Helping Taiwanese Graduate Students Help Themselves: Applying Corpora to Industrial Management English as a Foreign Language Academic Reading and Writing

2015 ◽  
Vol 32 (3-4) ◽  
pp. 300-317 ◽  
Author(s):  
Barry Lee Reynolds
Keyword(s):  
Graduate Students ◽  
Foreign Language ◽  
Reading And Writing ◽  
Industrial Management ◽  
Academic Reading

THE CHALLENGES THAT KAZAKHSTANI GRADUATE STUDENTS EXPERIENCE WITH ACADEMIC READING AND WRITING IN ENGLISH

2021 ◽  
pp. 276-285
Author(s):  
Mir Afzal Tajik ◽  
Maganat Shegebayev ◽  
Guldana Akhmetova ◽  
Robert Gordyn ◽  
Seth Antwi
Keyword(s):  
Graduate Students ◽  
Online Survey ◽  
Change Agents ◽  
Faculty Members ◽  
Reading And Writing ◽  
Academic Reading ◽  
Mature Students ◽  
Significant Difference ◽  
New Generation ◽  
Method Approach

Since Kazakhstan’s independence in 1991, several English medium universities have appeared in the country. These universities were created to educate a new generation of thinkers and change agents who will lead Kazakhstan in concordance with the new global tendencies and directions. The staff and faculty members to serve at these universities were invited from across the world.  It has been around 29 years since the official launch of the first English medium university in the country; however, there is no research on how students cope with reading and writing in their L3, after Kazakh and Russian. Against this backdrop, a team of professors and researchers of Nazarbayev University, KIMEP University, and Suleyman Demirel University have designed a study to examine graduate students’ struggle with academic reading and writing at English medium universities in Kazakhstan. This article elicits early findings related to graduate students’ challenges in reading and writing obtained from an online survey.  This study employed a mixed-method approach. Graduate students’ perceptions of reading and writing in English were obtained through an online survey comprising closed- and open-ended questions. The result of quantitative data was analyzed employing inferential statistics. The total number of respondents is 269. The findings of the study reveal that Kazakhstani graduate students face several challenges in reading and writing although they have obtained the required scores in their IELTS and TOEFL tests. They asserted that reading in English is challenging because the ideas, concepts, and terminologies used in academic papers are difficult to grasp. The study confirms that there is no significant difference in challenges among genders; however, in terms of age, more mature students respond to challenges less stressfully compared to their younger counterparts. 

Bahasa Inggris Bisnis dari Perspektif Alumni Jurusan Akuntansi Politeknik Negeri Padang

2015 ◽  
Vol 4 (1) ◽  
pp. 10-16
Author(s):  
Martini Martini
Keyword(s):  
Graduate Students ◽  
Language Skills ◽  
Descriptive Analysis ◽  
Business Communication ◽  
Educational Institutions ◽  
Teaching Material ◽  
Business English ◽  
Reading And Writing ◽  
English Curriculum ◽  
English Class

As a part of dissertaion research entitled “Developing A Model Of Business English Teaching Material For Students Of Politeknik Negeri Padang”. This article tells about the needs of Business English in workplaces from the graduate students persperctive. The information gottten can be used as inputs is designing Business English curriculum which in based on Link and Match concept between the needs of workplaces and educational institutions. A survey was done by spreading online questionnaires by using Google drive to the graduates of accounting department, who work for some companies in Indonesia. By using descriptive analysis, finding of the research obtains an overview that four language skills (speaking, listening, reading, and writing) are very impportant in business communication. It menas that they must be taught in Business English class. Next, it is also obtained that grammar, vocabulary, pronounciation, and translation are also very important to be taughy. Besides, this study can determine some business topics that are needed for Business English class.

scholarly journals An Attempt at Promoting Undergraduate Sudanese EFL Students’ Performance in Academic Writing Skills

2019 ◽  
Author(s):  
Ammar Mohammed Ahmed Mudawy
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Writing Skills ◽  
Extensive Reading ◽  
Reading And Writing ◽  
Efl Teachers ◽  
Holy Quran ◽  
Post Test ◽  
Efl Students ◽  
University Level

The study aims at suggesting effective methods and techniques that could improve English as a foreign language EFL students’ performance in writing skills. The researcher uses the descriptive, analytical method. Four tools were adopted pretest, post-test, supporting program, and a questionnaire for teachers for collecting data. Twenty-five students in Holy Quran University, Sudan, were chosen purposively, and thirty EFL teachers at a university level were randomly selected as a sample for the study. Ninty percent of the teachers agree on the suggested program and techniques. The findings of the study indicate that: using varied techniques and activities in pre-writing stage promotes students’ performances in writing, integration of reading and writing skills in the classroom improves students’ writing skills, as well as encouraging extensive reading outside the classroom promotes students’ performance in writing skills. Accordingly, the researcher recommends that: teachers should focus on the prewriting stage through different activities as well as reading and writing should be used in an integrated way in-class writing to guide the writing process.

scholarly journals Listening Skill Requires a Further Look into Second/Foreign Language Learning

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Hossein Bozorgian
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Strongly Correlated ◽  
High Stakes ◽  
Reading And Writing ◽  
Listening Skill ◽  
Reading History

Current English-as-a-second and foreign-language (ESL/EFL) research has encouraged to treat each communicative macroskill separately due to space constraint, but the interrelationship among these skills (listening, speaking, reading, and writing) is not paid due attention. This study attempts to examine first the existing relationship among the four dominant skills, second the potential impact of reading background on the overall language proficiency, and finally the relationship between listening and overall language proficiency as listening is considered an overlooked/passive skill in the pedagogy of the second/foreign language classroom. However, the literature in language learning has revealed that listening skill has salient importance in both first and second language learning. The purpose of this study is to investigate the role of each of four skills in EFL learning and their existing interrelationships in an EFL setting. The outcome of 701 Iranian applicants undertaking International English Language Testing System (IELTS) in Tehran demonstrates that all communicative macroskills have varied correlations from moderate (reading and writing) to high (listening and reading). The findings also show that the applicants’ reading history assisted them in better performing at high stakes tests, and what is more, listening skill was strongly correlated with the overall language proficiency.

scholarly journals The Inappropriateness of English for Specific Purposes (ESP) with Learner’s Goals: A Need Analysis on Communication and Islamic Broadcasting Program

2021 ◽  
Vol 3 (3) ◽  
Author(s):  
St. Hartina ◽  
Syahrir Syahrir
Keyword(s):  
Qualitative Research ◽  
Mixed Methods ◽  
Graduate Students ◽  
Short Duration ◽  
English For Specific Purposes ◽  
Learning Method ◽  
Reading And Writing ◽  
Quantitative And Qualitative Research ◽  
Need Analysis ◽  
Repetitive Learning

The course of English for Specific Purposes (ESP) is supposed to prepare students for the professional sector, yet the course at IAIN Palopo in Indonesi is designed in general English without any professional input or assessment of the learner's needs. This research is motivated by the Communication and Islamic Broadcasting program students’ complaints of unsatisfaction with the course since it does not meet their needs. This research aims to examine the English needs of students studying in the communication and Islamic broadcasting program. The researchers used a mixed-methods strategy that incorporates both quantitative and qualitative research. The participants in this study were 60 undergraduates and 30 graduate students. Data was gathered through questionnaires and interviews. The data was then analyzed using the comprehensive concept of need analysis proposed by Dudley-Evans & St. John (1998). The results revealed that the majority of students learn English to help them advance in their careers. Their top priority in ESP is to improve their speaking skills, followed by listening, reading, and writing. Due to the repetitive learning method, inappropriate textbook, and short duration, according to the interview results, the students were also unsatisfied with the present ESP course.

scholarly journals THE MODERN TRENDS IN FUTURE FOREIGN LANGUAGE TEACHERS` TRAINING TO ICT USAGE IN THEIR FUTURE CAREER

2017 ◽  
Author(s):  
Vladimir Proshkin ◽  
Oksana Glushak ◽  
Nataliia Mazur
Keyword(s):  
Foreign Language ◽  
Information Technologies ◽  
Educational Process ◽  
Language Teachers ◽  
Foreign Languages ◽  
Information And Communications Technologies ◽  
Foreign Language Teachers ◽  
Reading And Writing ◽  
Professional Activities ◽  
Communications Technologies

The analysis of competences that should be formed in the future foreign language teachers by the tools of modern information and communications technologies is presented by the authors. It is been determined that generic (core) competences include: informatics, informational, organizational and methodological competences; profile (specific) competences include the abilities of information and communications technologies usage for such pupils` skills forming as: listening, speaking, reading and writing. The program of electronic study course to support the realization of above-mentioned task is presented. The purpose of the program is to create a modern level of informational and computer culture, acquiring practical skills of application information technologies by teachers and philologists in order to increase the efficiency of the educational process; students of philological specialties and their preparation for the pedagogically effective use of information technology training in further professional activities. The content of the program modules has been given. Module 1. Network technologies in foreign languages, module 2. Office technologies in foreign languages, module 3. Multimedia technologies. The stages of using ICT in education have been identified, they are search, analysis and research of information, software, methodological resources for a lesson preparation with the further discussion; planning of organizational and methodological measures aimed at achieving goals and objectives of a certain lesson type; developing information materials according to the topic and type of lesson using ICT tools; assessment of future foreign language teachers readiness for the introduction of informational materials on the basis of software resources into the learning process. The usage of ICT for listening, speaking, reading and writing skills forming is demonstrated on the examples of software, on-line services and various podcasts.

Collaborative Learning and Concept Mapping for Language Teaching

2012 ◽  
pp. 160-181
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

Collaborative Learning and Concept Mapping for Language Teaching

2010 ◽  
pp. 13-34 ◽  
Author(s):  
Rita de Cássia Veiga Marriott
Keyword(s):  
Social Skills ◽  
Collaborative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Concept Mapping ◽  
Language Teaching ◽  
Writing Skills ◽  
The Internet ◽  
Authentic Material ◽  
Reading And Writing

This chapter outlines how collaborative learning and concept mapping have been incorporated and implemented within a blended foreign language course. Focusing on these two approaches, it introduces the reader to LAPLI – The Language Learning Lab: a methodology of integrative CALL using the Internet. The aim in LAPLI’s 12 activities is to challenge high-intermediate and advanced language students to go beyond their limitations and be more active and responsible for their own learning. Students, based on authentic material selected by themselves, work individually and collaboratively throughout its activities. They are stimulated to develop fluency and accuracy in the foreign language, focusing on the development of their reading and writing skills, but also promoting their oral and social skills. Some feedback from the students is presented. The chapter concludes with a few considerations on the challenges of life-long education.

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