to speak about technical-English topics in public. Although the students’ level of English is much lower than expected, they all agree on the importance of technical English for their future career. The results also show the students’ lack in skills that are difficult to train in regular classes (speaking and talking). Consequently, this situation would require to provide complementary activities like the ones suggested in this project in order to develop these skills and increase the students’ demand for engineering classes taught in English.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "English-speaking training"

1

Pitman, Tim, Paul Koshy, Daniel Edwards, Liang-Cheng Zhang, and Julie McMillan. Australian Higher Education Equity Ranking Project: Final Report. Australian Council for Educational Research, 2019. http://dx.doi.org/10.37517/978-1-74286-666-6.

Full text
Abstract:
This report details the findings of a feasibility study for the Department of Education and Training (DET) into the development of a higher education student equity ranking index. The purpose of study was to determine whether it was possible to measure higher education equity performance at the institutional level and convey each institution’s relative performance through an ‘equity rank’. The ranking was to be based on institutional performance in regard to equity-group students, including students from low socio-economic backgrounds; students from regional/remote areas of Australia; Indigenous students; students with disability; and students from non-English speaking backgrounds.
APA, Harvard, Vancouver, ISO, and other styles
2

DiGrande, Laura, Sue Pedrazzani, Elizabeth Kinyara, et al. Field Interviewer– Administered Dietary Recalls in Participants’ Homes: A Feasibility Study Using the US Department of Agriculture’s Automated Multiple-Pass Method. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.mr.0045.2105.

Full text
Abstract:
Objective: The purpose of this study was to assess the feasibility of administering the Automated Multiple-Pass Method (AMPM), a widely used tool for collecting 24-hour dietary recalls, in participants’ homes by field interviewers. Design: The design included computer-assisted personal interviews led by either a nutritionist (standard) or field interviewer. Portion estimators tested were a set of three-dimensional food models (standard), a two-dimensional food model booklet, or a tablet with digital images rendered via augmented reality. Setting: Residences in central North Carolina. Participants: English-speaking adults. Pregnant women and individuals who were fasting were excluded. Results: Among 133 interviews, most took place in living rooms (52%) or kitchens (22%). Mean interview time was 40 minutes (range 13–90), with no difference by interviewer type or portion estimator, although timing for nutritionist-led interviews declined significantly over the study period. Forty-five percent of participants referenced items from their homes to facilitate recall and portion estimation. Data entry and post-interview coding was evaluated and determined to be consistent with requirements for the National Health and Nutrition Examination Survey. Values for the number of food items consumed, food groups, energy intake (average of 3,011 kcal for men and 2,105 kcal for women), and key nutrients were determined to be plausible and within reasonably expected ranges regardless of interviewer type or portion estimator used. Conclusions: AMPM dietary recall interviews conducted in the home are feasible and may be preferable to clinical administration because of comfort and the opportunity for participants to access home items for recall. AMPMs administered by field interviewers using the food model booklet produced credible nutrition data that was comparable to AMPMs administered by nutritionists. Training field interviewers in dietary recall and conducting home interviews may be sensible choices for nutrition studies when response rates and cost are concerns.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'English-speaking training' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography