In Search of Internationalization: Changing Conceptions of EMI Among Mexican University Instructors

2020 ◽  
pp. 155-179
Author(s):  
Christopher Worthman
Keyword(s):  
University Instructors

The AAUIA From 1916–1920: How The AAUIA Contributed to the Early Developments of Accounting Education

2020 ◽  
Vol 47 (1) ◽  
pp. 39-53
Author(s):  
Emily K. Hornok ◽  
Dale L. Flesher
Keyword(s):  
20Th Century ◽  
American Association ◽  
Accounting Education ◽  
Early 20Th Century ◽  
Accounting Profession ◽  
Advisory Services ◽  
University Instructors

ABSTRACT This paper explores how the formation of the American Association of University Instructors in Accounting (AAUIA, the predecessor of the American Accounting Association) and its efforts toward achieving its original objectives provided initial solutions to a variety of interrelated problems facing both the accounting profession and accounting educators. In the early 20th century, the accounting profession saw an increase in demand for accountants trained in attest, tax, and advisory services, but the accounting educators were unable to meet this demand because the accounting curricula that existed at the time suffered from multiple problems. Our paper examines the “Papers and Proceedings” of the first five annual meetings of the AAUIA to gain insights about how the formation of the AAUIA contributed to early developments in accounting education. These developments would allow the educators to better train accountants, which, in turn, would help advance the accounting profession.

Teacher Beliefs and Practices in Advanced Spanish Classrooms

2005 ◽  
Vol 3 (1) ◽  
pp. 83-107
Author(s):  
Manel Lacorte ◽  
Evelyn Canabal
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Latino Students ◽  
Advanced Level ◽  
Beliefs And Practices ◽  
Teacher Beliefs And Practices ◽  
Proficiency Level ◽  
Language Classroom ◽  
University Instructors ◽  
Large Research

The growing presence of Latino students in U.S. colleges and universities is evident in foreign language (FL) classrooms. Latino students with a high proficiency level in Spanish are usually placed in advanced language or content-based courses along with other non-Latino students. This paper examines university instructors’ beliefs and practices concerning interaction in advanced Spanish courses with heritage and nonheritage students. The participants were 15 instructors of diverse academic and professional backgrounds teaching advanced Spanish courses at a large research-oriented public university. Following a process of selection, verification, and generalization of linguistic metaphors used to talk about the topic, this qualitative study analyzes data collected through a questionnaire, interviews, and non-participant observations. The discussion addresses the instructors’ beliefs and perceptions with regard to: (1) the classroom environment; (2) their role as teachers of advanced-level courses; (3) the students enrolled in these courses; and (4) the contrast between what teachers consider to be the desired interaction in an advanced language classroom, and what actually happens.

scholarly journals Saudi EFL University Instructors’ Barriers to Teaching the Speaking Skills: Causes and Solutions

2019 ◽  
Author(s):  
Noura Abdulaziz Abdulmohsen Al HAssan
Keyword(s):  
Structured Interviews ◽  
Preparation Programs ◽  
King Saud University ◽  
Self Confidence ◽  
Study Results ◽  
University Instructors ◽  
Speaking Skill ◽  
Barriers To Teaching ◽  
Preparatory Year ◽  
Speaking Skills

The aim of this study was to investigate the causes and the solutions of Saudi EFL university instructors’ barriers to teaching the speaking skill. The sample of the study consisted of 132 randomly-selected EFL preparatory year instructors at Al-Imam Mohammad Ibn Saud Islamic University, Princess Nourah Bint Abdulrahman University, and King Saud University in Riyadh city. Three instruments were utilized to collect data for the study: the first one was a questionnaire, the second was semi-structured interviews, and the third one was lectures observations. The researcher designed a five-point Likert scale questionnaire to collect the data of the study which was validated by a panel of raters consisting of ten university professors and instructors. To ensure reliability, Cronbach Alpha formula was calculated. Besides, The findings of the study revealed that the causes of Saudi EFL university instructors’ barriers to teaching the speaking skill in the preparatory year were as follows: students’ use of L1 during group work or pair work, lack of vocabulary, fear of making mistakes, lack of self-confidence, and lack of motivation. Furthermore, the study results advocated the following solutions to Saudi EFL university instructors’ barriers to teaching the speaking skill: enhancing students’ self-confidence to speak without fear, correcting students’ mistakes kindly, meeting students’ needs in speaking textbooks, and adopting recent motivating techniques, increasing the motivating speaking activities in textbooks, and testing the speaking skill. Finally, the study concluded that teacher training and preparation programs should help EFL instructors overcome and avoid such teaching barriers in teaching the speaking skills

scholarly journals Evaluation Methods in Teaching Translation by Saudi University Instructors under Coronavirus Pandemic

2020 ◽  
Vol 3 (12) ◽  
pp. 33-46
Author(s):  
Eman Mohammad Mahmoud AlOneen
Keyword(s):  
Online Teaching ◽  
Evaluation Methods ◽  
Educational Institutions ◽  
Future Research ◽  
Online Questionnaire ◽  
Simple Observation ◽  
Assessment Tasks ◽  
University Instructors ◽  
The World ◽  
The Individual

Coronavirus pandemic has posed challenges in evaluating students’ performance in educational institutions all over the world. Therefore, university instructors may encounter some problems in evaluating their students fairly through online teaching since it was not an easy task before this worldly crisis. The current study aims at investigating the perspectives of instructors who teach translation courses at some Saudi universities towards the followed evaluation methods in teaching translation courses during Coronavirus pandemic. Two methods were used to collect data: simple observation and online questionnaire. The participants were 21 instructors from 10 Saudi universities. The findings of this study show that using machine translation and CAT tools by students in doing assessment tasks does not guarantee fairness among students during Coronavirus pandemic regardless of the nature of translation courses. In addition, online exams and assignments are less fair to show the individual differences among students compared with written exams before Coronavirus pandemic. To evaluate students’ performance in translation courses fairly, the participants of this study suggested some solutions such as modifying questions' patterns of some translation exams and assignments to cope with online teaching, emphasizing the importance of live sessions and online participation as assessment tasks for students during Coronavirus pandemic, using other evaluation methods such as live oral assessment, editing texts, multiple choice editing questions, etc. The study concludes with some recommendations for future research.

scholarly journals Exploring the technical pedagogical and content knowledge (TPACK) of Taiwanese university physics instructors

2016 ◽  
Vol 32 (1) ◽  
Author(s):  
Syh-Jong Jang ◽  
Yahui Chang
Keyword(s):  
University Students ◽  
Content Knowledge ◽  
Science Teachers ◽  
Statistical Significance ◽  
Teaching Experience ◽  
University Physics ◽  
University Instructors ◽  
Science Instructors ◽  
The University ◽  
University Science

<p>University science teachers’ technological pedagogical and content knowledge (TPACK) is crucial for effective teaching. Although there has been a plethora of studies investigating pre-service and in-service teachers’ TPACK, few studies have examined university instructors’ TPACK and university students’ perceptions of instructors’ TPACK. The main purpose of this study was to examine the TPACK questionnaire differences between university students’ perceptions and instructors’ self-perceptions, and assess differences in university physics instructors’ TPACK according to gender, academic degrees and teaching experience in Taiwan. This study adopted and revised an instrument for measuring university students’ perceptions of science instructors’ TPACK. The sample was randomly selected from the physics instructors of universities in the northern, central, and southern regions of Taiwan. Exploratory factor analysis was conducted to examine the dimensions of the instrument. The results revealed that the TPACK questionnaire of university physics instructors’ views were different from the university students’ perceptions. University physics instructors’ results indicated statistical significance in overall TPACK according to teaching experience. The research implications of this study are provided along with suggestions.</p>

scholarly journals Investigating the Impact of EFL Students’ Misuse of Prosodic Features on their Face-to-face Interactions from University Instructors’ Perspectives

2021 ◽  
Vol 5 (1) ◽  
pp. 50-64
Author(s):  
Bahram Sattar Abdulrahman
Keyword(s):  
Kurdistan Region ◽  
Prosodic Features ◽  
Face To Face ◽  
Iraqi Kurdistan ◽  
University Instructors ◽  
The Face ◽  
Efl Students ◽  
The University ◽  
The Impact ◽  
Special Classes

The present study aims at investigating the use of prosodic features by Kurdish EFL undergraduates in their face-to-face interactions inside/outside the classroom from the university instructors’ perspectives. The study hypothesizes that the majority of Kurdish EFL undergraduates are not fully aware of the fact that any misuse of prosodic features would probably affect the emotions, feelings, and attitudes that the face-to-face interaction is intended to convey. Building on an analysis of a questionnaire given to 54 university instructors at 10 Iraqi Kurdistan Region different universities, the study concludes that the majority of problems the students face can be related to the misuse of stress, intonation, and other prosodic features. Therefore, EFL instructors should pay more attention to make students learn how to use prosodic features and enable them to send messages adequately while engaging in face-to-face interactions. This would require special classes about prosodic features so that EFL students can overcome the misuse they have in face-to-face communication. This is inevitable because accuracy and fluency in communication require EFL students to master both features: segmental and suprasegmental. The reason behind this necessity could be attributed to the fact that broken and/or incorrect pronunciation can be considered as one of the most prominent factors behind misunderstandings in communication.

scholarly journals Online Courses in the Higher Education System of Iran: A Stakeholder-Based Investigation of Pre-Service Teachers’ Acceptance, Learning Achievement, and Satisfaction

2020 ◽  
Vol 21 (4) ◽  
pp. 117-142
Author(s):  
Reza Dashtestani
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Human Interaction ◽  
Structured Interviews ◽  
Learning Achievement ◽  
Technical Problems ◽  
Higher Education System ◽  
Significant Difference ◽  
University Instructors

This study focused on the acceptance level of higher education stakeholders of teaching English as a foreign language (TEFL) of online courses in Iran and pre-service teachers’ learning achievement in online courses. Three cohorts of participants who were teaching or learning in online courses included pre-service teachers of TEFL (n=104), TEFL university instructors (n=23), and heads of TEFL departments (n=10). A questionnaire was designed. The Kruskal Wallis test was used to detect differences among the perspectives of the participants. Semi-structured interviews were also utilized. Results indicated that there were significant differences among the perspectives of the three groups of participants about online courses. The pre-service teachers appeared to be relatively positive about online learning, while the university instructors and heads of departments showed a lower level of satisfaction. The participants pointed out several challenges, including the lack of rigor of online courses, the incredibility of the certificates, the lack of technological infrastructures, technical problems, the impractical content of the lessons, the lack of human interaction, the low competence levels of online learning students, and employers’ lack of interest in employing graduates of online courses. The participants also mentioned that pedagogical and technological training was required for both university instructors and pre-service teachers of TEFL. The comparison of pre-service teachers’ mid-term and final scores in the online courses showed a significant difference and improvement of students’ learning achievement in online courses with medium to large effect sizes. In the interviews, the participants also confirmed that online courses could improve student learning.

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