scholarly journals EFL learners and English email writing: developing a computerised diagnostic language assessment

2021 ◽  
pp. 238-242
Author(s):  
Allan Nicholas ◽  
John Blake ◽  
Maxim Mozgovoy
Keyword(s):  
Higher Education ◽  
Language Assessment ◽  
Email Communication ◽  
Ongoing Research ◽  
Technological Support ◽  
Efl Learners ◽  
Language Choices ◽  
Japanese Higher Education ◽  
Automated Feedback ◽  
Pragmatic Aspects

Email remains a key mode of communication between faculty and students in higher education institutions. Composing appropriate email texts is an important skill for learners; however, little technological support is available for the pragmatic aspect of email communication – the ways in which social context influences language choices. Furthermore, pragmatics can be undertaught in the language classroom. One approach to providing support for learners while also addressing the issue of giving instruction to large class sizes is via computerisation. In this ongoing research project, we describe the development of a Computerised Diagnostic Language Assessment (C-DLA) of L2 English email writing for Japanese English as a Foreign Language (EFL) learners in Japanese higher education. The C-DLA provides automated feedback to learners on the pragmatic aspects of their draft email texts, with feedback adapting to learners’ success in resolving identified issues. We report on the development phases of the project, challenges encountered, and implications for further research.

Metaphoric proverbs in efl learners’ translation

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Sadia Belkhir
Keyword(s):  
Higher Education ◽  
Experimental Study ◽  
First Language ◽  
Source Text ◽  
Close Attention ◽  
Semantic Equivalence ◽  
Translation Strategies ◽  
Efl Learners ◽  
Literal Translation ◽  
Adequate Method

Abstract Metaphoric proverbs represent interesting cultural instances of conventional metaphors (Belkhir 2014, 2012). The ubiquity of metaphoric proverbs in language and the problems this phenomenon causes in translation is an issue that requires close attention. Translation aims at providing semantic equivalence between two languages. According to Vinay and Darbelnet (1995), equivalence constitutes the adequate method that should be used by translators when dealing with proverbs. However, no translator can provide perfect translation of a source text due to cultural specificities. The present paper offers a modest report of an experimental study conducted with a group of efl students who have been taught translation as a subject in a higher education context (Mouloud Mammeri University). A set of English proverbs has been collected to build up the experiment that was administered to the subjects who were asked to translate them into Arabic, then into their first language, Kabyle. The question raised is whether these students are able to translate the proverbs appropriately. The study aims (1) to investigate translation strategies used by efl learners; and (2) to show how leaners’ L1 (Kabyle) and L2 (Arabic) interfere in the translation of English proverbs. The results showed that the more the students were acquainted with proverbs, the more they used equivalence in their translation. Similarly, the lesser they were acquainted with proverbs, the more they used literal translation or paraphrase. In addition, some translations provided by the participants revealed the presence of language interference.

scholarly journals English-medium Instruction and the Information Technology Parallel in Japanese Higher Education

2018 ◽  
pp. 24
Author(s):  
Annette Bradford ◽  
Howard Brown
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Education Sector ◽  
Japanese Higher Education ◽  
English Medium Instruction

As English-medium instruction expands in the higher education sector in Japan, stakeholders are experiencing frustration. However, these are not new problems; we have seen these roadblocks before in the implementation of information technology in the 1990s.

scholarly journals Evidence-Based Professionalism in Small Specialist HE Course Management – Reflexive Thoughts on Ongoing Research

2017 ◽  
Author(s):  
Nieky van Veggel
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Course Management ◽  
Ongoing Research ◽  
The Status

This paper outlines evidence-based practice in the context of professionalism, and highlights the contribution evidence-based practice can make to the professional practice of higher education course managers. Implications of the changing HE landscape for the status of academics as professionals are reviewed, and evidence-based practice is proposed as a solution for both enhanced course management and to remedy perceived deprofessionalisation. Finally, questions regarding researching professional practice within one’s own institution are addressed.

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