scholarly journals Developing soft skills for sustainable development in environmental engineering students through foreign language learning

2021 ◽  
Vol 295 ◽  
pp. 05005
Author(s):  
Lyudmila Korolyova ◽  
Elena Voyakina ◽  
Laula Zherebayeva
Keyword(s):  
Sustainable Development ◽  
Foreign Language ◽  
Language Learning ◽  
Engineering Students ◽  
Soft Skills ◽  
Development Program ◽  
Foreign Language Learning ◽  
Point Of View ◽  
Willingness To Communicate ◽  
Environmental Engineering

The paper focuses on education for sustainable development (ESD) as an integral part of the sustainable development program with its main principles defined by UNESCO. The key competencies that must be developed in accordance with ESD are outlined. Learning a foreign language is considered from the point of view of its contribution to the process of attaining ESD goals in general and developing soft skills in environmental engineering students in particular that is closely connected with students’ willingness to communicate (WTC) and integrated with their expectations. The research is done on learners’ beliefs and expectations concerning studying a foreign language at the beginning of the academic year in order to choose the most appropriate teaching strategies for developing soft skills, WTC in L2 within the framework of ESD.

scholarly journals Tracks for Russian university students’ multilingual development within remote education during the pandemic

2021 ◽  
pp. 217-233
Author(s):  
Anastasia Atabekova ◽  
Alexander Belousov ◽  
Oleg Yastrebov
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Language Translation ◽  
Foreign Language Learning ◽  
Skills Training ◽  
Point Of View ◽  
University Education ◽  
Educational Institutions ◽  
Language Courses

The chapter explores language and non-language university students’ practices of foreign language learning within the unscheduled shift to remote studies in Russia due to the COVID-19 emergency. The RUDN University Law Institute experience is considered as an example. The paper explores common and specific features of foreign language, translation, and interpreting skills training within the Law Institute language and non-language programmes. The research rests on the case study methodology, considered from the policy-making and managerial point of view. The findings reveal both common features and specificities of multilingual university education of non-language and language students. The study also confirms the need for the educational institutions to draft specific guidelines on language courses implementation for different target audiences during the COVID-19 pandemic.

scholarly journals Mobile Applications in Mastering Mining Engineers' Competences

2018 ◽  
Vol 41 ◽  
pp. 04041
Author(s):  
Roman Islamov ◽  
Oksana Greenwald ◽  
Nina Tunyova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mobile Applications ◽  
Positive Impact ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Point Of View ◽  
Educational Institutions ◽  
Language Competence ◽  
Educational Potential

Being one of the leading coal mining regions in the world, Kuzbass (Russia) demands from its regional higher educational institutions to master a range of competences of the graduates, namely mining engineers. Foreign language competence is considered to be among the key ones. The article reveals the concept of the competence, its relevance for mining engineers. We also analyze existing mobile applications from the point of view of their educational potential and present the results of the experiment conducted to assess effectiveness of mobile applications in mastering foreign language competence of mining engineering undergraduates. Our methods included interviews with students, classroom observations and surveys of students. The results suggest that integrating mobile applications in educational process is likely to have a positive impact on foreign language competence and increase students’ motivation and satisfaction with foreign language learning.

Examining fluctuations in the WTC of Japanese EFL speakers: Language proficiency, affective and conditional factors

2020 ◽  
pp. 136216882097782
Author(s):  
Rintaro Sato
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Willingness To Communicate ◽  
Complex Nature ◽  
Efl Learners ◽  
Self Confidence ◽  
Stimulated Recall ◽  
Sense Of Security

Willingness to communicate (WTC), which plays a crucial role in second or foreign language learning, has a dynamic and complex nature, fluctuating during communicative events. This study examines how the situational WTC of four Japanese speakers of English as a foreign language (EFL) emerges and fluctuates, focusing on the roles of language proficiency and affective and conditional factors. Low-intermediate and advanced speakers were engaged in an interactive, communicative activity with an interlocutor. All utterances were recorded, transcribed, and analysed and combined with the qualitative data from participants’ self-ratings and a stimulated recall interview after the activity to assess fluctuations in WTC. The findings indicate that levels of WTC are influenced differently between low-intermediate and advanced speakers. Although the WTC of all speakers was negatively affected when they sensed a lack of English proficiency, low-intermediate speakers were affected by interest in the topic, influence of interlocutors on sense of security, and self-confidence, while opportunity to talk about oneself and one’s opinions contributed to the WTC of advanced speakers. It is suggested that teaches of EFL should be considerate of these factors that can affect EFL learners’ WTC.

scholarly journals Influence of Language Learning Strategies on Willingness to Communicate in Chinese Among Students With High and Low Anxiety

2021 ◽  
Vol 17 (4) ◽  
pp. 158
Author(s):  
Li Munchen ◽  
Fazilah Razali ◽  
Nurazidawati Mohamad Arsad
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Peninsular Malaysia ◽  
Willingness To Communicate ◽  
Anxiety Scale ◽  
Eastern Region ◽  
Language Learning Strategies ◽  
Speaking Anxiety

Abstract: With the global expansion of China's economy, Chinese has established itself as a major language. Since then, higher education students' desire to learn Chinese has increased dramatically. However, strategies for foreign language learning and students' anxiety both play a key role in students' ability to communicate in Chinese. Thus, the purpose of this study is to examine the influence of language learning strategies (LLS), particularly those associated with different levels of anxiety, on students' willingness to communicate (WTC) in Chinese. Using a quantitative research design, a questionnaire assessing students' WTC, LLS and a speaking anxiety scale was distributed to 130 students enrolled in Mandarin as a foreign language course at MARA professional college in the Eastern region of peninsular Malaysia. The study gathered data from 66 low- and 64 high-anxiety students using the speaking anxiety scale. The findings demonstrated a significant correlation between LLS and WTC among both groups of students. Multiple regression analysis was used to determine the best predictors of students' WTC. It was discovered that indirect LLS were the best predictors for students with low-level anxiety, whereas direct and indirect LLS were both good predictors for students with high-level anxiety. This research reveals that in order to improve students' ability to communicate, educators must emphasise a variety of different learning strategies, depending on the speaking anxiety level of their students.   Keywords: Chinese Language, Foreign Language, Learning Language Strategies, Speaking Anxiety, Willingness to Communicate.

scholarly journals Foreign Language Training Transformation for Sustainable Development: Trends and Experiences

2020 ◽  
Vol 208 ◽  
pp. 09023
Author(s):  
Dinara Ivanova ◽  
Anna Polenova ◽  
Anna Motozhanets
Keyword(s):  
Quality Of Life ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Learning ◽  
Soft Skills ◽  
Language Education ◽  
Interdisciplinary Approach ◽  
Foreign Language Teaching ◽  
Language Training

The aim of this paper is to analyze the ways and identify the main trends of language learning transformation in universities for sustainable development in order to encourage students’ soft skills and competences for real commitment and interaction. Education is considered as a means through which individuals can improve their quality of life. If we redesign institutional educational programs on language learning based on students’ needs and expected outcomes, then both the quality of language education and the quality of life will improve dramatically. It also tries to consider the directions to implement sustainability in foreign language teaching through curriculum, interdisciplinary approach and innovation.

scholarly journals Application of Multimedia Technology in Vocabulary Learning for Engineering Students

2017 ◽  
Vol 12 (01) ◽  
pp. 21 ◽  
Author(s):  
Xue Shi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Engineering Students ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Computer Assisted ◽  
Multimedia Technology ◽  
Individualized Learning ◽  
Teaching Language ◽  
Assisted Instruction

The study of vocabulary is essential in learning a second language. The traditional way of foreign language learning only allows students to learn what the teacher chooses to teach. Knowledge is force-fed by the teacher to the students, but this way cannot meet the needs of the students and society. The development of multimedia technology meets the demands for new ways of teaching language. The purpose of this study is to test whether it is effective to use computer-assisted instruction (CAI) in individualized learning and whether multimedia CAI techniques can improve vocabulary learning and memory. According to analysis of the experimental data, CAI-supported vocabulary learning is more effective than traditional methods. The results show that, through CAI, knowledge can be learned faster and retained longer in the students’ memory.

scholarly journals Selected Determinants of Pronunciation Anxiety

2021 ◽  
Vol 21 (1) ◽  
pp. 93-113
Author(s):  
Małgorzata Baran-Łucarz ◽  
Jang Ho Lee
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Detrimental Effect ◽  
Foreign Language Learning ◽  
Willingness To Communicate ◽  
Target Language ◽  
Foreign Languages ◽  
Self Assessment ◽  
Efl Learners ◽  
Studying Abroad

Empirical research shows that language anxiety has a detrimental effect on foreign language learning and its use. Several studies suggest that anxiety related to mastering and using foreign languages is skill-specific. This study examined pronunciation anxiety and attempted to determine its significant correlates. The included factors ranged from learning experiences with native-speaking teachers, previous studying abroad experience, and enjoyment of learning the target language, to willingness to communicate in the target language. A questionnaire was administered to two groups of EFL learners of different majors and different self-perceived levels. Hierarchical multiple regression analyses for both groups showed that willingness to communicate in English was the strongest determinant of pronunciation anxiety, while foreign language enjoyment the second meaningful correlate, but only in the case of the group whose self-assessment of general proficiency in English was lower.

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