scholarly journals Implementation and Peculiarities of English for Specific Purposes Course Design at Ogarev's Mordovia State University

2020 ◽  
Vol 8 (1) ◽  
pp. 178-182
Author(s):  
A. V. Lebedev ◽  
I. S. Pinkovetskaia ◽  
M. A. Rozhkov ◽  
L. V. Tsybina
Keyword(s):  
Course Design ◽  
English For Specific Purposes ◽  
State University

scholarly journals Revisiting English for Specific Purposes (ESP) in Indonesian Vocational High School (VHS): A Current Situation in Curriculum 2013

2018 ◽  
Vol 9 (2) ◽  
Author(s):  
Annisa Ratna Purwanti
Keyword(s):  
Course Design ◽  
Document Analysis ◽  
English For Specific Purposes ◽  
Learning Assessment ◽  
Foreign Workers ◽  
Vocational High School ◽  
Economic Community ◽  
K 13 ◽  
Asean Economic Community ◽  
A Current

This qualitative study tries to revisit the concept of ESP in VHS under the latest curriculum applied in Indonesia; curriculum 2013 or K-13.  The researcher discovers current issues and several suggestions of ESP in Indonesian VHS context. Theoretically, English in VHS should employ ESP approach, but practically, it tends to be more general. The vague concept of ESP in the Indonesian VHS is one of the reasons in developing this study. On the other hand, government with its purpose of AEC (ASEAN Economic Community) eagers to make VHS students ready to work to compete with the foreign workers. However, since the implementation of K-13, English in VHS tends to have more general topics rather than in the previous curriculum (KTSP; curriculum 2006). As a result, it makes the concept of ESP in VHS more vague. The result of document analysis and observation, the researcher found several issues dealing with ESP. They are issues in course design, ESP teachers, ESP objectives, approach, and materials, and also learning assessment. Considering the major issues dealing with ESP in VHS, several countermeasures about redesign of ESP teaching in Indonesian VHS were suggested by the researcher.

scholarly journals Developing vocabulary of hospitality and tourism in university students: Subtitled videos for lexicon generation

2020 ◽  
pp. 9-34
Author(s):  
María A. Rojas Encalada ◽  
◽  
Magaly Arteaga Sarmiento ◽  
Keyword(s):  
University Students ◽  
English Proficiency ◽  
English For Specific Purposes ◽  
Target Language ◽  
State University ◽  
Low Level ◽  
Perceptions Of Students ◽  
Hospitality And Tourism ◽  
Professional Contexts

The present study was conducted in an Ecuadorian state University, with students majoring in Hospitality and Tourism. One subject that students must take in this major is English for Specific Purposes (ESP). It is well noted that students do not have frequent opportunities to listen to English in professional contexts outside of class. Most of them have a low level of English proficiency since they are only required to pass two levels of English at any language institute. Consequently, this study aims to find the perceptions of students about the use of English subtitled videos or movies to develop tourism vocabulary and to explore the benefits of using these videos in a context where there is no practice of the target language outside the classroom.

scholarly journals The Capstone Sales Course: An Integral Part of a University Level Professional Selling Program

2017 ◽  
Vol 6 (4) ◽  
pp. 28
Author(s):  
David Titus ◽  
Garth Harris ◽  
Rajesh Gulati ◽  
Dennis Bristow
Keyword(s):  
Experiential Learning ◽  
Course Design ◽  
Learning Activities ◽  
State University ◽  
Marketing Department ◽  
Professional Selling ◽  
University Level ◽  
Project Assignment ◽  
Required Courses

The Capstone Sales course is the final in a sequence of five required courses in a 15 credit Professional Selling program housed in the Marketing Department at St. Cloud State University. The course is heavily focused on experiential learning activities for senior-level sales students. In this paper details of the course design, instructor and student deliverables, grading rubrics, student project/assignment guidelines, and a suggested course schedule are presented.

scholarly journals A Multinational Course on Global Climate Change

2012 ◽  
Vol 93 (10) ◽  
pp. 1539-1546 ◽  
Author(s):  
Rosana Nieto Ferreira ◽  
Andrew Herdman ◽  
Scott Curtis ◽  
Rosina Chia ◽  
Elmer Poe ◽  
...  
Keyword(s):  
Climate Change ◽  
Global Climate Change ◽  
Course Design ◽  
Global Climate ◽  
State University ◽  
Department Of State ◽  
Mitigation And Adaptation ◽  
Technology Students ◽  
Use Of Technology ◽  
East Carolina University

A novel multinational course on global climate change was developed by East Carolina University in collaboration with five international universities and the U.S. Department of State. This course was developed to help foster the global conversation needed for developing successful solutions to some of the challenges posed to society by climate change. Using web conferencing technology, students from East Carolina University, Faculdade Jaguariúna in Brazil, Shadong University in China, University of Jammu in India, Universidad Regiomontana in Mexico, and Lomonosov Moscow State University in Russia met 2 or 3 times per week in the Global Classroom to learn about climate change science, mitigation and adaptation strategies, and domestic and international climate policy issues. In addition to learning about climate change, students worked in teams composed of members from each country to create locally implementable strategies for climate change mitigation and/or adaptation. Toward this end, students learned and were challenged to apply important cross-cultural negotiation and project building skills necessary to achieve consensus and ensure effective communication and team function. This article presents the course design, including content and the use of technology, as well as a discussion of the challenges and rewards associated with getting people from five countries together in a common pursuit of knowledge and consensus.

scholarly journals Evaluasi pelaksanaan co-teaching blended learning bahasa Inggris bidang kewarganegaraan

2019 ◽  
Vol 6 (1) ◽  
pp. 14-28
Author(s):  
Hery Yanto The ◽  
Siti Awaliyah
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Civic Education ◽  
Mixed Method ◽  
Multimedia Learning ◽  
Learning Technologies ◽  
English For Specific Purposes ◽  
State University ◽  
Descriptive Case Study ◽  
Design Skills

Penelitian ini bertujuan memaparkan perancangan, pelaksanaan, dan evaluasi perkuliahan Bahasa Inggris Kewarganegaraan di Universitas Malang. Selain itu, penelitian ini juga menyajikan contoh lingkungan pembelajaran blended learning dengan menggunakan multimedia yang efektif untuk meningkatkan motivasi belajar mahasiswa di bidang Bahasa Inggris Kewarganegaraan. Pendekatan mixed-method digunakan untuk mengumpulkan, menyajikan, dan menganalisis data. Portofolio kegiatan instruksional dan kuisioner adalah bentuk data yang digunakan. Data disajikan dan dianalisis menggunakan narasi deskriptif, studi kasus, analisis dokumen, dan analisis statistik deskriptif. Hasil penelitian menunjukkan kolaborasi dalam bentuk co-teaching blended learning dapat meningkatkan kualitas pembelajaran. Kedua instruktur yang terlibat dalam kolaborasi dapat saling mendukung untuk mencapai tujuan pembelajaran. Selain diperlukan keahlian di dalam mengajar, instruktur juga perlu menguasai cara perancangan instruksional. Mahasiswa secara aktif bekerja secara berpasangan, berdiskusi, dan berkelompok di dalam menyelesaikan tugas pembelajaran di dalam kelas dan di Edmodo. Interaksi mahasiswa dengan materi belajar dan instruktur juga dapat difasilitasi dengan manajemen sistem belajar dan teknologi pembelajaran daring seperti VoiceThread, Skype, VSee, dan posel.Kata kunci: blended learning, pembelajaran multimedia Evaluating the implementation of co-teaching blended learning the English for specific purposes in civic education programAbstractThis study reveals the design, implementation, and evaluation of the English for Specific Purposes Course in Civic Education Program at the State University of Malang. The course multimedia learning environment was designed based on the blended learning principals. This learning environment is effective to increase students’ motivation. The study applied mixed-method approaches to collect, present, and analyze data. The instructional portfolio and a questionnaire were used as data. The narrative descriptive, case study, document analysis, and descriptive statistics principals were applied to analyze and present data. The results showed that co-teaching in the form of blended learning can improve the quality of the course and students’ learning. Instructors can support one another collaboratively to achieve the learning objectives. Besides teaching skills, the instructors should acquire sufficient instructional design skills. Students were identified actively engaging in pair works, discussions, and groups’ works to complete their learning tasks in class and in Edmodo. Interactions are mediated sufficiently by the learning management system and learning technologies, such as VoiceThread, Skype, VSee, and email. Keywords: Blended learning, multimedia learning

scholarly journals APPROACHES AND STEPS IN ESP COURSE DESIGN

2021 ◽  
Author(s):  
Muthmainnah -- ◽  
Like Raskova Octaberlina ◽  
Nenni Dwi Aprianti Lubis
Keyword(s):  
Course Design ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
Efl Teaching ◽  
Teaching Area ◽  
Structured Approach ◽  
Three Components

This paper discusses how ESP (English for Specific Purposes) course design has developed into one of the most trending EFL teaching fields since the early 1960s. It's a phenomenon that has grown out of a number of other course designs. To date we have come across a huge range of course offers in the ESP field. each course has its own teaching area and has a design or approach to running the course. This paper aims to find out what kind of approach and design is contained or used in each ESP course that integrates all the needs of the course. It is about how to integrate the three components of needs analysis, PSA, TSA, and LSA, and integrated sources of data holders, students, teachers, and experts. Each step of the structured approach will integrate all the components required in an ESP course.

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