Research on the Students’ Perception and Evaluation of Task-Based Language Teaching Approach at the University English Classes

2021 ◽  
Author(s):  
Anastasia V. Lazareva ◽  
Anastasia A. Karnaukhova
Keyword(s):  
Language Teaching ◽  
Teaching Approach ◽  
English Classes ◽  
The University

Renaissance of the Gatekeepers: Establishing a culture of welcome for refugees and asylum seekers at the University of Leicester’s English Language Teaching Unit

2019 ◽  
Vol 9 (1) ◽  
pp. 117-125
Author(s):  
Aleks Palanac
Keyword(s):  
Asylum Seekers ◽  
English Language ◽  
Language Teaching ◽  
Good Practice ◽  
English Language Teaching ◽  
Full Time ◽  
English Classes ◽  
Teaching Unit ◽  
The University ◽  
Refugees And Asylum Seekers

Abstract This report outlines how individuals at the University of Leicester’s English Language Teaching Unit (ELTU) re-evaluated their role as Gatekeepers to the University by implementing new measures to facilitate the admission of a group for whom the gates would typically be shut: refugees and asylum seekers (RASs). It describes how, incrementally and in response to the human stories of individuals who were shut out, these ELTU staff overcame challenges to develop a three-tiered system of support for RASs: free general and academic English classes from beginner to advanced levels; free places on full-time pre-sessional EAP courses to facilitate progression from IELTS 4.0 to IELTS 6.5/7.0; further support and progression opportunities, including access to further study and careers guidance. When being awarded University of Sanctuary status in November 2018, this model was hailed as one of good practice by the awarding committee. The strength of this bottom-up, needs-based approach is that it puts fundamental language needs at the centre, ensuring there is something available for every RAS who wishes to study, and there are clear progression routes available. In this way, no RAS student is turned away from the gates of the academy, and the role of the gatekeeper is recast.

scholarly journals Students' opinions on online classes of English: Possibilities and limitations

2020 ◽  
Vol 50 (4) ◽  
pp. 117-140
Author(s):  
Danijela Đorđević ◽  
Zoran Pavlović ◽  
Tijana Vesić-Pavlović
Keyword(s):  
Language Teaching ◽  
Small Scale ◽  
Online Classes ◽  
Spring Semester ◽  
Online Questionnaire ◽  
Face To Face ◽  
English Classes ◽  
Language Classes ◽  
Face To Face Instruction ◽  
The University

Online classes are not a brand-new concept in teaching languages. The use of Internet and different applications and platforms in everyday life all probably contributed to recognizing online classes as a convenient way for language teaching. There has been a plethora of research on online classes, their benefits and weaknesses, as well as on students' attitudes towards this type of learning. Since there are many benefits of integrating online materials into language teaching programmes, some language practitioners are eager to use these regularly, whereas some still hesitate and use this type of teaching rarely or not at all. However, the year 2020 forced all university teachers to conduct online classes due to the COVID-19 pandemic, since it was impossible to conduct face-to-face instruction in classroom setting. This opened up new possibilities, but brought about various problems as well. Having all this in mind, this paper aims to show how university students perceived the online classes of English during the declared national state of emergency in Serbia. These particular students attended online English classes at the Faculty of Agriculture, University of Belgrade, in the spring semester of 2020. An extensive, online questionnaire designed for the purposes of the study was used to examine students' opinions on various aspects of online classes, their assessment of important technical, contextual, and psychological factors in the process, as well as their motivation to participate in online classes. The results of the analysis show that the respondents were highly motivated for this type of English language classes. They predominantly positively assessed practically all analyzed aspects of online classes, including the observed equivalence of knowledge acquired in face-to-face and online classes, as well as the equal interactivity of both types of classes. The level of self-assessed digital literacy of respondents was fairly high, which must have helped students to a great extent in successively attending the classes. As for the main advantage of online classes, most respondents stated that they were able to attend classes from home, which saved their time and facilitated communication. They also liked the atmosphere in online language classes. The most commonly stated disadvantage of this type of classes is poor internet connection, followed by the related interruptions of sound and video. The dominant attitude of the respondents was that English classes at the university should be conducted as hybrid courses, which implies that they should be a combination of face-to-face teaching and online classes. Although small-scale, the findings of this pilot research can help pinpoint the weaknesses of online classes, as well as offer useful suggestions aimed at improving them in the future. For instance, since students mostly use their mobile phones to attend online classes, it would be convenient for the class activities to be accessible and manageable through different social media apps. Still, it may be argued that the findings are limited in scope since the study was conducted on the sample of students of only one faculty of the University of Belgrade; additionally, it explored the experience with only one online course these students attended. Therefore, the research may be expanded by exploring the potential of online classes in different subject courses, as well as at other faculties.

DEVELOPMENT OF SCIENTIFIC AND RESEARCH WORK OF STUDENTS OF THE UNIVERSITY IN ENGLISH CLASSES

2020 ◽  
pp. 141-149
Author(s):  
Tat'yana V. Baranova ◽  
Keyword(s):  
English Language ◽  
Research Work ◽  
Scientific Activity ◽  
Educational Process ◽  
State University ◽  
English Classes ◽  
Russian State ◽  
Objective Reasoning ◽  
Oriental Studies ◽  
The University

The present article is dedicated to the problems of the organization and planning of scientific and research work of students of the University in English classes, gives grounds for the purposes and tasks of such competence-forming activity as part of the “Oriental studies” speciality program, the Russian State University for the Humanities. The article analyzes these competences, as well as forms and methods of their formation and development. The author presents demarcation of scientific knowledge and gives its characteristics: using most general qualities of a subject, objective reasoning, argumentativeness, results verifiability and reproducibility, consistency, practicality, capability to change, anticipating the future, making forecasts, methodological reflection. The author tried to analyze the reflexive component of scientific and research work of students in more detail. The article presents possible reflexive positions in the interaction between the teacher and the student and shows the dynamics of this interaction, i.e. gives a hierarchy of positions which the student can occupy in the educational process depending on how independent they are in their activity. The article also highlights the content of scientific and research work of students of the University in English classes on the basis of work with foreign texts in the macro-discourse for the “Oriental studies” speciality. The given foundations of the organization and content of scientific and research work of students have been regularly used in English language classes, as well as in optional forms of scientific activity. The students have shown good results and passion for this kind of work, which confirms the correctness of this approach.

PROFESSIONALLY-ORIENTED TEACHING AS A FACTOR OF MOTIVATION TO LEARNING ENGLISH IN NON-LINGUISTIC HIGH SCHOOLS (FROM THE EXPERIENCE OF DIFFERENT DIDACTIVE METHODS USING ON ENGI NEERING FACULTY)

2020 ◽  
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Business Communication ◽  
Professional Communication ◽  
Active Teaching ◽  
English Classes ◽  
Individual Knowledge ◽  
Approach To Teaching ◽  
The University ◽  
Oriented Approach

This article is devoted to the features and benefits of a professionally-oriented approach to teaching a foreign language in non-linguistic high schools on the example of engineering education. According to the latest standards of higher education (FSES 3++), students must have sufficient knowledge of a foreign language for business communication in oral and written forms. However, teachers of high schools face a number of difficulties in the formation of a foreign language communicative competence offuture engineers, namely: a constant decrease of a number offoreign language practical classes in a curriculum of a high school and a weak motivation of students. In our opinion, a professionally-oriented approach to teaching helps to solve these problems and make the process of learning a foreign language more intensive, focused and effective. That is, now, the development of strategies, methodological models and tools for teaching English, with a focus on professional communication, is an actual task for an English teacher at the University. This article presents some methods and techniques that stimulate students of engineering faculty to professionally oriented communication in English. Much attention is paid to both active teaching methods used during practical English classes, and individual work, which allows students to get more useful information and skills within the practical classes given, and also allows students to develop the need for individual knowledge acquisition and comprehension, thereby providing the increased interest of communication in a foreign language and increasing motivation to learn a foreign language.

A Study Focusing on Applying Task-Based Language Teaching (TBLT) Methods into English Vocabulary Teaching for EFL Learners

2021 ◽  
Vol 08 (01) ◽  
Author(s):  
Yilin Huang ◽  
◽  
Sohani Gandhioke ◽  
Keyword(s):  
Second Language Acquisition ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Task ◽  
Online Questionnaire ◽  
Efl Learners ◽  
English Classes ◽  
English Class ◽  
English Major ◽  
Research Findings

To solve the problem of Chinese EFL students’ passive and ineffective vocabulary learning, task-based language teaching (TBLT) methods were introduced to English classes at a university. With TBLT, students interacted with each other by using English, especially English words learnt, in order to fulfil the tasks designed by teachers. Based on second language acquisition theories, students were able to understand input and produce output during this process. This paper focuses on using TBLT in English vocabulary teaching in three non-English major classes of a Chinese university, involving the use of some word games. The word games’ features, organization, and a skill set built through those games, will be discussed. In terms of methodology, an online questionnaire survey was conducted among 93 university students from the three classes. Also, results of the students’ before-task and after-task word quizzes on Moodle platform and exam paper results were analysed. The research findings showed that students enjoyed playing word games in the English class and benefitted from it, in terms of language development and building skills. This paper recommends teachers to use TBLT in English vocabulary teaching and learning, as it is practical and can assist in EFL learners’ vocabulary acquisition.

scholarly journals Treasuring languages: an introduction

2020 ◽  
pp. 1-4
Author(s):  
Alessia Plutino ◽  
Kate Borthwick ◽  
Erika Corradini
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Annual Conference ◽  
Raising Awareness ◽  
The University ◽  
And Linguistics ◽  
Value Of Learning ◽  
Language Teaching And Learning

This volume collects selected papers from the 9th annual conference in the Innovative Language Teaching and Learning at University series (InnoConf), which was hosted by the Department of Modern Languages and Linguistics at the University of Southampton on the 28th of June 2019. The theme of the conference was ‘Treasuring languages: innovative and creative approaches in Higher Education (HE)’. The conference aimed to address the consistent decline in recent years in applications to study languages at UK universities by igniting discussions and seeking innovative and creative approaches to raising awareness about the value of learning languages.

scholarly journals The Implementation of Communicative Language Teaching in English Practice

2020 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Arini Sabrina
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Focal Points ◽  
English Teaching ◽  
English As Foreign Language ◽  
Efl Context ◽  
Scientific Approach

2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.

scholarly journals Multikodalität und Digitales Lehren und Lernen

2021 ◽  
Keyword(s):  
Applied Sciences ◽  
Intercultural Communication ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Special Role ◽  
Master's Program ◽  
Multimedia Teaching ◽  
University Of Applied Sciences ◽  
Training Courses ◽  
The University

Nothing has highlighted the importance of digital teaching and learning opportunities more obviously than the Corona pandemic. This book therefore focuses on multicodal or multimedia digital teaching. The authors examine it from various perspectives and make suggestions for successful didactic implementation. In addition to general topics of digital teaching, they devote particular attention to visual literacy, which plays a special role in multimedia teaching. Criticism of teachers' lack of digital skills alone will not lead to success. Therefore, ways are shown here how these skills can be acquired. Tips and concrete examples for suitable apps, serious games, and online training courses round off the volume. Christina Maria Ersch is a staff member/DaF coordinator at the International Office of the University of Applied Sciences Mainz and lecturer at the University of Mainz. Her research interests lie in (university) didactics, especially in the implementation of competence orientation and digitalization of teaching of teaching, intercultural communication, and the influence of emotions in of emotions in (foreign language) teaching. Dr. Marion Grein is head of the Master's program DaF/DaZ at the the University of Mainz. Her work focuses on language teaching research (neurodidactics), intercultural communication, and digital teaching.

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