scholarly journals LKTs as a means of learning English for specific purposes in a virtual modality

2020 ◽  
pp. 23-32
Author(s):  
Norma Flores-González
Keyword(s):  
Virtual Environments ◽  
Positive Attitude ◽  
Quantitative Approach ◽  
English For Specific Purposes ◽  
Proficiency Level ◽  
Semantics And Pragmatics ◽  
Learning English

Learning English implies developing oral, writing, reading, and listening competencies in real contexts to avoid its isolated conceptualization for appropriate communication since the meaning and interpretation of language deal with Semantics and Pragmatics. The study focussed on these objectives: identify the learning and knowledge technologies (LKTs) used in the Semantics and Pragmatics course; know the subjects' perceptions concerning their usage and the findings obtained from their application. Methodologically, a descriptive longitudinal quantitative approach took place, getting these results: identification of LKT resources to promote writing, oral, listening, and reading competencies focused on Semantics and Pragmatics, description of students’ perception regarding LKT resources characterized as triggers motivational to learn collaboratively with a positive attitude in their use. The study corroborated that this proposal let subjects grasp the meaning and interpretation of language and achieve a higher proficiency level. In conclusion, LKTs represent a potentially ideal means of learning the language in virtual environments, understanding how they work in context, and acquiring key fundamentals to communicate successfully.

scholarly journals Analysis of academic self-efficacy of medical students learning English for specific purposes

2021 ◽  
Vol 74 (3-4) ◽  
pp. 74-82
Author(s):  
Stasa Djokic ◽  
Nina Brkic-Jovanovic ◽  
Zoran Marosan ◽  
Vuk Markovic
Keyword(s):  
Medical Students ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Statistical Significance ◽  
English For Specific Purposes ◽  
Grade Point ◽  
Academic Tasks ◽  
Novi Sad ◽  
Academic Self Efficacy ◽  
Learning English

Introduction. English for Specific Purposes focuses on teaching and learning subject specific knowledge which includes specific language skills that particular learners need for a specific purpose. Self-efficacy is determined by subjective beliefs about one?s own abilities, which also applies to the academic setting of studying English for Specific Purposes. Academic self-efficacy represents the conviction of students about their own abilities to successfully fulfil academic tasks at designated levels. The goal of this research is to examine the degree of academic self-efficacy of medical students who learn English for Specific purposes at the Faculty of Medicine of the University of Novi Sad, with respect to their gender, year of study, grade achieved in the previous course in English, and the length of learning English before enrolling in the Faculty. Material and Methods. The study included 58 medical students. The researchers used the College Academic Self-Efficacy Scale questionnaire developed by Owen and Froman (1988) to assess academic self-efficacy. Results. Three significant factors were identified: general self-competence, communication with the professor, and attendance at lectures, with general self-competence being the most significant factor. Considering the independent variables, only the grade showed statistical significance. Establishing the grade as such a significant predictor can be explained by the fact that good grades and a high grade point average are presented as very desirable outcomes. However, a good grade does not necessarily mean having better knowledge or correct use of language. Conclusion. Further research into this topic is necessary, with expanding the number of participants, study programs and variables.

scholarly journals Teaching English through Task and Project-Based Learning to Embera Chamí Students

2019 ◽  
Vol 1 (21) ◽  
pp. 78-90
Author(s):  
Luis Ricardo Rojas ◽  
Jenifer Rueda Varon
Keyword(s):  
Public Schools ◽  
English Language ◽  
Project Based Learning ◽  
English For Specific Purposes ◽  
Learning Approaches ◽  
Ministry Of Education ◽  
Indigenous Students ◽  
Conditions For Learning ◽  
Vocabulary Recognition ◽  
Learning English

Bilingual indigenous students who attend public schools around the country are to develop English language skills as part of the suggested curriculum created by the Colombian Ministry of Education. This is the case of the Embera Chamí students in Florencia, Caquetá whose conditions for learning English differ from those of monolingual Spanish students. The purpose of this study is to analyze the difficulties and the advantages of learning English through task- and project-based learning in bilingual indigenous students. The analysis of the study was developed through the method of systematization of experience. Results suggest that the two learning approaches enhanced indigenous students’ speaking skills and facilitated vocabulary recognition. However, the students mentioned being more interesting in learning English for specific purposes.

scholarly journals Why Do Chinese College Students Learn ESP: An Analysis of Language Learning Motivations within SDT Framework

2016 ◽  
Vol 9 (4) ◽  
pp. 92 ◽  
Author(s):  
Liangxing Liu
Keyword(s):  
College Students ◽  
Statistical Analysis ◽  
Language Learning ◽  
Self Determination Theory ◽  
The Self ◽  
English For Specific Purposes ◽  
Self Determination ◽  
Chinese College Students ◽  
Learning English

<p>This study mainly investigates the motivational characteristics of Chinese college students learning English for Specific Purposes (ESP). By critically examining and comparing Gardner’s (1985) Integrative-Instrumental model and the Self-determination Theory (SDT) by Deci and Ryan(1985), the researcher finds out that the latter one is more comprehensive and applicable to the case of Chinese college ESP learners (the subjects). Thus the researcher develops a questionnaire within the SDT framework to analyze the subjects’ motivations. Drawing upon a follow-up statistical analysis, the research discovers the motivational propensities of the subjects. A discussion of corresponding motivational methods to help improve the subjects’ ESP learning is provided at the end of the article.</p>

scholarly journals EXAMINING STUDENTS’ NEEDS FOR ENGLISH AS REQUIRED COURSE IN DIPONEGORO UNIVERSITY

2015 ◽  
Vol 5 (1) ◽  
pp. 84
Author(s):  
Dwi Wulandari
Keyword(s):  
Teaching Methods ◽  
Positive Attitude ◽  
Materials Selection ◽  
Take The Best ◽  
Do So ◽  
Learning English

This study is aimed at finding out what students need in taking English as required course, what students want to learn, and how they want to learn. The data were taken from 500 questionnaires distributed to students. The data revealed that most of the students do have positive attitude in learning English, and because of this the students have more chances to take the best of their learning. However, as most of the students also take English because they are required to do so, there are also some factors that may discourage learners’ motivation in learning, i.e. materials selection, and teaching methods. Kajian ini ditujukan untuk mengetahui apa yang diinginkan oleh mahasiswa dalam mengambil mata kuliah MKDU Bahasa Inggris, secara spesifik untuk mengetahui materi apa yang mereka ingin pelajari, dan bagaimana mereka ingin mempelajarinya. Data diambil dari kuesioner yang disebarkan pada 500 mahasiswa. Analisis data menunjukkan bahwa sebagian besar siswa memiliki sikap bahasa yang positif  dalam mepelajari Bahasa Inggris, dan oleh karenanya mahasiswa memiliki kesempatan lebih banyak untuk mengambil keuntungan terbesar dari perkuliahan tersebut. Namun demikian, karena sebagian besar mahasiswa mengambil mata kuliah tersebut karena kewajiban, ada beberapa hal yang menyurutkan motivasi mahasiswa, yakni pemilihan materi, dan metode mengajar dosen  Bahasa Inggris.

An Analysis of Students’ Needs in Reading Comprehension of Eight Grader of SMP IT Fathona Baturaja

2020 ◽  
Vol 18 (2) ◽  
pp. 10-19
Author(s):  
Henny Yulia
Keyword(s):  
Reading Comprehension ◽  
Sampling Method ◽  
English For Specific Purposes ◽  
Eighth Grade ◽  
Learning Needs ◽  
Islamic World ◽  
Strongly Agree ◽  
Academic Year ◽  
Descriptive Method ◽  
Learning English

The Problems of the study concerned with whether or not the students’ need English for specific purposes in reading. In addition, the study was done to find out the student’s need in reading comprehension. Total sampling method was used to take the sample. The sample was 11 students from the eighth grade in academic year 2019/2020. A Descriptive method was used in this study. The writer used questionnaires and documentation in collecting the data. The result of study from view of Target needs (necessities) showed that 72.8% claimed that they hope that learning English could support their future works. The result of target needs showed that 45.5% were in beginner level. 81.8% want to be able to master both general vocabulary and Islamic world terms. Moreover, the result of learning needs, input in reading comprehension 72.7% claimed that reading can add English vocabulary. From procedure in reading, 54.5% said that they were agree with arranging random paragraphs or sentences into a correct or logical paragraph sequence of sentence. Next, 90.9% students wanted to do the study outside the classroom, 45.5% claimed that they were strongly agree with activity in discussing and being active in investigation. The last, 54.5% students were strongly agreed that teachers must create an active atmosphere to solve problems and doing assignment.

USE OF NATIVE LANGUAGE IN LEARNING ENGLISH FOR SPECIFIC PURPOSES

Tiltai ◽  
2015 ◽  
Vol 71 (2) ◽  
Author(s):  
Irena Darginavičienė ◽  
Violeta Navickienė
Keyword(s):  
Native Language ◽  
English For Specific Purposes ◽  
Learning English

scholarly journals Problems of Teaching and Learning English as a Foreign Language in South Yemen: A Case Study of Lahj Governorate

2019 ◽  
Vol 2 (4) ◽  
pp. 485-492
Author(s):  
Sabri Thabit Saleh Ahmed ◽  
Bushra Thabit Ahmed Qasem
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching Aids ◽  
Proficiency Level ◽  
Efl Teaching ◽  
Learning English ◽  
Language Teaching And Learning

The task of teaching and learning English as a foreign language is not an easy task as there are many factors that may contribute positively or negatively to its success. In the context of this study, most school-leavers have very poor English, especially when looking at their oral skills. This indicates that there are some problems that EFL learning and teaching encounter, and then such problems are reflected in students’ proficiency level. This study, therefore, explored the problems encountering EFL teaching and learning in Lahj primary and secondary schools to identify such problems and suggest some solutions that may help in improving English language teaching and learning in the concerned schools. Data were collected from 32 EFL senior teachers and supervisors of Lahj governorate. Findings showed that large classes, lack of teaching aids, teachers’ low proficiency in English, teachers’ limited experience with communicative language teaching, late beginning of learning English, lack of focus on oral communicative English, use of mother tongue in classroom, students’ low motivation and interference between English and Arabic are considered as major problems encountering English language teaching and learning in the concerned South Yemeni schools and contribute negatively to students’ proficiency level. The study has provided some recommendations that may help in improving EFL teaching and learning in the concerned schools and in Yemeni schools generally.

scholarly journals Authentic-interactive activities to promote oral production on a virtual platform

2020 ◽  
pp. 26-35
Author(s):  
Norma Flores-González
Keyword(s):  
Instructional Design ◽  
Foreign Language ◽  
Quantitative Approach ◽  
Teaching English ◽  
Oral Production ◽  
Communicative Strategies ◽  
Teachers And Students ◽  
Virtual Platform ◽  
Authentic Activities ◽  
Learning English

Implementing learning or communicative strategies are not enough to develop oral production when learning English as a Foreign language; indeed, it is necessary to provide authentic activities that engage students in the act of speaking. The objective of this research is to know if the interactive activities operated in the Moodle platform promote oral production and identify the possible association between their scores from the instructional design and their speaking level from a standardized exam. For this, a longitudinal quantitative approach was carried out during spring 2020 in the Teaching English Bachelor at BUAP, having a sample of 20 subjects. The results demonstrated that the use of authentic-interactive activities improved the students’ speaking competence significantly. Furthermore, this study pretends to contribute with useful theoretical information for teachers and students who want to select appropriate tasks to improve this competence. It is essential to clarify that this is an innovative study since it promotes the use of activities and strategies mediated by technology asynchronously and synchronously, which are flexible and suitable for students’ needs in times of contingence.

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