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Journal articles on the topic 'English taught programme'
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1
Esgaiar, Ebtesam, and Scott Foster. "Implementation of CIPP Model for Quality Evaluation at Zawia University." International Journal of Applied Linguistics and English Literature 8, no. 5 (2019): 106. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.5p.106.
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The limited English language skills among Libyan learners threatens their ability to interact with the international environment. Therefore, improvement in the provision of foreign language programmes is imperative, and can be carried out using different methods such as evaluation to critically examine a programme in order to improve its effectiveness. This study aims to evaluate the current English language teaching (ELT) provision provided by the English department in the faculties of education at Zawia University in Libya. It seeks to establish whether the current English language programme has ever been validated or updated. Moreover, this study will design a framework that will enhance the quality of the English language provision at Zawia University by indicating the strengths and weaknesses of the current English language programme. This study employed both quantitative and qualitative methods to collect the data, which were gathered through a questionnaire and semi-structured interviews. The evaluation of the current English as a foreign language programme at Zawia University revealed a number of inadequacies in terms of programme delivery, teaching resources, the balance of language skills taught and students work assessment.
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Islam, Raudhatul, and Daniel Birchok. "The perspective of ESP teaching: a study of english subject for undergraduate nursing students at Hafshawaty University." Interling : International Journal of English Language Teaching, Literature and Linguistics 2, no. 1 (2024): 32–36. http://dx.doi.org/10.55210/interling.v2i1.1781.
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This study aimed to determine the perspective of ESP teaching on undergraduate nursing students at Hafshawaty University, Probolinggo, East Java. This research used qualitative methods, data were collected through questionnaires, interviews and documentation. The subjects of this study were seven undergraduate nursing students at Hafshawaty University (i.e. m1, m2, m3, m4, m5, m6 and m7) who were asked to fill in questions related to ESP teaching in their programmes and one English lecturer to be interviewed in this research. These undergraduate nursing students were selected because they were eager to learn English related to their programme and lecturer who are selected based on their expertise. The results showed that the material taught was beyond their ability level and could not be easily understood, but with the group work system, the material taught by the lecturer made the undergraduate nursing students understand it and were enthusiastic about learning English in the ESP class.
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Cortés de los Ríos, María Enriqueta, and María del Mar Sánchez Pérez. "Developing Business English Students’ Metaphorical Competence in Foreign Language Learning Higher Education Contexts." ES Review. Spanish Journal of English Studies, no. 38 (December 19, 2017): 113. http://dx.doi.org/10.24197/ersjes.38.2017.113-138.
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This article is aimed at showing the ways in which Business English teachers may be able to facilitate the use of metaphor for their students since it is a part of the lexicon which causes them the most difficulties. The inclusion of the study of metaphors in a specific English language programme can provide students with a useful tool to interpret vocabulary, improve reading skills and understand different cultural backgrounds. Our aim is to put forward a didactic proposal to be used in English for Specific Purposes (ESP) programmes at a Master’s course currently taught at the University of Almería, Spain, in order to develop students’ metaphorical competence within the foreign language learning process.
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Arunasalam, Nirmala Devi. "Malaysian nurses’ views: Local versus Transnational Higher Education." BORDER CROSSING 6, no. 1 (2017): 188–205. http://dx.doi.org/10.33182/bc.v7i1.485.
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This paper reports the findings of a study undertaken with Malaysian nurses who studied for a locally provided part-time post-registration top-up Nursing Degree versus those who studied on a Transnational Higher Education (TNHE) programme. Both types of programmes are bridging courses that allow registered nurses to upgrade their Diploma qualifications to Degree level. What is not sufficiently explored in available literature is nurses’ rationales for choosing a local programme over TNHE programme. Using hermeneutic phenomenology, six Malaysian nurses (chosen by snowball sampling method) were interviewed, in English and Bahasa Malaysia (Malaysian language). Thematic analysis was used to analyse data. The structure of the course and taught theory influenced the nurses’ choice to study on a local programme: the deciding factor was the practice component that ensured a theory-practice connection. The findings principally provide insights to TNHE providers and may guide them to enhance their teaching delivery, support and courses.
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Beatrice Kahboh Lebsia Titanji, Lima. "Stakeholders’ Perceptions of ‘Use of English’ Programme at the University of Buea, Cameroon." International Journal of English Language Education 3, no. 2 (2015): 90. http://dx.doi.org/10.5296/ijele.v3i2.8043.
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<p>The ‘Use of English’ (UoE) or ‘English Composition’ is a freshman course taught in many universities around the world. In Cameroon, an officially bilingual (French/English) country, UoE is taught at the University of Buea, one of two English–Speaking Universities as a compulsory course for all students, irrespective of their major. The present investigation was undertaken to assess stakeholders’ perceptions of the relevance of this course, as well as to determine its strengths and weaknesses in view of future improvements.</p><p>To accomplish these objectives, structured questionnaires were applied to 500 students who had taken the course. Focused interviews were also conducted with the Coordinators and teachers of the course. Finally to validate the responses, pre- and post-diagnostic tests were conducted with a cohort of 200 students taking the course, marked and their performances compared.</p><p>The questionnaire survey indicated considerable stakeholders’ positive appreciation of the course while identifying weaknesses such as insufficient availability of course materials, inadequate pre-course preparation and inadequate emphasis placed on grammar during course delivery. Analysis of the results supported the positive impact of the UoE. We concluded that the UoE course is a necessary requirement that needs to be improved upon and applied in similar learning environments.</p>
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Sadiq, Assist Prof Dr Baan Jafar. "The Effect of Vocabulary and Dictation ESP programme on Iraqi Students’ Achievement at College of Physical Education for Women." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 220, no. 1 (2017): 25–42. http://dx.doi.org/10.36473/ujhss.v220i1.467.
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The research is an attempt to investigate experimentally the effect of vocabulary and dictation ESP programme on Iraqi students’ achievement at College of Physical Education for Women. The learners have to know what a word means and what it look like. These are obvious aspects in teaching foreign language and teachers need to make sure that both these aspects are accurately learned.
 The sample of the present research is (46) students of first year stage, College of Physical Education for Women, University of Baghdad. At the academic year 2012- 2013.
 It is hypothesized that there are no significant differences between the experimental group taught ESP by vocabulary and dictation programme (Sadiq ,2012) and control group taught ESP with traditional English Course (Sadiq, 2010) in pre and post tests.
 To fulfill the aim of the research an experiments has been designed with two groups of students chosen randomly. Both groups were matched in the subjects’ achievement in English for previous academic year (2011-2012). Both groups have tested in pre and post tests. The experiment lasted nine weeks.
 After analyzing the results statistically, it has been found that there are significant differences between the two groups in pre- test as well as post test. This indicates that using the vocabulary and dictation programme is more effective in teaching these two skills. Accordingly, the null hypotheses have been rejected.
 Finally, English teachers at College of Physical Education are recommended to use the programme to improve the students’ achievement in vocabulary and dictation skills.
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Bilová, Štĕpánka. "English for International Trade Law." Studies in Logic, Grammar and Rhetoric 38, no. 1 (2014): 27–41. http://dx.doi.org/10.2478/slgr-2014-0030.
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Abstract The Faculty of Law at Masaryk University in Brno, the Czech Re- public, offers several fields of studies, one of them being the three-year Bachelor’s degree programme of International Trade Law. This programme includes two semesters of English for specific purposes which the students take in their first year of studies. However, as the programme is offered as a part time study, there are only 10 lessons of English taught within two days per semester. Preparing a course which would develop the students’ language abilities and skills in the international trade law environment appears to be rather challenging under such conditions. In the paper I would like to share the ideas and experience from re- designing the syllabus for this course of English for international trade law. I describe the process from the original syllabus to a new one in which the teaching situation and students’ needs are taken into account. The course in- tends to include both product and process oriented goals and helps to improve general professional needs. In order to cover the field specific vocabulary, language practice and soft skills development within the above mentioned limited time frame, the students need to work both before and after the classes. The course is going to be piloted this year and we expect further modifications after its evaluation.
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Parasurama, Kothakota. "Towards Need based Teacher Development Programme." International Journal of Research in Engineering, Science and Management 3, no. 10 (2020): 141–42. http://dx.doi.org/10.47607/ijresm.2020.353.
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English Language has been taught as a second language in a multilingual situation in India where a three language formula is in practice as language policy of the country. The other two languages are the regional language and Hindi the assumed national language. English language teaching begins at different levels in the different states of India. In states like Andhra Pradesh it begins from class1. To develop proficient users of this language has been the ultimate objective of teaching it at the school and collegiate levels. To develop the same, the need of the hour as it has been is the development of a cadre of facilitators of language learning whose abilities need to be of a high order and are equipped with a set of core and soft skills and with craft knowledge required for an effective transaction of the prescribed content and thus realize the desired curricular objectives. Besides, the teacher of English in the changing scenario has to be a willing co participant in the language learning process. In this background this paper attempts to identify those skills required of the practicing teacher and the need for having an alternative need based curriculum at the teacher training programme levels with special reference to in service teacher training programmes.
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Li, Ying, and Gouzhi Zhang. "Native or Non-native-speaking Teaching for L2 Pronunciation Teaching?—An Investigation on Their Teaching Effect and Students’ Preferences." English Language Teaching 9, no. 12 (2016): 89. http://dx.doi.org/10.5539/elt.v9n12p89.
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<p>This study investigated L2 leaners’ preferences between native-speaking teachers (NST) and non-native-speaking teachers (NNST) as their English pronunciation teacher, and examined the participants’ accentedness and comprehensibility in L2-English pronunciation after being taught by a NST and a NNST. The participants were 30 undergraduates who were doing non-English majors at a university in China. They went through 4-month English pronunciation classes. In the first 2 months, they were taught by a NST. From the 3rd to the 4th month, they were taught by a NNST. Their accentedness and comprehensibility of spoken English were tested at the beginning of the programme (pre-test), at the end of the 2nd month (middle test), and at the end of the 4th month (post-test). Information on their evaluation of the NST and NNST as a pronunciation teacher was collected with questionnaires at the end of the experiment. According to the results, (1) compared with that in pre-test, the participants’ accentedness and comprehensibility both improved slightly in middle test; (2) compared with that in middle test, the participants received significant improvement both in comprehensibility and accentedness; (3) the majority of the participants prefer a NST to a NNST to be their English pronunciation teacher.</p>
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KAYA, Sibel, and Doğan YÜKSEL. "Teacher Mindset and Grit: How do They Change by Teacher Training, Gender, and Subject Taught?" Participatory Educational Research 9, no. 6 (2022): 418–35. http://dx.doi.org/10.17275/per.22.146.9.6.
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This study explored the interplay between teacher mindsets and grit levels of Turkish pre-service teachers taking their year of study into account (i.e., first-year vs the fourth year), gender, and the subject taught in a Turkish higher education setting. Student teachers from various programmes at a public university in Turkey participated in the study (N = 321). The participants completed the Teacher Mindset Scale and Grit Scale online after receiving the approval of the university’s ethics committee and signing the consent forms. The correlations between the components of teacher mindset and grit demonstrated that as growth teacher mindset scores increased, and effort scores also increased significantly. Furthermore, as fixed teacher mindset scores increased, interest scores decreased. First-year pre-service teachers had significantly higher fixed teacher mindset scores than the fourth year. In terms of grit, fourth-year pre-service teachers showed greater effort than the first year. There was no difference between female and male pre-service teachers regarding fixed teacher mindset. However, female pre-service teachers scored significantly higher on growth teacher mindset, interest, and effort scales. As for the subject taught, the Mathematics Education programme showed higher levels of fixed teacher mindset and the English Language Teaching programme showed lower levels of grit. Practical implications of our findings and limitations of the study are shared accordingly.
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Mekheimer, Mohamed Amin A., and Hamad Aldosari. "Impediments to cultural teaching in EFL programmes at a Saudi University." Journal of Intercultural Communication 11, no. 2 (2011): 1–11. http://dx.doi.org/10.36923/jicc.v11i2.527.
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Literature in a given language is the ultimate culmination of cultural expression. However, in Saudi universities, the literature of the English language, mainly British and American, is meagrely taught due to dogmatic religious considerations. This study reviews relevant research on culture and literature teaching in EFL, and further delves into an exploration of the perceptions and attitudes of faculty and students with regard to why literature should or should not be taught in the Saudi EFL context. Employing descriptive research techniques, i.e., questionnaires and interviews, this study aims at investigating the perceptions of faculty and students involved in the EFL programme provisioned in the English Department, College of Languages and Translation, King Khalid University (KKU), and their attitudes towards literature teaching and exposure to the culture of a language. Implications for pedagogy and curriculum development will form part of the conclusions.
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Ismailov, Murod, Thomas K. F. Chiu, Julie Dearden, Yukiko Yamamoto, and Nigora Djalilova. "Challenges to Internationalisation of University Programmes: A Systematic Thematic Synthesis of Qualitative Research on Learner-Centred English Medium Instruction (EMI) Pedagogy." Sustainability 13, no. 22 (2021): 12642. http://dx.doi.org/10.3390/su132212642.
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As many universities in non-Anglophone countries have committed to internationalising their academic programmes, more content courses in Arts and Sciences are being taught in English. When content courses are taught in English in a country where English is not the first language, this is called English Medium Instruction (EMI). Using specific country cases, previous studies have confirmed that an EMI course can pose many challenges to the learning of course content by students. To date, there have been few attempts to examine these challenges through a large-scale qualitative prism, which would be useful for gaining new insights in order to inform policy as well as classroom interventions. In this systematic thematic synthesis we have aimed to identify the obstacles to implementing learner-centred pedagogy in EMI tertiary programmes, focusing on student perspectives. The Critical Appraisal Skills Programme (CASP) and Consolidated Criteria for Reporting Qualitative Studies (COREQ) were used to appraise and synthesise 40 empirical articles. The articles included 1769 participants in 20 non-Anglophone countries and jurisdictions. The participants were both local and international non-native English-speaking students enrolled in EMI courses. The synthesis yielded 46 descriptive themes stratified into six analytical domains. The suggested domains are meta/linguistic, instructional, meta/cognitive, socio-cultural, affective, and institutional obstacles. They suggest that students in different regions faced quite similar challenges in their EMI courses. The challenges consist of inadequate use of English by students and lecturers, and a lack of student-centred pedagogy, particularly in teacher–student and student–student interactions. The findings of most learner-centred EMI studies revealed that the main challenges came from English comprehension (the first three suggested domains); fewer studies included factors related to the learning environment (the last three domains). This review can inform university administrators, teaching staff and researchers engaged in internationalising higher education and aid in designing appropriate EMI programmes that offer better learner-centred educational experiences.
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Alidmat, Ali Odeh Hammoud, and Mohamed Ayed Ayassrah. "Development of Critical Thinking Skills through Writing Tasks: Challenges Facing Maritime English Students at Aqaba College, AlBalqa Applied University, Jordan." International Journal of Higher Education 6, no. 3 (2017): 82. http://dx.doi.org/10.5430/ijhe.v6n3p82.
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Teaching English for Special Purposes (ESP) in a context where English is taught as a Foreign Language (EFL) is no easy task. There is in fact extensive research reporting on challenges facing both teacher and student in the Foreign Language classroom where language skills must be learnt outside their usual context. Even more challenging is teaching or learning a conceptual skill like critical thinking through writing in an EFL context. The objective of this paper is to identify and describe writing tasks contained in the ESP programme with a view to examine the correspondence between the tasks and the critical thinking skills. To this end, the study examines self-reported perceptions, experiences and opinions by Maritime English students of Aqaba College in Jordan who take an ESP course and who are supposed to develop their critical thinking skills through carefully selected writing tasks in English. The study applies the qualitative procedure of in-depth interview and explores a sample of 10 finalist undergraduate informants on issues related to their writing tasks in English. Findings of the study revealed, among other things, that there is low correspondence between writing tasks contained in the ESP programme and critical thinking skills, and that writing tasks featured in the programme pursue more mechanical writing than thinking.
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Osama Khalifa Mohammed. "Integrating English for General and Specific Purposes: A Case Study of Curriculum Alignment in a Language Programme for Jazan University Undergraduates." International Journal of Linguistics, Literature and Translation 8, no. 5 (2025): 657–67. https://doi.org/10.32996/ijllt.2025.8.5.19.
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English is the main medium of instruction at Jazan University. The university has made great efforts to upgrade the students' skills, however, the overall impression is that the students are still struggling with understanding the academic subjects taught in English. This issue may indicate deficiencies in the General English Course and the English for Specific Purposes curriculum. This paper examines the EGP and ESP in various dimensions by highlighting the gaps preventing students from comprehending specialised English literacy at Jazan University. The study methodology combined classroom observations with an analysis of English language textbooks used in teaching to evaluate the extent to which the programme is effective and responsive to learners' specific needs. The study concluded with some recommendations for the programme's improvement.
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Graf-Beglinger, Esther, and Silvia Frank Schmid. "“So, I decided to focus on all the useful words with her first.”." Babylonia Journal of Language Education 1 (April 26, 2022): 78–83. http://dx.doi.org/10.55393/babylonia.v1i.182.
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Instead of doing an on-site-teaching internship at a primary school in an English-speaking country (Assistant Teachership), about 300 student teachers from the Zurich University of Teacher Education taught ten one-to-one online English lessons to young learners from Kyrgyzstan. This was administered by the language-learning-platform, loquilove. Due to the learners’ basic English knowledge, student teachers mostly focussed on teaching lexis. The evaluation of the alternative programme revealed that both student teachers and headmasters of the Kyrgyz schools agree that thanks to these online lessons the young learners expanded their lexical knowledge and in addition that most student teachers made considerable progress in their media competence.
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Sanchez-Sanchez, Gabriel, and Marek Krawiec. "Mediating in intercultural communicative challenges issued in the language classroom: a new objective in training programs for new teachers." Lingua Posnaniensis 60, no. 1 (2018): 95–105. http://dx.doi.org/10.2478/linpo-2018-0007.
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Abstract The Faculty of Education Universidad de Murcia (Spain) offers a four-year degree programme in primary education, where modules and subjects related to the foreign language (English) are taught in the first, third and fourth years (OJE 2010). The current teacher training programmes should take into account the most recent political events in Europe so that they can be adjusted to suit the Council of Europe’s original linguistic and cultural education policy. This article will explore intrinsic aspects of foreign language and culture teaching, and the learning process, in relation to communication and understanding among all European citizens. This analysis will help to identify the implications of 21st-century education policy in terms of the skills of newly-qualified teachers.
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Nur Hazura Mat Rahim, Siti Maftuhah Damio, and Zarith Sofia Zaid. "Needs Analysis for Designing a Specific English Language Course for the Undergraduate Accounting Students in UPM." Insight Journal 8 (April 7, 2021): 154–69. http://dx.doi.org/10.24191/ij.v8i0.109.
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Today’s international business scholars treat language as an issue at the heart of their subject area (Mughan 2015), as English language’s irreplaceable position as means of communication is considered essential for international businesses. Nevertheless, one of the main concerns of educational specialists is the relevance of their programmes to the graduates’ success in today’s highly competitive labour market. With that, a needs analysis study was sought to explore the English language needs of undergraduate accounting students at Universiti Putra Malaysia. A survey method was employed to 20 undergraduate accounting students for the purpose of this study. The data collected from the survey were analysed quantitatively using SPSS 22 programme. As the findings of this study pointed out, the participants prefer to be taught more in listening, speaking and writing skills as the needs for their study and future career. Henceforth, a highly structured ESP course for accounting students with integration of language skills, subject or field-special skills, derived from their needs should be designed.
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Graf-Beglinger, Esther, and Schmid Silvia Frank. "«So, I decided to focus on all the useful words with her first»: Student teachers in Zurich teaching online English lessons one-to-one to young learners in Bishkek, Kyrgyzstan with a focus on lexis." Babylonia, no. 1 (April 26, 2022): 78–83. https://doi.org/10.5281/zenodo.6563679.
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Instead of doing an on-site-teaching internship at a primary school in an English-speaking country (Assistant Teachership), about 300 student teachers from the Zurich University of Teacher Education taught ten one-to-one online English lessons to young learners from Kyrgyzstan. This was administered by the language-learning-platform, <em>loquilove</em>. Due to the learners’ basic English knowledge, student teachers mostly focussed on teaching lexis. The evaluation of the alternative programme revealed that both student teachers and headmasters of the Kyrgyz schools agree that thanks to these online lessons the young learners expanded their lexical knowledge and in addition that most student teachers made considerable progress in their media competence.
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Roselaar, Tjits, and Patty van Bielder. "Preparing adolescent refugees for study and work in the Netherlands: Start-up of an academic pre-Bachelor’s programme." Language Learning in Higher Education 9, no. 1 (2019): 139–48. http://dx.doi.org/10.1515/cercles-2019-0008.
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Abstract Since the academic year 2017–2018, the Tilburg University Language Center has been offering an academic pre-Bachelor’s programme for refugee students. This year-long educational programme prepares high-potential refugees for a Dutch- or English-taught Bachelor’s programme at a university. In addition, students prepare for the Dutch Civic Integration Exams. A special part of the pre-Bachelor’s programme is an internship at a company in the Brabant region. This increases the refugees’ chances on the labour market during and after their studies. In this report, the target group and structure of the programme, the way in which the project is financed, and the experiences of the first pilot year are described. The authors also advocate the importance of an academic language and transition year, explain why this task is best assigned to a university language centre, and make recommendations for institutions that want to set up such a language and transition year themselves.
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Otegbayo, Christy Olubunmi, and Samuel Adenubi Onasanya. "EFFECTS OF COMPUTER-ASSISTED ORAL ENGLISH INSTRUCTIONAL PROGRAMME ON HIGH SCHOOL STUDENTS IN RURAL AREAS IN NIGERIA." International Journal for Innovation Education and Research 3, no. 1 (2015): 96–104. http://dx.doi.org/10.31686/ijier.vol3.iss1.303.
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One of the key criteria to evaluate the development of any country is by her ability to explore computer knowledge. Based on this assertion, this paper examined the effects of Computer-Assisted Oral English Instructional Programme (CAOEIP) on the performance of high schools students in the rural areas of Nigeria. The study focused on two aspects of information and communication technology (ICT) namely animation and digital Video compared with conventional method of teaching. Two hundred and seventy (270) students were drawn from 6 high schools within the rural areas. The experimental groups were administered a Pretest and Posttest with the use of animation and digital video while control group was taught using conventional method. After six weeks of intensive teaching with animation and digital video instructional media, the students were assessed using Oral English Concept Achievement Test (OECAT), an instrument developed by the researcher. ANOVA and t-test were used for the data analysis. Results show that the experimental group taught with animation and digital video (CAOEIP) performed better than those with conventional method. Recommendations were made based on the findings of the study.
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Tunde-Awe, Bolajoko Margaret, and Isaac Friday Emmanuel. "Instructional television and Nigerian students’ learning experiences: case for LASUBEB English language TV programmes." Erudita: Journal of English Language Teaching 3, no. 1 (2023): 1–11. http://dx.doi.org/10.28918/erudita.v3i1.6988.
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With the outbreak of COVID-19 and the subsequent global lockdown, television as an educational medium became amplified for obvious reason – literacy development among children in Nigeria. This study, therefore, examined instructional TV channels and students’ learning experiences using LASUBEB English Language TV Programmes. A descriptive research design of the survey type was adopted for the study. Through simple and random sampling technique, two hundred and four (204) students were selected from the total population of 229,980 students in Lagos, Nigeria. The instrument used for this study was a self-structured questionnaire titled: TV Programmes and Students’ Learning Strategies (TVPSLS). Reliability test of r- 0.78 showed that the instrument was reliable. Three research questions were raised and answered using descriptive statistics of mean and standard deviation. The study revealed that students were not motivated to tune-in to LASUBEB TV channels; a few who tuned-in did not show any commitments to the programme and LASUBEB TV lessons did not complement what was being taught in the classrooms. This study recommends that a feedback platform should be created by TV instructional channels for assessments so that students could turn-in their end of class and end of session assignments.
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Darji, Chiragbhai Mahendrabhai. "Impact of Constructivist Pedagogy in Developing RACE among Children." Journal of Literature Language and Academic Studies 2, no. 01 (2023): 1–5. https://doi.org/10.56855/jllans.v2i1.278.
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Language is a medium of expression and is inevitable skills to develop among every child. The New Education Policy-2020 focuses on building a bridge between skills and knowledge. Thus, the evaluation system of Language in school is like a subject. Therefore, the researcher carried out a survey on the students who have been taught through the constructivist pedagogy of teaching English. The said pedagogy is not from the bunch of pedagogical strategies suggested in English language teaching. English is taught in India through the foreign prescribed pedagogy and Indian interdisciplinary or multidisciplinary pedagogies are not prescribed and practiced. Thus, the researcher based on the research, collected the opinions of the students who have experienced learning through constructivist pedagogy. In the research, the researcher collected the data from one Gujarati medium school of Anand District, Gujarat India. The students were made to share the genuine feedback over the intervention programme. The findings of the study say that the constructivist approach is effective in developing the rapid acquisition of competence in English than the other foreign pedagogy of teaching English. The students also said that the constructivist pedagogy help in developing content, skills and attitude towards English language learning and teaching. Thus, the study presents the positive impact of inter-disciplinary pedagogy in developing race among the children of upper primary.
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Crocker, Angela Diane. "No Silver Bullet For Poor Legal Writing Skills - Hard Lessons From the Front Lines in the Battle Against Academic Disadvantage in a South African Law School." Potchefstroom Electronic Law Journal 21 (February 2, 2018): 1–27. http://dx.doi.org/10.17159/1727-3781/2018/v21i0a1368.
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Many first-year students in the School of Law at the University of KwaZulu-Natal, Howard College, who have been disadvantaged by a poor primary and secondary education, exhibit poor legal writing skills. Over a period of four years, in order to address this urgent need for legal writing instruction, the School of Law introduced two successive legal writing interventions. The first intervention was the Concise Writing Programme, followed by the Integrated Skills in Context Programme. The Concise Writing Programme focused on English writing skills and grammar, in the hope that first-year law students would be able to transfer these generic writing skills to the more specific legal discourse within which they were learning to operate. The Law School reviewed the success of this initial programme and found that students who took part in the programme not only lacked the motivation to learn generic English writing skills, but that they also did not find it easy to transfer these skills to the more specific legal writing environment. The Law School then implemented a second legal writing intervention – The Integrated Skills in Context Programme. This programme acknowledged the fact that legal writing has a multi-faceted nature, encompassing legal analysis and application, as well as logical sequencing and argument, all of which could not be taught in a vacuum, particularly when most of the student base was largely unfamiliar with any form of legal discourse and many had English as a second language. This paper recognises that there is no silver bullet to improving the legal writing skills of these students. The reality is that it will take hard work as well as financial incentives to make a difference to these students’ legal writing skills. Our students need intensive one-on-one attention by qualified academics, and this means that those doing the fighting must be recognised and adequately compensated.
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Gil, Vicky, and Pilar Mur Dueñas. "Designing and Implementing a Professional Programme for ICLHE Teachers: Beyond Linguistic and Communicative Competence." Journal of Language Teaching and Research 14, no. 4 (2023): 1013–22. http://dx.doi.org/10.17507/jltr.1404.19.
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English Medium Instruction (EMI) is being fostered by universities across the world to promote their internationalization with an increasing number of courses taught through English both at graduate and postgraduate level. This requires university lecturers to be offered opportunities for professional development. It is the aim of this paper to present an extended training programme -CLIC@unizar (Content and Language Integrated Competences at the Universidad de Zaragoza)- developed at our institution which seeks to foster not only the communicative skills but also the pedagogical skills of those lecturers teaching through the medium of English or who are planning to do so. The training itinerary is grounded on previous research on EMI professional development programmes, English for Academic Purposes (EAP) and English for Specific Purposes (ESP), and methodological principles promoting the students’ active role and their development of communication and digital competences. The use of digital tools and technologies which promote online collaboration, especially HyperDocs and Google Apps for Education (mostly Google Docs, Google Slides, and Google Forms), has been integrated in the itinerary following the SAMR Model (Puentedura, 2013). The use of these digital tools has allowed us to include multimodal ways to provide participants with input, make them interact with the material, with us and among themselves, and produce output as demonstrations of their learning. It is essential to make ICLHE (Integrating Content and Language in Higher Education) teachers aware of their need to adapt their methodology or adopt new ones to be effective in their teaching in an L2.
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Borsetto, Elena, and Ada Bier. "Building on International Good Practices and Experimenting with Different Teaching Methods to Address Local Training Needs: The Academic Lecturing Experience." Revista Alicantina de Estudios Ingleses, no. 34 (January 29, 2021): 107. http://dx.doi.org/10.14198/raei.2021.34.03.
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The internationalisation of Higher Education Institutions is a process conceived of not as an end in itself but as a means to improve the quality of education, research and services (De Wit and Leask 2015). However, one of the consequences of this phenomenon is that lecturers are often called on to embrace the challenge of teaching their subject through a foreign language without receiving formal training in this, especially in countries where English-taught programs are still in their infancy, such as Italy. With the aim of supporting academic staff in this transition, the Academic Lecturing programme has been set up in a medium-sized public university in the north-east of Italy: it is specifically designed for lecturers who teach their subject through English and aims to raise their awareness of the impact of the internationalisation process on teaching, the more extensive set of skills needed for teaching and learning in English, and the increased heterogeneity of the student population. The purpose of the programme is also to help participants try their hand at new teaching methods and new technologies as a means of making lessons more interactive, thus increasing their accessibility and making them more effective, and to help participants to improve their strategic use of English within their disciplinary field. The professional development programme will be reported in the light of both a brief description of the programme format—a course and a one-to-one support service—and the feedback received from participants in the various editions so far. This feedback will be used to inform the future development of the programme, with a view to encouraging increased collaboration between language specialists and content specialists (Lyster 2017, Wingate 2018), thus further addressing the need for a more integrated use of language and content in university lectures.
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Bernard, Catherine, and Sara Thornton. "Empathy, indiscipline and employability: A research essay on the bilingual Masters programme ‘Cultural Intelligence and Innovation’ at Université de Paris." Industry and Higher Education 34, no. 4 (2020): 230–46. http://dx.doi.org/10.1177/0950422220920777.
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This study considers the 2-year bilingual Masters programme, ‘Cultural Intelligence and Innovation’ at Université de Paris, for which classes are taught in English and in French. Alumni are working as strategic planners, brand managers, community managers, advertisers, futures and trend specialists, web content writers and project leads in a wide variety of organizations throughout the world. This humanities-driven programme has empathy and sensibility at its heart, firstly through the exercise of the imagination and multilingualism and the attendant ability to identify with others, and, secondly, by being attuned to society’s faint frequencies allowing cultural foresight. The programme encourages work outside the confines of discipline as well as critique and counter-thinking. Thinking culture and industry together (academic teachers join forces with those from industry to create hybrid content for courses) is important in preparing the students for work. The programme also fosters the ability to detect shifts in sensibility as a first step in innovation. Finally, the authors consider how the programme might be generalized and similar initiatives established in other higher education institutions.
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Kawinkoonlasate, Pongpatchara. "The Development of e-Reading to Improve English Reading Ability and Energise Thai Learners’ Self-Directed Learning Strategies." International Journal of Learning, Teaching and Educational Research 21, no. 8 (2022): 109–28. http://dx.doi.org/10.26803/ijlter.21.8.7.
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Technological education has changed lifestyles, and educational institutions need to prepare their learners with the necessary tools to be successful in real life. The objectives of the study are: 1) to explore learner’s achievements in reading comprehension with the use of e-Reading and traditional teaching methods, 2) to analyse the satisfaction of learners using e-reading and traditional teaching methods, and 3) to observe the effects of the learner’s reading comprehension while using e-reading methods versus traditional teaching methods based on a standard 80/80 criterion. The participants were sophomore learners enrolled in English courses. Thirty learners were selected by nonprobability sampling and divided into two groups, the experimental and control. The experimental group received lessons using an e-Reading programme, the control group was taught using a traditional teaching method. The research tools were pre- and post-tests, lesson plans, learners’ perception questionnaires, and interviews. Data collected through quantitative means were analysed using a t-test standard and average deviation programme. The interview data were analysed using a content analysis method. Data from the pre- and post-tests show that reading comprehension improved in the experimental group, who used the e-Reading programme. They also showed a “positive” attitude regarding their learning satisfaction and self-directed learning. The learners’ satisfaction and self-directed learning were higher in the e-Reading programme. Standard 80/80 criteria were met with an efficiency of 81.6/82.3 in the e-Reading programme. This research could be used as reference for further study and application of the e-Reading programme.
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Sari, Ferdias Prihatna. "THE ANALYSIS OF TEACHING VOCABULARY TO EFL THROUGH READING TESTS OF COLLEGE STUDENTS IN JAKARTA." Akrab Juara : Jurnal Ilmu-ilmu Sosial 8, no. 2 (2023): 34. http://dx.doi.org/10.58487/akrabjuara.v8i2.2074.
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Teaching vocabulary in the English as a foreign language (EFL) context is challenging. Incidental vocabulary learning is limited due to a lack of second language (L2) input, and most words are learned through classroom instruction. Overall, research has shown marginal L2 vocabulary growth in many EFL situations. Such research indicates a need for a more effective and ef?cient approach to teaching vocabulary in the EFL context. This chapter discusses how to optimise vocabulary learning in the EFL context. It touches on the following questions: Which words should be taught? How should vocabulary be taught? How many words do EFL learners need to know? What should a vocabulary-learning programme include? How can vocabulary learning be fostered given limited classroom time? Which activities might be useful in indirect vocabulary learning?.
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Yandell, John, and John Hardcastle. "Whose Story? Competing versions of English in a London school." L1-Educational Studies in Language and Literature 24, no. 2 (2024): 1–20. http://dx.doi.org/10.21248/l1esll.2024.24.2.608.
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In this article, we look closely at two accounts of parallel lessons in the same London school. Early on in our pre-service teacher education programme, student teachers are asked to write about a lesson they have observed. Soumeya and Faduma each described a lesson where the novel, In the sea there are crocodiles by Fabio Geda, was being read. The observations are of parallel lessons taught by two different teachers. We use these accounts to explore differences in pedagogy and in the versions of English that are instantiated in the lessons. These forms of practice bear family resemblances to many other lessons—and have complex histories. Our interest lies in the ways in which they reflect or contest the view of the subject that dominates the landscape of policy in England today
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Alsyouf, Amjad. "Creative Writing as an Effective Method of Learning English as a Foreign Language: A case study of Arab learners." Folio: Journal of the Materials Development Association 19, no. 1 (2019): 64–68. https://doi.org/10.5281/zenodo.4764421.
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The traditional approaches to teaching English in the Arab world are more problematic when they are examined in the context of the departments of English language and literature at Arab countries’ universities. These departments are expected to be the most effective environments where English is taught as a foreign language in those countries. Most learners of English apart from those in these departments learn it for pragmatic reasons that give them a passion to acquire the language. This passion is most probably absent in the academic domains of higher education where the students learn English as an academic discipline. Introducing new attractive methods of teaching English is highly valuable in this situation. The integration of teaching language and literature in one class can be a useful and attainable method in this regard. The departments of English language and literature can achieve this through adding a creative writing course to the curriculum of the English undergraduate programme. Creative writing can be both an influential and effective English learning tool for its ability to prompt the students to adequately participate in the class activities, enjoyably use the language, and in the process, improve it.
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Gunarwan, Asim. "The Minimalist and Maximalist Approaches in the TEFLIN: Towards the Empowerment of the General Indonesian Learners of English." TEFLIN Journal - A publication on the teaching and learning of English 12, no. 2 (2015): 167. http://dx.doi.org/10.15639/teflinjournal.v12i2/167-183.
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The point of departure of this paper is an assumption that the teaching of English in Indonesian public schools has not yielded the minimum expected result: English learners have not been empowered with the reading skill in English, let alone the other skills. Given that English has an elevated role to play in the new millennium, Indonesian learners should be empowered in this language for wider communications. Two approaches are proposed, namely (1) the minimalist approach, in which reading ability is the sole objective of the teaching of English to students in general, the corrolary being the use of the translation method; and (2) the maximalist approach, in which "ordinary" students are taught along the line of the notion of Little English (much discussed in the 60's and 70's), whereas "the cream of the cream" are tutored in a special programme designed to make them English-Indonesian bilinguals. Hence, a new language policy of Indonesia should be developed and English curricula be reviewed and a national commission on the TEFLIN be set up to look into the matter in more depth and to suggest ways in which the teaching of this language in schools can really empower the learners in the context of human resources development.
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Walter, Yepdia Leundjeu. "EFL Teachers’ Perceptions of the 2014 Curriculum in Cameroon French-medium Secondary Education." International Journal of Linguistics, Literature and Translation 3, no. 9 (2020): 41–57. http://dx.doi.org/10.32996/ijllt.2020.3.9.5.
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This paper explores English foreign language teachers’ perceptions of the 2014 English language learning programme in Cameroon French-medium secondary education. It considers aspects such as the quality of the programme of study, the teaching of skills and competencies in the instructional materials selected, the teaching and testing approaches, the challenges encountered, and teachers’ personal and professional growth. Hall and Hord (1987, 2001) theoretical paradigm was chosen to conduct this research and the method of data collection was quantitative in nature. A total number of 80 English foreign language teachers were surveyed and administered a 38-item questionnaire. It came out of the findings that the vast majority of teachers deemed the new curriculum innovative and a developmental tool for bilingualism. Also, the majority of the respondents appreciated the skills and the competencies taught in the textbooks selected as they met with real-life situations. Further, these teachers in their great number claimed that they had a good knowledge of the Competence-Based Approach (CBA) and had grown cognitively and pedagogically while implementing the reforms of the new learning programme. Finally, they wish the implementation of the curriculum continued. Among the pitfalls of the curriculum, the testing approach and the exposure of learners to other learning sources revealed themselves limited. The overcrowded nature of classrooms impeded the unfolding of lessons and personalised pedagogy and above all obstructed the effective and efficient implementation of the Competence-Based Approach. Ultimately, teachers frowned at the filling of pedagogic documents which in their perspective was too bureaucratic. Some recommendations were made at the end of the investigation in order to improve the curriculum.
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Reșceanu, Alina, Vlad Preda, and Eugen Dumitrașcu. "Institutional Strategies on Internationalisation and English-Medium Instruction in Romanian Higher Education: A Case Study." Annals of the University of Craiova, Series: Philology, English, no. 1 (December 1, 2021): 87–105. https://doi.org/10.5281/zenodo.7600614.
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In recent years, Romania has started to develop a fully-fledged national internationalisation strategy targeting both internationalisation of education and of research (Deca and Fiț 2015). The strategy is aimed at encouraging and financially supporting higher-education institutions (HEIs) to offer joint degrees with universities from abroad and to undertake curricular reforms in order to provide full programmes in international languages (especially in English). In this context, English-medium instruction (EMI) is seen as a way to develop internationalisation at the institutional level, to promote staff and student mobilities, and to improve university ranking, so all important Romanian universities have included these objectives in their strategic plans. However, the actions taken in this direction are less visible, and only a small number of EMI-based study programmes have been included in the study offer in the last few years. Thus, in this article, we examine how institutional policies and strategies with regard to internationalisation and EMI are implemented at the University of Craiova (UCv), including the types of programmes and language use, and how it is conceptualised by different stakeholders (students and academic staff). To this purpose, we analyse a more ‘experienced’ English-taught programme at UCv, namely the Bachelor specialisation in Computer Science (English), started in 1993.
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Arsenue, Jo-Ann, and Melchor Espiritu. "Phenomenological Study of Filipino Teacher's Daily Experience Working in Government Schools in North-Eastern (ESAN) Thailand." Psychology and Education: A Multidisciplinary Journal 27, no. 1 (2024): 31–53. https://doi.org/10.5281/zenodo.13986247.
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The world over, bilingual education is acknowledged as a successful pedagogical strategy for language acquisition. Examining the lived experiences of Filipino instructors working in a bilingual and English program in Thailand was the aim of this phenomenological study. Semi-structured interviews were used in the study to gather data. Thirty-two Filipino teachers who taught English and other courses at government schools in the North Eastern Subregion (ESAN) participated in the study. The participants who had similar experiences teaching in bilingual and English program in ESAN's primary and secondary schools were chosen using the purposive sample technique. For the aim of the research, the interviews were transcribed, recorded, and arranged into different themes. The findings were grouped into five primary themes: (1) positive experience, (2) negative experience, (3) sources of employment information in Thailand, (4) solutions and (5) motivations. The findings showed that individuals working in the Bilingual and English Program held a variety of opinions, most of which had to do with the absence of systematic standards for evaluating students' performance, large class sizes, pay concerns, behavioral and attitude issues with Thai students, language barriers, issues with instructional materials, and issues with teaching pedagogies.
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Muhammad Alam, Muhammad Sarwar, and Ashfaque Ahmad Shah. "Developing English Speaking Skill Indigenously Among the Prospective Teachers." Review of Economics and Development Studies 5, no. 4 (2019): 731–40. http://dx.doi.org/10.26710/reads.v5i4.912.
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Present research experimentally studied the effectiveness of indigenously developed Content and Language Integrated Modular Approach (CLIMA) especially designed for developing English language ability among university students. CLIMA is a blend of Content and Language Integrated Approach and the Modular Approach. Two equated groups of total 52 students from Bachelor of Education Programme (semester-I) participated in this randomised pre-test post-test control group experiment. The content used herein comprised a purposefully designed module of 5 units. Both groups were taught by the same specifically trained teacher on same days with an interval of one hour between the sessions with the two groups. Experiment was completed in 30 sessions (1.5 hour each) during 10 weeks. For both pre- and post-testing, the researchers used the Analytic Rubric of Fairfax County Public Schools (Virginia, USA). This Analytic Rubric has been termed as the Performance Assessment for Language Students (PALS). The experimental group witnessed (pre-testing = 31.6%, post-testing = 80.8%) a value addition of 49.2%; and the control group witnessed (pre-testing = 31.2%, post-testing = 66.2%) a value addition of 35.0%. Compared with TOEFL and IELTS, conclusively, CLIMA was found highly effective. Results are discussed in detail in the paper.
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Segura, Marta, Helena Roquet, and Carmen Pérez-Vidal. "The Effects of a CLIL Programme on Linguistic Progress at Two Different Points in Time." Journal of Language and Education, no. 1 (March 31, 2021): 173–91. http://dx.doi.org/10.17323/jle.2021.10981.
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In an attempt to explore the effects of different kinds of English as a Foreign Language (EFL) learning contexts, content and language integrated learning (CLIL) have been at the centre of FL acquisition research over the past decade. Studies have focused on the features and gains this setting brings, whether content is learnt at the same level of success as when taught in the learners’ L1, and whether that L1 is negatively affected by CLIL. However, to our knowledge, very little attention has been brought to how the seniority of the programme affects learner progress in the target language. This study aims to fill such a gap in the understanding that the programme will have developed and improved in terms of quality of exposure and interaction, and that learners’ EFL performance will be higher. To do that, we measured the efficacy of a long-standing CLIL programme in Barcelona twelve years after it was launched and examined the reading, writing, and lexico-grammatical abilities of CLIL EFL learners aged 8, 11, and 14 compared with results obtained by learners measured at the onset of the programme in 2005. The results showed that the quality of the programme has increased over the last decade, guaranteeing a higher level of EFL student proficiency when raw scores are considered, but not in terms of linguistic gains, in which only improvement in older students’ grammar and reading skills can be observed.
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Motteram, Gary, and Joanna Teague. ""Deep" Learning and Computer Mediated Communication." Proceedings of the International Conference on Networked Learning 2 (April 17, 2000): 254–60. https://doi.org/10.54337/nlc.v2.9815.
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In the Centre for English Language Studies at The University of Manchester we run a Master's degree in Educational Technology and English Language Teaching (ELT) which is offered both in distance plus residential (a summer school), or full)' distance modes. As part of the programme participants take one module that is run fully on-line. Other modules make use of more traditional distance learning technologies, with on-line support via email. The module in question is called 'Computers and Video as a Resource' (CVR) and is usually taken as the last of six taught components. The reasons for delivering this module on-line are: Course participants experience different kinds of computer mediated communication (CmC) as an integral pan of their distance learning rather than just reading about them. Participants can then reflect on their use of CmC and consider how they might be used in their own professional context. We look at issues such as teacher education, testing, research and management.
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Shcherbakova, Irina O., Svetlana N. Kucherenko, and Natalia B. Smolskaia. "The Effectiveness of an Online Language Course during the COVID-19 Pandemic: Students’ Perceptions and Hard Evidence." Education Sciences 13, no. 2 (2023): 124. http://dx.doi.org/10.3390/educsci13020124.
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The aim of this study is to analyse the delivery of an online English language course taught at the Admiral Makarov State University of Maritime and Inland Shipping during the COVID-19 pandemic with the ultimate purpose of identifying those features which could be applied to a prospective blended English as a foreign language (EFL) course in the future. The rationale behind this research is a necessity to redesign the existing language education programme at the University which is outdated and far from being digital. By applying the Mashaw model of evaluating the effectiveness of an online course, the authors analyse the results of the survey carried out among a focus group of 22 students from the radio engineering department of the Admiral Makarov State University of Maritime and Inland Shipping. In the end, the authors identify the points for further consideration in the process of developing a prospective blended EFL course.
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Macaro, Ernesto, Mustafa Akincioglu, and Julie Dearden. "English Medium Instruction in Universities: A Collaborative Experiment in Turkey." Studies in English Language Teaching 4, no. 1 (2016): 51. http://dx.doi.org/10.22158/selt.v4n1p51.
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<p><em>We report on a study exploring the level of success of collaboration in lesson planning between English language specialists and content teachers in Turkish universities where academic subjects are being taught through the medium of English. Although some previous research exists on collaboration of this kind at the secondary education level, and there is some reference to it in Content and Language Integrated Learning in Europe, no research to date has explored the potential for collaboration between specialists at the tertiary level. Using pre- and post intervention interviews with nine “collaborating pairs” of teachers using a “collaborative planning tool” we additionally explored content teachers’ beliefs about their students’ language competence, their conceptualization of language as a medium for understanding content, and their knowledge and beliefs about the preparatory English programme. Our findings on the whole suggest that collaboration of this sort can be highly beneficial and we provide case studies of both successful and less successful aspects of the intervention.</em><strong><em></em></strong></p>
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Philominraj, Andrew, Ranjeeva Ranjan, Rodrigo Arellano Saavedra, and Claudio Andrés Cerón Urzúa. "English as Foreign Language Teaching in High Schools: A Chilean Case Study." International Journal of Learning, Teaching and Educational Research 20, no. 3 (2021): 51–67. http://dx.doi.org/10.26803/ijlter.20.3.4.
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In Chile, English is taught as a foreign language and its poor performance, as per the English Proficiency Index report, is a disturbing factor now that Chile is an official member of the Organisation for Economic Cooperation and Development (OECD). This study seeks to understand the dynamics of English language teaching by focusing on the didactics, methodologies, evaluative tools, techniques and resources commonly used in the municipal schools in the city of Talca. This case study involves a quantitative method within the characteristics of a descriptive, interpretative and correlational framework. The purposefully selected participants were fifteen teachers from four municipal schools in the city of Talca to whom an open-ended questionnaire was distributed to collect the primary data. The secondary data consisted of the Sistema de Medición de la Calidad de la educación (education quality measurement system) (SIMCE) results from 2010 to 2014 and the National Study results of the English language testing in 2017. The results show that the teaching of English as a foreign language is a difficult task because the didactics and methodologies used by the teachers are not adequate to favour students’ reaching the level of proficiency established by the Chilean Ministry of Education. The findings suggest a systematic teacher training programme and continuous focus on the teaching of the English language to enhance learners’ language proficiency.
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Korneyko, I., O. Petrova, O. Krainenko, and H. Ovsiannikova. "English-medium instruction in European medical schools: availability and distribution." Inter Collegas 12, no. 1 (2025): 11p. https://doi.org/10.5281/zenodo.15245659.
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<strong>Cite in Vancouver style as:</strong> Korneyko I, Petrova O, Krainenko O, Ovsiannikova H. English-medium instruction in European medical schools: availability and distribution. Inter Collegas. 2025;12(1):11p. In press. https://doi.org/10.35339/ic.2025.12.1.kpk Archived: https://doi.org/10.5281/zenodo.15245658 <strong>Abstract</strong> <strong>Background. </strong>English-Medium Instruction (EMI) is a popular trend in modern higher education. Statistical data indicate a constant increase in the number of English-Taught Programmes (ETP) and courses, and Europe is the world leader in EMI implementation. Programmes in Medicine and Health Sciences are not included in the group of main ETPs in the world, European indicators of their number are lower than global, but they also demonstrate an increase in the number. Since these programmes were not described in detail, the <strong>aim</strong> of our work was to study the availability, distribution, and features of ETPs in Medicine and Health Sciences in Europe. <strong>Materials and Methods. </strong>Information from the websites of medical schools of the European Union/European Economic Area was studied using systematic analysis, comparative and bibliosemantic methods. The analysis covered 577 ETPs (160 higher education institutions from 26 countries where English has the status of a foreign language). <strong>Results.</strong> EMI in Medicine and Health Sciences has been implemented in two forms: single medium and partial (bilingual). The leader in the total number of completely ETPs is the Netherlands. The most common are Master programmes. Single-cycle programmes in medicine, dentistry and pharmacology are available in the Baltic countries, Central East Europe, South East Europe, South West Europe. Bachelor programmes in English are the smallest in number and are offered in selected countries. Bilingual programmes were found in Spain, Austria, Luxembourg, and Sweden. <strong>Conclusions. </strong>Teaching Medicine and Health Sciences in the medium of English is a common practice in the EU/EEA, but the choice of the type of teaching (single medium or bilingual) and the education level depend on the language policy of the country, the target group of students, and the internationalization strategy of a particular higher education institution. <em><strong>Keywords: </strong>English language, medium of instruction, English taught programme, higher education, medical higher education institution, Europe.</em> <strong>Цитуйте українською у стилі Ванкувер:</strong> Корнейко І, Петрова О, Крайненко О, Овсяннікова Г. Англомовне викладання в європейських медичних школах: наявність та розповсюдження. Inter Collegas. 2025;12(1):11p. In press. https://doi.org/10.35339/ic.2025.12.1.kpk [англійською]. Архівовано: https://doi.org/10.5281/zenodo.15245658 <strong>Реферат</strong> <strong>Вступ. </strong>Англомовне викладання – популярний тренд у сучасній вищій освіті. Статистичні дані свідчать про постійне збільшення програм, які викладаться англійсько мовою, а світовим лідером у впровадженні цієї форми навчання є Європа. Медицина та науки про здоров’я не входять до групи основних англомовних програм у світі, Європейські показники їхньої кількості нижчі ніж світові, проте вони теж демонструють збільшення кількості. Оскільки дані програми не були описані детально, <strong>метою</strong> нашої роботи було дослідження наявності, особливостей розподілу та впровадження англомовних програм з медицини та наук про здоров’я у Європі. <strong>Матеріали і методи.</strong> Інформація сайтів медичних шкіл Евросоюзу (ЄС) / Европейської Економічної Зони (ЄЕЗ) була вивчена з використанням системного аналізу, порівняльних та бібліосемантичних методів. Аналізом охоплено 577 програм, які викладаються англійською мовою (160 закладів вищої освіти з 26 країн, у яких англійська мова має статус іноземної). <strong>Результати. </strong>Англомовне навчання медицини та наук про здоров’я реалізується у двох формах: викладання виключно англійською та часткове викладання англійською (двомовна форма). Лідером у загальній кількості повністю англомовних програм є Нідерланди. Найбільш розповсюдженими є програми магістерського рівня. Програми повного курсу навчання з медицини, стоматології та фармакології наявні у країнах Балтії, Центральній Східній Європі, Південно-східній Європі, Південно-західній Європі. Бакалаврські програми англійською мовою мають найменшу кількість і пропонуться не усіма країнами. Двомовні програми були знайдені у Іспанії, Австрії, Люксембурзі, Швеції. <strong>Висновки. </strong>Англомовне викладання медицини та наук про здоров’я є розповсюдженою практикою в ЄС/ЄЕЗ, але вибір типу викладання (всі предмети чи окремі предмети) та освітній рівень залежать від мовної політики країни, цільової групи студентів, стратегії інтернаціоналізації конкретної вищої школи. <em><strong>Ключові слова: </strong>англійська мова, мова викладання, англомовна програма, вища освіта, заклад вищої освіти, Європа.</em>
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Kvasyuk, E. N., O. V. Putistina, and O. V. Savateeva. "The use of multimedia language laboratory in teaching English phonetics at the university." SHS Web of Conferences 113 (2021): 00053. http://dx.doi.org/10.1051/shsconf/202111300053.
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The importance of correct English pronunciation is growing due to its central role in communication and the speaker’s identity. Non-native English speakers lack a natural linguistic environment and tend to carry articulation rules and intonation from their mother tongue. Modern conditions of the fast-paced world require a revision of the forms and methods of the educational process. Teachers should engage students in independent and individual work at classes, increase the use of practical and research tasks. Information technologies in the teaching process at different levels of education (both school and university) change the roles of all participants in the educational process. Thus, teachers are given more opportunities to improve their work, and students are taught a foreign language at a higher level. The article aims to state the advantages of using multimedia technologies as an educational tool in teaching English practical phonetics and to find out university students’ attitude to it. The object of the research is the benefits of working in a language laboratory, equipped with Rinel-Lingo (a multimedia language programme to train phonetics of a foreign language of university students). The article analyzes the results of the survey conducted in Murmansk arctic state university.
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Curtner-Smith, Matthew D., Iain G. Kerr, and Clare L. Hencken. "Influence of British National Curriculum Physical Education on Teachers' Behaviours Associated with Pupils' Psychosocial Development: A Case Study in One English Town." Perceptual and Motor Skills 81, no. 3 (1995): 967–76. http://dx.doi.org/10.2466/pms.1995.81.3.967.
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The purpose of this study was to assess the influence of British National Curriculum Physical Education on the quality of physical education instruction in the five state secondary schools in one southwestern English town in terms of teachers' use of behaviours related with pupils' psychosocial development during the 1994 summer term. Subjects were the 20 physical education teachers employed at the five schools. Two lessons of each teacher's choice in which they taught any activity to pupils in Years 7, 8, and 9 were videotaped. Lessons were coded with the Coaching Behavior Assessment System, an observational instrument designed to record the rate at which teachers use behaviours positively and negatively related with pupils' psychosocial development. Data generated by this system were entered into an SPSS programme to produce descriptive statistics. Regardless of the activity being taught, teachers used behaviours related to pupils' positive psychosocial development much more frequently than they used behaviours linked with pupils' negative psychosocial development. A comparison of the data collected at these five schools during the present study with those collected in the summer term of 1992 indicated that the introduction of the National Curriculum Physical Education did not affect teachers' use of behaviours associated with pupils' psychosocial development when teaching summer activities.
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Losey León, Araceli. "GUIDELINES FOR THE DESIGN AND GENERATION OF CORPUS-BASED TERMINOLOGY-ORIENTED INSTRUCTIONAL MATERIAL." Encuentro Journal 27 (April 17, 2018): 173–88. http://dx.doi.org/10.37536/ej.2018.27.1903.
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A great deal of research has been conducted to exploit linguistic corpus data for language learning and teaching use. In the integrative corpora and language pedagogy stream of research diverse practical purposes coexist at the front and have presently become consolidated practice -learner corpora, ELT dictionary-making corpora, learner dictionary corpora, EAP corpora, specialised domain corpora, English-taught programmes corpora such as Content Language Integrated Learning (CLIL) or English-medium Instruction (EMI). This paper outlines a framework for corpus exploitation process towards the design of instructional material for the learning of terminology of a specialised domain which is applicable to ESP courses. Our proposal advocates for a protocolised use of written corpora to devise a resource for teaching terminology and, accordingly, suggests guidelines to ESP teachers/ practitioners who undertake the tasks of extracting corpus data and adopt the role of material designers and, occasionally, of computer programme developers. To accomplish this, in the first place, specialised corpus compilation and design criteria have been customised to guarantee consistency across the pedagogic ends, the functional language needs of the ESP user and the specific learning objects within the DDL approach framework. In the second place, search strings used for semi-automatic text mining actions are illustrated as well as samples of terminology-oriented activities that can be automatically generated using concordancers and annotating computational tools. Future research might apply our proposal to further language contexts.
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Ranasinghe, R. M. S. K. "nhancing Curriculum Development through Needs Analysis: A Case Study of a Second-Year University English Language Teaching Programme in Sri Lanka." Vidyodaya Journal of Humanities and Social Sciences 09, no. 02 (2024): 234–45. https://doi.org/10.31357/fhss/vjhss.v09i02.15.
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This research investigates the significance of needs analysis in curriculum development, focusing on a second-year university academic program where English is taught as a second language. The research explores the learner and societal aspects involved in needs analysis. This study aims to establish a foundation for curriculum planning by identifying learner needs and interests and to suggest suitable evaluation methods and learning materials. The teaching context is the Department of English Language Teaching at the Faculty of Humanities and Social Sciences in a state university, Sri Lanka. The curriculum includes the course content designed for second year undergraduates who follow their major degree program in Sinhala medium. Most of the students are of elementary and intermediate proficiency levels, with very few using English as their first language. The research utilizes Brown's Needs Analysis Approach, including Present Situation Analysis, Target Situation Analysis, Learning Needs Analysis, and Task Analysis. The data collection tools include questionnaires administered online, assessing sixty voluntary participants among students, exploring language skills, proficiency levels, learning styles, challenges, and expectations. The study also considers the impact of the COVID-19 pandemic on online teaching and learning. The findings reveal the need for curriculum development, highlighting the necessity of differentiated instruction, real-world language skills, learner- centered teaching methods, and modern assessment strategies. The paper concludes with recommendations to improve the curriculum based on the identified needs and preferences of the learners.
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Sambanis, Michaela, Delil Baran, Kimon Beltrop, et al. "DRAMA TO GO! Hints and hands-on activities for the classroom." Scenario: A Journal of Performative Teaching, Learning, Research VII, no. 1 (2013): 73–92. http://dx.doi.org/10.33178/scenario.7.1.5.
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We are a group of English philology trainee teachers enrolled in a Master of Education programme at the Freie Universität Berlin, who participated in a seminar on drama in the foreign language classroom taught by Prof. Dr. Michaela Sambanis (chair of English didactics) in the winter term 2012/2013. In the course of the semester, we came across many inspiring ideas in already existing publications on drama in the classroom such as Tselikas 1999, Elena 2011. However, as future English teachers we were eager to find hands-on material for the classroom allowing flexibility in use, bringing more creativity to our teaching, and providing us with the essential theoretical as well as practical information to keep us informed and well-oriented. Inspired by different articles, manuals etc., we finally decided to create our own material for the foreign language classroom including classic examples as well as new drama impulses. We opted for a mode of presentation that we feel would be useful and easily accessible. As compact printables, the drama activities are ready to be slipped into the teacher’s pocket, thus becoming drama to go (cf. section 3). After this introductory paragraph, section 2 will provide some preliminary remarks on the use of ...
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Liepa, Zenta. "Spāņu valodas apguve Latvijā: pašreizējās situācijas raksturojums." Valodu apguve: problēmas un perspektīva : zinātnisko rakstu krājums = Language Acquisition: Problems and Perspective : conference proceedings 17/18 (September 13, 2022): 226–46. http://dx.doi.org/10.37384/va.2022.17.18.226.
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With its ever increasing number of speakers, Spanish, being one of the so-called major languages of the world, has overtaken English in terms of native speakers in recent years, now ranking second behind Chinese, and its growing popularity and expansion can be felt in Latvia as well. In recent years it is evidenced by an increase in translations of original works into Latvian, cinema and theatre performances, rapid growth of various Spanish companies and, undoubtedly, the interest of the residents of Latvia, particularly young people, in learning Spanish. In Latvia, Spanish can be learned in general education schools, starting from Form 6; it is more popular among secondary school pupils, as evidenced by the number of general education schools: in academic year 2018/19 Spanish could be learned in 18 general education schools, while in academic year 2019/20 there were 16 education institutions offering the language. Moreover, the capital of Latvia is not the only place where Spanish is taught as a second or third foreign language: everything depends on the opportunities provided by each individual school. In total, there were 32 schools in Latvia where Spanish was taught as the third or even the fourth foreign language during last academic year. To obtain secondary education in Latvia, one of the centralised exams has to be taken in a foreign language; English is the most popular choice among schools. Those who wish to obtain a certificate in Spanish can do so at the Instituto Cervantes DELE examination centre, which has been operating at the Latvian Academy of Culture since 2004. The centre offers an opportunity to take exams at 6 levels and obtain the internationally recognised DELE diploma, certifying the examinee’s Spanish knowledge and skills. Spanish can also be learned in courses and at language centres irrespective of the students’ age and previous knowledge. Picasso and Seneca, two private Spanish language centres, have been successfully operating in Latvia for more than 10 years, and their students range from pupils to seniors. Bachelor students learn Spanish at the Latvian Academy of Culture in the Latvia-Spain Cross-Cultural Communication programme; however, they do not obtain a qualification in philology. Master students can learn Spanish as part of the Romance Language and Culture Studies study programme at the University of Latvia, and the language is also offered as an elective course at other higher education institutions in Latvia. Unfortunately, systemic Spanish acquisition and programme continuity is hindered by the lack of a Spanish philology bachelor study programme at the University of Latvia. The paper focuses on Spanish learning traditions, issues, and future opportunities in Latvia, drawing upon data available in the state education system and interviews with industry experts: officials, educators, and translators.
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Skvarciany, Viktorija, Inga Shina, and Fawad bin Sajjad. "Decision Factors behind Choosing Higher Education Institutions in Europe." Economics and Culture 17, no. 1 (2020): 75–86. http://dx.doi.org/10.2478/jec-2020-0007.
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AbstractResearch purpose. This article aims at distinguishing and weighting the educational factors that could have an impact on young people’s choice to study in European higher education institutions (HEIs).Design/Methodology/Approach. To achieve the aim, previous research and scientific literature were studied and experts from student society and the higher education sector, who deal with international students, were interviewed. The developed questionnaire was based on pairwise comparison procedure, and the obtained data were processed using the analytical hierarchy process (AHP) method.Findings. The findings revealed that the following factors are the most critical for students who want to study at European HEIs: provision of programmes that are taught in English, the existence of scholarship opportunities, provision of different facilities in the campus, and accreditation of the study programme and university.Originality/Value/Practical implications. The current study focuses on a topic that has been studied fragmentally, that is, on which factors are crucial for an international student to choose HEI in Europe. The current research contributes to the existing scientific literature by identifying and systemising educational factors influencing young people’s choice to study in Europe. The obtained results could be useful for professionals who are responsible for strategic partnerships at European universities.
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Samaraweera, S. G. S. "Empowering Young Adult Second Language Learners through Extensive Reading Practices." Journal of Social Sciences and Humanities Review 8, no. 2 (2023): 45–62. http://dx.doi.org/10.4038/jsshr.v8i2.117.
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Although English as a second language learners identify linguistic forms, structures, rules, and functions in the classroom, they are not able to use them correctly in receiving and producing meaning due to a lack of exposure to the language. Second-language learners can be exposed to the target language through extensive reading. Extensive reading may help the learner to recognize the function of linguistic forms, structures, patterns, and vocabulary of the target language and facilitate the learner to receive and produce meaning independently. Therefore, this study investigated the viability and validity of incorporating the extensive reading component into second language (L2) programmes designed to develop receptive and productive skills. This quasi-experimental study was conducted with 70 undergraduate students of both genders divided into two groups: experimental and control. Both groups were taught the same syllabus by the same teacher. However, the participants of the experimental group (N=35) were engaged in extensive reading programme whereas the participants of the control group (N=35) were not. When the achievement results of the two respective groups were compared, the results of the experimental group indicated a significant increase in receptive and productive skills. Therefore, extensive reading can be considered an effective and useful instrument in developing L2 receptive and productive skills.
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Piacentini, Valentina, Ana Raquel Simões, and Rui Marques Vieira. "TEACHERS’ VIEW OF LANGUAGE(S) IN (CLIL) SCIENCE EDUCATION: A CASE STUDY IN PORTUGAL." Problems of Education in the 21st Century 77, no. 5 (2019): 636–49. http://dx.doi.org/10.33225/pec/19.77.636.
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The development of meaningful environments at school for the learning of Science as well as of foreign languages is an educational concern. CLIL (Content and Language Integrated Learning), aimed at the students’ acquisition of both the foreign Language and specific subject Content, is an approach that may promote the learning of English in use during subject classes and could result in the improvement of conditions and practices of Science education. Research, actually, reveals that teaching methodologies aware of language – such as CLIL – and other semiotic modes implied in Science are beneficial for the learning of Science. Studying a CLIL programme (“English Plus” project, EP), in which Science is taught/learnt with/in English, is thus relevant. A case study on the EP project and its participants (English and Science teachers, students involved in different school years) in one lower secondary state school in Portugal was carried out. In the present research, qualitative data collected through teacher interviews are presented and discussed, with the goal of understanding the role of Language(s) (verbal language in the mother tongue or English and other representation modalities) in the teaching of Science for EP teachers, both in conventional and project classes. A greater teacher awareness and use of Language(s), when an additional language (English, here) is also present for Science education, results from this work. This contributes to research on CLIL Science studies and teacher reflections on adopting a language-focused approach for Science education, also when the mother tongue is spoken. Keywords: CLIL (Content and Language Integrated Learning), EFL (English as a foreign language), language-focused science education, qualitative design, reflections on teaching.