Minding the Gap Between First and Continued Usage: An Empirical Study of the Implementation of a Corporate e-Learning English-Language Program at a Financial Firm in Taiwan

To educate their students in modern sustainable forest and environmental management approaches sensitive to cultural and situational differences, three Canadian (Alberta, British Columbia, New Brunswick) and four European (Albert-Ludwigs- Universität, Freiburg, Germany; University of Eastern Finland, Joensuu, Finland; Swedish University of Agricultural Sciences, Umeå, Sweden; and Bangor University, Wales) universities have developed a new transatlantic forestry Master program leading to a dual European and Canadian post-graduate degree (TRANSFOR-M). The two-year English language program has the following key characteristics: 1) the optimal use of expertise at partner institutions to deliver effective, globally oriented programs in forestry and environmental management; 2) one intensive language course in the language of the host country for the Canadian students; 3) e-learning courses accessible among all partner institutions (and once tested through TRANSFOR-M, to a broader audience); 4) a “thesis” or research project report that is co-supervised by both a Canadian and a European professor; 5) access to work internships to provide practical experience in an international context and increase the employability of the graduate students and 6) two mandatory three-week field courses (one across the four European countries and one across the three Canadian provinces), where all program participants meet.

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The Effect of Using the E-Learning Management System (Jusur) on Knowledge Acquisition in the English Language and Achievement Motivation for Preparatory Year Students at the Hashimite University: An Empirical Study

International Journal of Humanities Social Sciences and Education ◽

10.20431/2349-0381.0404007 ◽

2017 ◽

Vol 4 (4) ◽

Keyword(s):

Empirical Study ◽

Knowledge Acquisition ◽

Achievement Motivation ◽

Management System ◽

English Language ◽

Learning Management System ◽

E Learning ◽

Learning Management ◽

Preparatory Year

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Pembelajaran Bahasa Inggris untuk Bisnis melalui E-Learning

Humaniora ◽

10.21512/humaniora.v4i2.3548 ◽

2013 ◽

Vol 4 (2) ◽

pp. 1074

Author(s):

Rina Patriana Chairiyani

Keyword(s):

Language Learning ◽

Learning Process ◽

Teaching And Learning ◽

English Language ◽

Active Role ◽

Learning System ◽

Business English ◽

E Learning ◽

Conventional Classroom ◽

Learning English

The objective of this research is to understand comprehensively the learning process of English for business through e-learning. The research was a qualitative research with an ethnography method conducted in Bina Nusantara University, Jakarta in 2012. The data were collected through observation, interview, document study, and recording. The focus of this research is learning business English by e-learning with sub-focus the process of learning English for business through e-learning. The results obtained from this study are based on the focus of the study: the process of learning English through e-learning. English language learning via e-learning in Binus online uses e-learning system that is asynchronous, which means do not coincide. Both lecturers and students access not at the same time; lodging Binus Online, timing set, so that everything goes according to schedule. The process of teaching and learning through e-learning course is different from the conventional classroom. This process requires both lecturers and students to play an active role and really should take the time for it. Based on the findings of research on learning English for business through e-learning at Binus Online, it can be concluded that the learning process goes well and effective in improving student competence and achievement. The learning process is also a result of good support for students and faculty as well as the adequate support given means of learning English for business done through e-learning at Binus Online. In addition, learning through e-learning has a direct impact with the emergence of spirit of the students to always work hard, on time, independent, and active.

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Faculty Adoption, Application, and Perceptions of a CMS in a University English Language Program

Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5140-9.ch008 ◽

2018 ◽

pp. 161-175 ◽

Cited By ~ 1

Author(s):

Brett Milliner ◽

Travis J. Cote

Keyword(s):

Technology Acceptance ◽

Learning Strategies ◽

English Language ◽

Course Management System ◽

Course Management ◽

Language Program ◽

Student Autonomy ◽

E Learning ◽

Acceptance Model ◽

English Program

Central to most e-learning strategies is the course management system (CMS). While a CMS has the potential to facilitate better course management, enhance learning, and encourage student autonomy, reports indicate that faculty are slow to adopt a CMS, and yet others claim most faculty are not using a CMS to its potential. This chapter considers teachers in a university English program who were surveyed about their perceptions of the Blackboard CMS using the technology acceptance model (TAM) and data from usage logs were analyzed to appraise actual CMS application. While the teachers had an overwhelmingly positive view of the CMS, their utilization of Blackboard was limited or unsophisticated. As e-learning coordinators in the English program, the authors are interested in increasing CMS adoption and developing a robust e-learning component in the curriculum.

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Motivations of Refugee-Background Adults in Enrolling in English Language Classes in the United States

Adult Learning ◽

10.1177/1045159520969859 ◽

2020 ◽

pp. 104515952096985

Author(s):

Otieno Kisiara

Keyword(s):

United States ◽

Limited English Proficiency ◽

English Language ◽

The United States ◽

Language Program ◽

Self Advocacy ◽

Language Programs ◽

Wide Range ◽

Language Classes ◽

Learning English

This study examines the motivations of refugee-background adults in participating in English language classes in the United States. Five focus group discussions were held with refugee-background adults with no or very limited English proficiency who were enrolled in an English language program in an urban area in the Northeastern region of the United States. The study participants had been resettled in the United States for between 10 months and 4 years at the time of study and were of different nationalities, including Somalia, Yemen, Myanmar, Cuba, and Sudan. While agencies and organizations funding and running these English programs have generally focused on job readiness English language skills in their curriculums, this study found that refugees had a wide range of motivations for learning English. In addition to better paying jobs, refugees were also interested in learning English to better navigate the health care system and safeguard their privacy, become self-reliant and avoid the humiliation of public assistance, enable self-advocacy in various settings, pass the United States citizenship test, and to provide English language support for family and neighbors. Based on these findings, the study recommends that these language programs intensify collaborative learning activities that invite and incorporate the experiences, perspectives, and expectations of refugee participants in the design, execution, and assessment of these programs.

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Implementation Of Self-Regulated Learning Model In E-Learning English Writing

International Journal of Engineering and Advanced Technology - Regular Issue ◽

10.35940/ijeat.e1212.0585c19 ◽

2019 ◽

Vol 8 (5C) ◽

pp. 1450-1455

Keyword(s):

Foreign Language ◽

Language Learners ◽

English Language ◽

Learning Model ◽

English Writing ◽

Self Regulated Learning ◽

Foreign Language Learners ◽

Regulated Learning ◽

E Learning ◽

Learning English

This Academic article discusses the implementation of self-regulated learning model in e- learning English Writing, especially on enriching writing skill. This study uses a qualitative method. The discussion of this article uses many points of views of self-regulated model learners, such as Albert Bandura, Barry Zimmerman, Anananita Bramuci, Popa Daniela, and Ernesto Panadero. According to the authors' interpretation, the discussion shows several results. (1) English writing skills require serious effort and practice in formulating, developing and analyzing ideas, especially for second / foreign language learners. (2) The understanding of English language grammar and vocabulary is indispensable for second / foreign language learners. (3) The self-regulated learning model can increase the learning motivation because this model encourages students to acquire knowledge and skills on their own voluntarily; and (4) learners who have high self-regulated learning, will have good learning outcomes as well.

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Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

Jurnal Sisfokom (Sistem Informasi dan Komputer) ◽

10.32736/sisfokom.v9i2.907 ◽

2020 ◽

Vol 9 (2) ◽

Author(s):

Dentik Karyaningsih ◽

Puji Siswanto

Keyword(s):

Teaching And Learning ◽

English Language ◽

English Education ◽

System Development ◽

Language Education ◽

Prototype System ◽

Study Program ◽

Education Study ◽

English Pronunciation ◽

E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

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