Competition of Scientific Professional-Oriented Reports as a Tool For Development Motivation to Study the English Language Among Students of a Non-Linguistic University

2021 ◽  
pp. 105-113
Author(s):  
Natalia Nikolaevna Achkasova ◽  
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
English Language ◽  
Research Work ◽  
Research Priorities ◽  
Scientific Conference ◽  
Motivation To Learn ◽  
Study Methods ◽  
Foreign Literature ◽  
Individual Work

The problem of holding scientific conferences on professional topics for non-language students is being updated in English for professional development and motivation to learn a foreign language. The purpose of the article is to analyze the achievements and difficulties of making a research and speaking at a scientific conference. Methodology. In the course of the study, methods such as analysis of domestic and foreign literature, the method of interviews, discussions for feedback, and generalization of pedagogical experience were used. Results. Having analyzed the literature on the topic of our research, as well as the experience of organizing and preparing students for a scientific conference, it can be stated that the scientific conference is important for students to create a more effective motivation for professional development and learning English, without which the professional outlook narrows. The role and importance of individual work, work in groups and consultations with the teacher are shown. Based on the results of scientific conferences, questionnaires and discussions with participants, the strengths of scientific conferences and the process of preparing for them are highlighted. The difficulties faced by students in research work are indicated and the conditions under which it is possible to overcome them for successful preparation are argued. Based on the results of the research, priorities are identified and proposed, which are determined by us as key for use in preparation for a scientific conference.

scholarly journals Objeto de aprendizaje abierto orientado a desarrollar la competencia en el manejo del inglés

2011 ◽  
pp. a166
Author(s):  
Ana Bertha Tiscareño Ramírez ◽  
Alejandro López Ibarra ◽  
María Soledad Ramírez Montoya
Keyword(s):  
Professional Development ◽  
English Language ◽  
Research Work ◽  
Quality Criteria ◽  
Learning Object ◽  
Language Teacher ◽  
Language Competencies

En este estudio se validó, a través de diferentes expertos, que los criterios de calidad requeridos para producir un Objeto de Aprendizaje Abierto orientado al desarrollo de la competencia para manejar el inglés en docentes son: contenidos relevantes, objetivos claros y alcanzables, motivación generada por los desafíos intelectuales y elementos multimedia, evaluaciones significativas, navegación amigable, un uso y acceso sencillo,  un objeto reusable con formato atractivo y una redacción clara.AbstractThe objective of this research work was to validate the quality criteria needed to produce a Learning Object (LO). The object is intended to develop language competencies and to contribute to the professional development of the English language teacher. Experts in different disciplines interacted with the object and the quality criteria are: meaningful content, clear attainable objectives, motivation through intellectual challenges and multimedia elements, meaningful evaluation items, usability, accessibility, reusability, attractive format and clear writing.

scholarly journals Factors Becoming The Students’ Problems in Learning English-2 As Seen on Their Sentences

e-LinguaTera ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 31
Author(s):  
PC. Sudarmadi
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
English Language ◽  
Learning Activities ◽  
Basic Knowledge ◽  
Motivation To Learn ◽  
Business Faculty ◽  
International Language ◽  
Passive Learning ◽  
Dominant Influence

Learning foreign language, specifically English langauge as the international language, may make some students feel bored. The feelings emerge because of some factors experienced by the students. The factors are lack of interest to learn it, lack of basic knowledge of it, or lack of motivation to learn it. All of the factors reasoning may be caused by the late to build and have motivation to learn the langauge. For students of higher education institutions, the students have to have enough basic knowledge of the language learned because actually the students have learned the language since they were in high schools. Even, some students might have learnt English language since when they were in junior high schools. The basic knowledge can actualy give very dominant influence on their learning continuity. Many students taking English-2, in Faculty of Business, Buddhi Dharma University, seem to feel the significance of having basic knowledge in order that they could improve their English mastery. Therefore, those who don’t have enough basic knowledge got some problem to improve their English. Meanwhile those who have got enough basic knowledge could continue improve their skills in the use of the English language. Relating to the learning activities, Edgar Dale (1962) stated that there are two kinds of learning; they are passive learning and  active learning. The best way to improve the learning must be about activating the both, active and passive learning. However, to activate the both is not a simple thing. There are some factors that the general students face like the students of Semester-2, Business Faculty have faced. The factors that make problems are the motivation to learn, the opportunity to practice, the lack of basic knowledge, etc. Some students may have good enough basic knowledge, while some other students may have not enough basic knowledge to improve their skills. Indeed, problems can disrupt the students to improve their capability to learn English as a foreign language. This condition creates another problem for the teachers to improve the class activity as it should be

scholarly journals Students’ Motivation to Learn English as a Foreign Language in the Context of Saudi Arabian Learners

2021 ◽  
Vol 12 (3) ◽  
pp. 242-256
Author(s):  
Hind Aljuaid
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Saudi Arabian ◽  
Motivation To Learn ◽  
Mean Values ◽  
Significant Difference ◽  
Integrative Effort ◽  
Motivation Scale ◽  
The Difference ◽  
Different Levels

Motivation is the major contributor to the students’ learning English as a second language. However, varying reasons have been suggested by different researchers and theorists to explain the reasons and dimensions of this motivation. Therefore, the study aimed to evaluate the motivation to learn English as a foreign language (EFL) among 157 Saudi Arabian university students. The instrument used for the analysis was a modified version of the motivation scale developed by Wen (1997), which measures motivation based on six subscales: integrative, instrumental, effort, valence, expectation, and ability. In addition, students’ motivation was compared among students with different English language levels using multivariate analysis of variance (MANOVA) on six motivation subscales. The results of the MANOVA revealed that there was no significant difference among students of different levels of English knowledge when each level was compared separately. Nevertheless, when comparing a merged group of students with English level knowledge of 1st to 3rd with the group of 4th level, the motivation of the latter group was statistically significantly higher. Furthermore, the difference in mean values was significant for integrative, effort, valence, and ability subscales. Thus, the findings of this research depicted that instrumental and integrative motivations could be the main contributor to students’ motivation to learn English as a foreign language.

scholarly journals English teaching in the elementary school: Some critical issues

2016 ◽  
Vol 18 (1) ◽  
pp. 7
Author(s):  
Amparo Clavijo
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Foreign Language Teaching ◽  
English Language Learning ◽  
National Plan ◽  
Public And Private ◽  
Critical Issues

Although for the last 10 years Colombia has proposed a National Plan for Bilingualism in different stages, the education of young children in Colombian public and private schools in relation to English language learning evidences some critical issues regarding the preparation of future teachers, the professional development of in-service teachers, and the nationalstandards for foreign language teaching.

The concept of the versatile research skills development among students of a technical university in the process of foreign language teaching

2019 ◽  
pp. 31-43
Author(s):  
Ekaterina Kulikova ◽  
Nina Popova
Keyword(s):  
Foreign Language ◽  
Professional Competence ◽  
Language Teaching ◽  
Research Work ◽  
Scientific Work ◽  
Foreign Language Teaching ◽  
Skills Development ◽  
Scientific Conference ◽  
Research Skills ◽  
Technical University

Building research skills for students of technical universities attracts the attention as an important component of the professional competence. One of the possible solutions is to use elements of research work in the process of foreign language teaching, since this academic discipline provides a variety of opportunities for acquiring these skills. Studying a foreign language contributes to the development of research skills, analytical skills and critical thinking. Teaching students how to work with a text, to extract information, to use compression skills (summarizing) and expanding information (commenting), using citation, compiling a bibliographic list will help them gain skills for writing articles. The ability to make a presentation, ask questions and prove their point of view will prepare students for a presentation at a scientific conference and participation in a scientific discussion. Use of computer technology at all stages of training (information retrieval, creation of a written text, preparation of a presentation) also contributes to the skills necessary for a contemporary specialist. Attracting students’ attention to research work in a foreign language contributes to the increase of motivation for scientific work, and to the further studies of a foreign language, which becomes a means of obtaining professional information and generalizing existing knowledge in scientific work. Reliance on previously obtained knowledge brings research skills development in the framework of “foreign language” programme to the fore for non-linguistic stu-dents. These conclusions can be useful for teachers and students of a technical university and can improve research work organization of future specialists.

scholarly journals IN-SERVICE TRAINING OF TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE IN ESTONIA: MAPPING OF TRENDS AND OPPORTUNITIES

2017 ◽  
Vol 75 (2) ◽  
pp. 194-203
Author(s):  
Nina Raud ◽  
Olga Orehhova
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Foreign Language ◽  
English Language ◽  
Continuous Professional Development ◽  
English Language Teaching ◽  
Education Policies ◽  
Efl Teachers ◽  
Service Training ◽  
Training Programmes

In-service training of teachers of English as a foreign language (EFL) is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers’ needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey results, a model of an in-service training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it is placed against the background of in-service teacher training provided in Estonia. The module could be included into in-service teaching training programmes not only in Estonia, but in a wider European context. Keywords: in-service teacher training, continuous professional development (CPD), English language teaching.

scholarly journals The New Requirement for Instructor Recruitment at School of Foreign Languages: What Do Administrators Think?

2021 ◽  
Vol 11 ◽  
Author(s):  
Erdem Aksoy ◽  
Derya Bozdoğan ◽  
Mümin Şen
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
English Language ◽  
Master's Degree ◽  
Language Teaching ◽  
Teaching Experience ◽  
English Language Teaching ◽  
Foreign Languages ◽  
Graduate Degrees ◽  
Master’S Degree

In 2018, a legislative change -law number 2547- resulted in the adoption of the title "instructor", replacing "lecturers, specialists, translators, and education planners" for positions at the different departments of universities. This law also led to an adjustment in the instructor recruitment requirements. Correspondingly, the English language teaching instructors must have completed a master's degree to be hired to work at School of Foreign Languages (SFLs). This paper aims to uncover the opinions and suggestions of School of Foreign Language administrators about this change. This study shows that administrators approach the new requirement unenthusiastically due to the possible problems in hiring instructors. As an alternative criterion to a master's degree in ELT, administrators consider certification, teaching experience and graduate degrees in non-ELT programs. The results suggest that instructors be provided with professional development opportunities that merges theory into practice.

scholarly journals INTERNET MEMES AS A WAY OF DEVELOPING FUTURE ENGINEERS’ MOTIVATION TO STUDY A FOREIGN LANGUAGE IN THEIR PROFESSIONAL ACTIVITY

2021 ◽  
pp. 57-67
Author(s):  
Olga Olegovna Zakharova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Professional Activity ◽  
Teaching Material ◽  
The Internet ◽  
English Language Learning ◽  
Motivation To Learn ◽  
Generation Z ◽  
Research Material

Introduction The article considers the issue of increasing the motivation of technical university students to study a foreign language using English-language Internet memes, which are considered to be significant material for teaching Generation Z students. The purpose of the article is to theoretically substantiate and experimentally test the memes’ effectiveness in building motivation to study a foreign language. The research’s scientific novelty is identifying ways of organizing future engineers’ work with memes based on a variable methodological apparatus. Materials and methods The author analyses the literature on the study of the motivational processes among students of a non-linguistic university studying the English language and using creolized texts to organize their English language-learning process. The research material comprises memes taken from the Internet that correspond to the sections of their discipline program. Results and discussion A workflow for increasing students’ motivation to learn English based on their work with memes has been designed, including methodological and technological, content-motivational, and reflexive-evaluative modules. A methodological experiment has been carried out to test the proposed methods of increasing students’ motivation. An example of organizing the work with memes is given. Conclusion. The results of the methodological experiment conducted at the Trekhgorny Technological Institute confirmed the effectiveness of the proposed methods of developing students’ motivation. It was revealed that memes could become a powerful teaching material that helps to increase the motivation of future engineers to learn English.

scholarly journals A Contemporary Educational Network for Professional Development

2019 ◽  
Vol 12 (3) ◽  
pp. 89
Author(s):  
Ayse Taskiran
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Information Technologies ◽  
English Language ◽  
National Curriculum ◽  
Relevant Literature ◽  
Online Communication ◽  
Language Teachers ◽  
Instructional Medium ◽  
Mutual Help

<p class="0abstract">As seen in every aspect of life, technology has triggered revolutionary developments that shape and direct learning environments. Development of information technologies and the Internet has triggered the spread of the languages all around the world through online communication. This has made the English language one of the most popular international languages that has become the most widely taught and learnt language ever. The English language has been embedded into national curriculum either as a required course or as an instructional medium in many countries. In teaching English as a foreign language (EFL) foreign language teachers are looking for innovative ways to involve the developing technology in the language teaching process in order to support their students’ learning as well as their professional development. As a social learning network, Edmodo, with millions of users worldwide stands out as a platform used frequently by educators and researchers. In relevant literature there is limited study focusing on teacher perception of Edmodo use in terms of professional development in EFL context. This study aims to obtain in-depth data including teachers opinions based on Edmodo use for their professional development. The data gained from the study might provide ideas for educators to make Edmodo more effective by revealing its most preferred, most commonly used features. In this study, as one of the qualitative methods, phenomenological research method is used. This is because the topic is about the individuals' first hand experiences and phenomenology focuses on the interpretations of those experiences regarding a phenomenon. The interviews, conducted with five EFL teachers, revealed mostly positive perceptions regarding Edmodo. According to majority of the participants, networks like Edmodo provide opportunities for life-long learning, international collaboration, keeping up-to-date, time and space independent communication, and convenience for getting mutual help and sharing.</p>

scholarly journals Teacher education

2004 ◽  
Vol 37 (4) ◽  
pp. 285-287
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
English Language Learners ◽  
Foreign Language ◽  
Teacher Development ◽  
English Language ◽  
National Standards ◽  
Research Journal ◽  
The Many ◽  
Sydney Australia

04–555Garvey, Erica and Murray, Denise E. (NCELTR, Macquarie U., Australia). The multilingual teacher: issues for teacher education. Prospect (Sydney, Australia), 19, 2 (2004), 3–23.04–556Guilloteaux, Marie J. (Gyeongsang National U., Korea; Email: [email protected]). Korean teachers' practical understanding of CLT. English Teaching (Anseonggun, Korea), 59, 3 (2004), 53–76.04–557Jones, Jeremy F. (U. of Canberra, Australia). The many benefits of a research component in English language teacher education: A case study. Prospect (Sydney, Australia), 19, 2 (2004), 25–38.04–558Karabenick, Stuart A. (Eastern Michigan U., USA) and Clemens Noda, Phyllis A. Professional development implications of teachers' beliefs and attitudes toward English language learners. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 55–76.04–559Lord, Gillian (U. of Florida, USA) and Lomicka, Lara L. Developing collaborative cyber communities to prepare tomorrow's teachers. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 401–416.04–560Potowski, Kim (U. of Illinois at Chicago, USA) and Carreira, Maria. Teacher development and national standards for Spanish as a heritage language. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 427–437.04–561Stepp-Greany, Jonita (Florida State U., USA). Collaborative teaching in an intensive Spanish course: a professional development experience for teaching assistants. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 417–426.04–562Thaine, Craig (Languages International, Auckland, New Zealand). The assessment of second language teaching. ELT Journal (Oxford,UK), 58, 4 (2004), 336–345.04–563Thompson, G. Paul (Bell International, Libya). Teacher-training in Bangladesh – some lessons learnt. The Teacher Trainer (Canterbury, UK), 18, 3 (2004), 10–13.

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