An Analysis of Korean EFL First-year Students‘ Prior English Learning Experiences and Their Demotivation Factors.

2016 ◽  
Vol 2016 (91) ◽  
pp. 215-237
Keyword(s):  
Learning Experiences ◽  
First Year ◽  
English Learning ◽  
First Year Students

scholarly journals Creating Significant Learning Experiences for Clinical Reasoning by Physical Therapist Students

2019 ◽  
Author(s):  
Lois Stickley
Keyword(s):  
Decision Making ◽  
Clinical Reasoning ◽  
Curriculum Design ◽  
Clinical Decision Making ◽  
Physical Therapist ◽  
Learning Experiences ◽  
First Year ◽  
Clinical Decisions ◽  
First Year Students ◽  
Significant Difference

Background: Clinical reasoning skills are embedded in all aspects of practice. There is a lack of consensus and standards for curriculum design and teaching methods of clinical reasoning in entry-level education of health professionals. Purpose: The purpose was to describe a process of designing one comprehensive, planned sequence of four courses to create significant learning experiences for clinical reasoning for Doctor of Physical Therapy students. Method: Fink’s design process was used to develop four clinical decision-making courses to ensure a close alignment of learning goals, feedback and assessment, and learning activities to engage students in practicing components of clinical reasoning. Student outcomes were measured by self-efficacy ratings for clinical reasoning in a practical exam for first-year students and by ratings of performance by clinical instructors for third-year students. Results: 41 first-year students ranked their confidence in making clinical decisions both before and after a midterm practical. A paired t-test found a significant difference (.05t40 = -6.66, ρ=0.00) in the mean ratings of students from the pre-practical assessment to the post-practical assessment about confidence in making clinical decisions. Third-year students received ratings that met or exceeded expectations on five audited skills from the Physical Therapist manual for the Assessment of Clinical Skills (PT MACS), both at midterm and at the final assessment. No significant differences between midterm and final ratings on any of the selected skills were found using a Chi-Square Test of Independence (α=.05). Conclusion: The four-course sequence was designed using four themes: patient-centered care, models of practice, and evidence-based practice, and ethics/legal issues. This paper offers specific details about how one method of teaching clinical reasoning meets the current trends in education and health care for accountability and meaningful outcomes. Students gained practical knowledge and skills in the components of clinical reasoning and decision-making by participating in active and engaging significant learning experiences.

scholarly journals English Program Service Quality and Student Satisfaction at a Southern Chinese University

2021 ◽  
Vol 11 (2) ◽  
pp. 32
Author(s):  
Wenyu Guan
Keyword(s):  
Service Quality ◽  
Student Satisfaction ◽  
Classroom Environment ◽  
School Level ◽  
First Year ◽  
English Learning ◽  
Convenience Sample ◽  
First Year Students ◽  
Southern Chinese ◽  
English Program

This research paper explores the relationship between perceived service quality of a college English program and student satisfaction in a public university in Southern China. An action priority matrix was developed to aid administrators, at the departmental and school level, allocate limited resources to identified areas of priority. A convenience sample of 2954 first-year students from 18 departments volunteered to take a survey on attitudes related to aspects of the English program in the first semester, including views on the physical learning environment, institution, faculty, course content, and interaction/communication. Using the importance-performance analysis (IPA) technique, this study found that classroom environment was considered the most important for the English program, while instruction methods such as individual and group presentation were the least important. For service quality, the best performance was connected to instructors, while the most negative relates to social opportunities, grading, and instruction methods. This study also found that first-year students prioritized CET4 test-taking skills and knowledge in the classroom. Chinese developed Apps for English learning were considered ineffective platforms for English learning. Evidence shows that female students placed greater importance on classroom environment and facilities, while males emphasized more on learning technologies.

scholarly journals Learner Involvement at Arabian Gulf University Self-Access Centre

2011 ◽  
pp. 68-77
Author(s):  
Diane Malcolm
Keyword(s):  
Student Participation ◽  
Arabian Gulf ◽  
Autonomous Learning ◽  
Institutional Setting ◽  
Small Scale ◽  
First Year ◽  
English Learning ◽  
First Year Students ◽  
Perceived Needs ◽  
Learning English

The English Unit self-access centre (SAC) at Arabian Gulf University, Bahrain, has been an important part of our English for medical purposes programme for first year students for over 12 years. During that time, efforts have been made to involve these students in contributing to the SAC in order to augment their experience of learning English, personalize the facility and increase their responsibility for out-of-class English learning within the institutional setting. This article describes an initiative to elicit student contributions to the SAC, as well as evaluating how successful it was in achieving these aims. The article concludes with a recommendation to those directing similar small scale self-access centres to encourage student participation and involvement in all aspects of their running, without imposing pre-selected ideas and practices for autonomous learning that may not accord with the perceived needs and wishes of the SAC users themselves.

scholarly journals IMPLEMENTATION OF 2015 MENTORING PROGRAM IN ENGLISH DEPARTMENT OF UNIVERSITY MUHAMMADIYAH MALANG

2017 ◽  
Vol 3 (2) ◽  
pp. 609
Author(s):  
Nina Inayati ◽  
Laela Hikmah Nurbatra ◽  
Rahmawati Khadijah Maro
Keyword(s):  
Independent Study ◽  
First Year ◽  
English Department ◽  
Mentoring Program ◽  
English Learning ◽  
Saturday Morning ◽  
Daily Lives ◽  
First Year Students ◽  
Research Problems ◽  
Survey Results

ABSTRACT  The Mentoring Program of the English Department of UMM is an extra-curricular program designed to assist first year students to practice their English speaking and independent study. The speaking skills are focused on two specific skills; presentation and debate skills; while the English independent study introduces students to various English learning activities students could potentially integrate in their daily lives. The current study employs document analysis and survey as the methods of data collection. Then, content analysis is used to identify the salient themes and patterns occurring from the data to be presented based on the research problems. Analysis of the data shows that the program ran as planned and that some mentors developed the prepared lesson plans. As for the program evaluation, analysis of the survey results show that, in general, the program was viewed positively by the students. Some strengths mentioned were that the module was helpful and informative and that the mentors were fun and motivating. As for the weaknesses, Saturday morning schedule was considered bad option and that outdoor venues were less conducive some times. In light of the evaluation, some suggestions for the future program are offered, such as to improve the timing and venues. Keywords: Mentoring, English Learning, Speaking, Independent Study

scholarly journals Exploring factors affecting first-year students’ learning experiences: A case study of a private university in Taiwan

2018 ◽  
Vol 9 (4) ◽  
pp. 25-39 ◽  
Author(s):  
Supaporn Chalapati ◽  
Rosanna Leung ◽  
Nakarin Chalapati
Keyword(s):  
Higher Education ◽  
High School ◽  
International Student ◽  
Learning Experiences ◽  
Private University ◽  
First Year ◽  
University Management ◽  
First Year Students ◽  
Factors Affecting ◽  
Declining Demand

Taiwan’s low birth rate and declining demand for higher education among the country’s high school graduates has led to vigorous competition between Taiwanese universities to attract and retain students. Increasing international student enrolment can help alleviate these existing pressures. However, the transition from high school to university life and the need to study in a degree program with English as the primary medium of instruction, can present challenges for first-year students. We aimed to investigate First Year (FY) Taiwanese and non-Taiwanese students’ learning experiences and the barriers they face at a private university. The key research findings are based on factors affecting FY students’ learning experiences such as interactive teaching techniques, peer support, program attributes, social integration, and the international learning environment. We argue that for higher education institutions (HEIs) to stand out in a highly competitive environment, university management should optimise their resources and services to meet local and international students’ needs.

scholarly journals Nursing students’ learning experiences in clinical placements or simulation–A qualitative study

2018 ◽  
Vol 9 (1) ◽  
pp. 32 ◽  
Author(s):  
Kirsten Nielsen ◽  
Annelise Norlyk ◽  
Jette Henriksen
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Learning Style ◽  
Learning Experiences ◽  
Learning Trajectory ◽  
First Year ◽  
First Year Students ◽  
Clinical Placements ◽  
Nursing Experience ◽  
Skills Lab

This paper reports on a qualitative study whose aim was to investigate nursing students' learning experiences in two arenas. It is common practice all first-year nursing students to practise in a skills lab. In this study, students practised in either clinical settings or a skills lab. In the design, a phenomenological-hermeneutic approach was used. The setting was Course 2, a ten-week course including either two weeks on clinical placements or two weeks in a skills lab. The participants were six first-year students. Data were generated by participant observations and interviews and were interpreted according to Ricoeur’s theory of interpretation. The findings indicated that students learned nursing skills in both arenas. However, on clinical placements, students and preceptors began nursing the patients after 20 minutes and students subsequently reflected on practice. In the skills lab, preceptors guided the students for up to an hour before they were ready to begin performing nursing. Students with previous nursing experience and activist learning style preferred to learn on clinical placements. Students with other learning styles – even one student with previous nursing experience – seemed to prefer learning in the lab, where they felt safe, as there was no risk of harm to patients. The conclusion was that, rather than all first-year students practising in the lab, it could be valuable to consider the students’ prior experience and preferred learning style in discussions of where to begin the learning trajectory in the nursing programme.

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