Analysing the Needs of EFL/ESL Learners in Developing Academic Presentation Competence

RELC Journal ◽  
2019 ◽  
pp. 003368821987951
Author(s):  
Sabina Ho-yan Mak
Keyword(s):  
Hong Kong ◽  
Course Design ◽  
English For Academic Purposes ◽  
Learning Needs ◽  
Major Subject ◽  
Efl Students ◽  
And Performance ◽  
Esl Learners ◽  
Basic Communication Skills

The literature on how to develop competence in giving academic presentations (AP) (e.g. Zappa-Hollman, 2007) shows that apart from basic communication skills (i.e. the ability to speak accurately, fluently and appropriately), university students are expected to perform specific roles and develop advanced skills for intellectual exchange and the construction of new knowledge (e.g. skill in expressing their personal voice through evaluation). However, these advanced speaking skills are often neglected by English as a Second Language (ESL)/English as a Foreign Language (EFL) students in Asian contexts, such as Hong Kong, as generally observed by English for Academic Purposes’ (EAP) instructors (e.g. Bankowski, 2010). Although there has been some discussion on factors that potentially inhibit the development of ESL/EFL learners (e.g. Confucian education values and an exam-dominated culture), more research is needed on the design of EAP courses to cater for learners’ needs. To fill this gap, this article reports the results of a needs analysis of a group of undergraduates (N=81) in Hong Kong. The study was based on a triangulation of data which included sources, and included questionnaires administered to both students and the course instructors of their major subject disciplines to identify the perceived importance of specific AP skills/features and learning needs, semi-structured follow-up interviews, and a diagnosis of students’ AP competence using a research-based assessment rubric. The findings reveal gaps in students’ understanding of their required roles and performance in both EAP and content courses, gaps in expectations between the students and their content course instructors, and gaps in their AP competence (e.g. ability to use linguistic and discourse features to structure interpretations and facilitate the audience’s understanding of the information they present). An EAP instruction course design framework is then proposed to develop ESL/EFL learner competence in AP, based on the teaching and speaking cycle of Goh and Burns (2012).

Lesson Study dan Implikasinya Terhadap Pembelajaran Berbasis Kurikulum Tingkat Satuan Pendidikan

2016 ◽  
Vol 1 ◽  
pp. 189-196
Author(s):  
Vian Harsution
Keyword(s):  
Learning Environment ◽  
Learning Process ◽  
Lesson Study ◽  
Learning Difficulties ◽  
Learning Needs ◽  
Democratic Leadership ◽  
Entrepreneurial Spirit ◽  
To Receive

Lesson study is a systematic, collaborative, and sustainable method of improving the quality of learning. Lesson study emphasizes the exploration of students’ learning needs; teacher openness towards learning difficulties encountered; the willingness of teachers to receive and provide advice and solutions to the difficulties encountered; and the consistency of the various parties to follow up the suggestions and solutions. Implementation of lesson study involving teachers, principals, and experts in the field of education. Kurikulum tingkat satuan pendidikan or abbreviated KTSP is operational curriculum formulated and implemented by each educational unit. KTSP has the characteristics, namely: giving broad autonomy to the educational unit, involving the community and parent participation, involving the democratic leadership of the principal, and require the support of a working team that is synergistic and transparent. KTSP based on the learning process, needs to be supported by a conducive learning environment and fun to be created by teachers.Teachers and principals in a professional, systematic and collaborative create an atmosphere that fosters independence, tenacity, entrepreneurial spirit, adaptive and proactive nature of the learning process. Thus, the learning needs of students who fulfilled optimally and professional ability of teacher who have increased on an ongoing basis, may usher in success – based learning KTSP. It means that the lesson study provides positive implications for the KTSP – based learning.

scholarly journals Coping with English for Academic Purposes Provision during COVID-19

2021 ◽  
Vol 13 (15) ◽  
pp. 8642
Author(s):  
Lucas Kohnke ◽  
Andrew Jarvis
Keyword(s):  
Hong Kong ◽  
Collaborative Learning ◽  
Online Teaching ◽  
Qualitative Case Study ◽  
English For Academic Purposes ◽  
Teacher Perspectives ◽  
Case Study Approach ◽  
Study Approach ◽  
University Studies

COVID-19 and the shift to online teaching necessitated a change in approach for English for Academic Purposes (EAP) teachers in preparing their students for university studies. This study explored how EAP instructors coped with and adapted their provision for emergency remote teaching. The study was conducted at an English-medium university in Hong Kong and a qualitative case study approach was adopted. The results revealed two overarching themes of opportunity and challenge. While the sudden shift to online teaching forced innovation and fostered collaborative learning and feedback, teachers experienced difficulties in communicating with students and monitoring their learning. The study voices teacher perspectives in delivering EAP courses online and highlights important implications for the successful delivery of future online EAP provisions.

Developing Pragmatic Competence in English Academic Discussions: An EAP Classroom Investigation

2020 ◽  
Vol 16 (1) ◽  
pp. 123-152
Author(s):  
Marcella Caprario
Keyword(s):  
Content Analysis ◽  
Listening Comprehension ◽  
English For Academic Purposes ◽  
Reflective Writing ◽  
Pragmatic Competence ◽  
Missed Opportunities ◽  
Self Reflection ◽  
And Performance ◽  
Communication Breakdowns ◽  
The Impact

AbstractThis qualitative classroom study investigated the development of pragmatic competence in academic discussions through content analysis of student reflective writing. The aims of the study were: to understand the greatest challenges that students faced during the learning process, the causes of those challenges, and the most successful strategies that students employed to overcome the challenges. In addition, the analysis investigated other significant themes in the reflective writing that related to the students’ experiences in developing their pragmatic competence in discussions. Five advanced English for Academic Purposes (EAP) students at a Sino-US institution in China participated over the course of a semester. Results showed that common challenges included: hesitation resulting in missed opportunities to speak, lack of clarity when speaking, inability to repair communication breakdowns, and difficulty with listening comprehension. Self-reflection allowed the learners to understand the various reasons for the challenges they faced and to develop appropriate pragmalinguistic and sociopragmatic strategies for coping with them. It also enabled the instructor to make suggestions suited to learners’ specific needs. In addition to revealing specific challenges, causes, and strategies that students employed, themes that emerged through content analysis included the impact of students’ emotional lives on their learning and performance, as well as the value of authentic communication in the development of pragmatic competence for academic discussions. This exploratory classroom investigation provides suggestions for teaching pragmatic competence in academic discussions and for additional classroom explorations that empower learners to develop autonomy.

scholarly journals Prospective study to assess the tissue response to HPC-coated p48 flow diverter stents compared to uncoated devices in the rabbit carotid artery model

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Tim Lenz-Habijan ◽  
Pervinder Bhogal ◽  
Catrin Bannewitz ◽  
Ralf Hannes ◽  
Hermann Monstadt ◽  
...  
Keyword(s):  
Foreign Body ◽  
Flow Diverter ◽  
Foreign Body Response ◽  
Tissue Response ◽  
Acute Setting ◽  
Significant Difference ◽  
And Performance ◽  
Surface Modified ◽  
Common Carotid Arteries

Abstract Background Flow diverters (FDs) are widely used in the treatment of intracranial aneurysms, but the required medication increases the risk of haemorrhagic complications and limits their use in the acute setting. Surface modified FDs may limit the need for dual antiplatelet therapy (DAPT). Hydrophilic polymer coating (HPC) may reduce the need of medication. Methods This explorative study, approved by the local authorities and the local welfare committee, compared stent behaviour and overall tissue response between HPC-coated FDs and uncoated FDs, both implanted into the common carotid arteries of eight New Zealand white rabbits. Endothelialisation, inflammatory response, and performance during implantation were assessed. Angiographic follow-up was performed to observe the patency of the devices after implantation and after 30 days. Histological examinations were performed at 30 days to assess foreign body reaction and endothelialisation. Kruskal-Wallis and Wilcoxon tests were used to compare non-parametric variables. Results Angiography showed that both coated and uncoated FDs performed well during implantation. All devices remained patent during immediate follow-up and after 30 days. Histopathology showed no significant difference in inflammation within the vessel wall between the two cohorts (2.12 ± 0.75 vs. 1.96 ± 0.79, p = 0.7072). Complete endothelialisation of the stent struts was seen with very similar (0.04 ± 0.02 mm vs. 0.04 ± 0.03 mm, p = 0.892) neoendothelial thickness between the two cohorts after 30 days. Conclusion Taking into account the limitation in sample size, non-significant differences between the HPC-coated and uncoated FDs regarding implantation, foreign body response, and endothelialisation were found.

scholarly journals The follow-up study of swine and Hong Kong influenza virus infection among Japanese hogs.

1982 ◽  
Vol 136 (4) ◽  
pp. 353-358 ◽  
Author(s):  
JIRO ARIKAWA ◽  
NOBUHISA YAMANE ◽  
KIYOSHI TOTSUKAWA ◽  
NAKAO ISHIDA
Keyword(s):  
Influenza Virus ◽  
Hong Kong ◽  
Virus Infection ◽  
Influenza Virus Infection ◽  
Follow Up Study

Development and Validation of a Cognitive Reserve Index in HIV

2021 ◽  
pp. 1-9
Author(s):  
Navaldeep Kaur ◽  
Lesley K. Fellows ◽  
Marie-Josée Brouillette ◽  
Nancy Mayo
Keyword(s):  
Cognitive Reserve ◽  
Study Entry ◽  
Video Gaming ◽  
Everyday Functioning ◽  
Data Set ◽  
Multiple Indicators ◽  
And Performance ◽  
Competitive Games ◽  
Development And Validation

Abstract Objectives: In the neuroHIV literature, cognitive reserve has most often been operationalized using education, occupation, and IQ. The effects of other cognitively stimulating activities that might be more amenable to interventions have been little studied. The purpose of this study was to develop an index of cognitive reserve in people with HIV, combining multiple indicators of cognitively stimulating lifetime experiences into a single value. Methods: The data set was obtained from a Canadian longitudinal study (N = 856). Potential indicators of cognitive reserve captured at the study entry included education, occupation, engagement in six cognitively stimulating activities, number of languages spoken, and social resources. Cognitive performance was measured using a computerized test battery. A cognitive reserve index was formulated using logistic regression weights. For the evidence on concurrent and predictive validity of the index, the measures of cognition and self-reported everyday functioning were each regressed on the index scores at study entry and at the last follow-up [mean duration: 25.9 months (SD 7.2)], respectively. Corresponding regression coefficients and 95% confidence intervals (CIs) were computed. Results: Professional sports [odds ratio (OR): 2.9; 95% CI 0.59–14.7], visual and performance arts (any level of engagement), professional/amateur music, complex video gaming and competitive games, and travel outside North America were associated with higher cognitive functioning. The effects of cognitive reserve on the outcomes at the last follow-up visit were closely similar to those at study entry. Conclusion: This work contributes evidence toward the relative benefit of engaging in specific cognitively stimulating life experiences in HIV.

scholarly journals Effect of Preoperative Urodynamic Study on Urinary Outcomes after Transobturator Sling

2021 ◽  
Author(s):  
Pedro Rincon Cintra da Cruz ◽  
Aderivaldo Cabral Dias Filho ◽  
Gabriel Nardi Furtado ◽  
Rhaniellen Silva Ferreira ◽  
Ceres Nunes Resende
Keyword(s):  
Logistic Regression ◽  
Urinary Incontinence ◽  
Stress Urinary Incontinence ◽  
Propensity Score ◽  
Urinary Continence ◽  
Urodynamic Study ◽  
Transobturator Sling ◽  
Continence Status ◽  
And Performance

Abstract Objective To evaluate whether performing preoperative urodynamic study influences postoperative urinary symptoms of women with stress urinary incontinence that underwent transobturator sling. Methods Retrospective analysis of patients treated for stress urinary incontinence by transobturator sling from August 2011 to October 2018. Predictor variables included preoperative urodynamic study, age, incontinence severity, body mass index, preoperative storage symptoms and previous anti-urinary incontinence procedure. Outcome variables were postoperative subjective continence status, storage symptoms and complications. Logistic regression after propensity score was employed to compare outcomes between patients who underwent or not pre-operative urodynamic study. Results The present study included 88 patients with an average follow-up of 269 days. Most patients (n = 52; 59.1%) described storage symptoms other than stress urinary incontinence, and 38 patients (43.2%) underwent preoperative urodynamic studies. Logistic regression after propensity score did not reveal an association between urinary continence outcomes and performance of preoperative urodynamic study (odds ratio 0.57; confidence interval [CI]: 0.11–2.49). Among women that did not undergo urodynamic study, there was a subjective improvement in urinary incontinence in 92% of the cases versus 87% in those that underwent urodynamic study (p = 0.461). Furthermore, postoperative storage symptoms were similar between women who did not undergo urodynamic study and those who underwent urodynamic study, 13.2% versus 18.4%, respectively (p = 0.753). Conclusion Preoperative urodynamic study had no impact on urinary incontinence cure outcomes as well as on urinary storage symptoms after the transobturator sling in women with stress urinary incontinence.

Sign in / Sign up

Export Citation Format

Share Document