scholarly journals A New Training Workshop for Students’ IELTS Exam Mastering

2017 ◽  
Vol 3 (2) ◽  
pp. 45-54
Author(s):  
Rimma Ivanova ◽  
Andrey Ivanov ◽  
Mariya Lyashenko
Keyword(s):  
Foreign Language ◽  
Visual Information ◽  
English Language ◽  
Writing Skills ◽  
Teaching Experience ◽  
Testing System ◽  
Training Workshop ◽  
Information Materials ◽  
The University ◽  
International English

The paper is devoted to the problem of improving written communication skills in the university. It is intended to underline the importance of mastering writing skills when teaching a foreign language. Much attention is paid to teaching experience and approaches for students’ mastering of the IELTS (International English Language Testing System) exam. This article is intended to fill the gaps in methodological and pedagogical aspects of teaching description of visual information materials in English. The authors worked out and implemented a new training workshop which is aimed at teaching and practicing graph description of visual information. Based on the curriculum a new syllabus has been drafted that provides further distribution of thematic, lexical and grammatical material given the specific nature of graphical material. The authors propose a two-stage teaching approach and methodological algorithm about how to work out exam strategies and form the required exam competences. The article highlights the outcomes and the challenges that are likely to arise when implementing the approach suggested by the authors. The proposed methodology can be used as a part of general foreign language training.

scholarly journals NATIONALLY-ORIENTED APPROACH TO THE COMMUNICATIVE COMPETENCE DEVELOPMENT IN THE PROCESS OF TEACHING FOREIGN LANGUAGES

2020 ◽  
Vol 5 ◽  
pp. 395
Author(s):  
Julia Grickevich ◽  
Svetlana Luk’janova ◽  
Larisa Popkova ◽  
Anastasija Jakovleva
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Communicative Competence ◽  
Language Testing ◽  
Foreign Languages ◽  
Testing System ◽  
State University ◽  
National Characteristics ◽  
International English ◽  
Oriented Approach

The article is devoted to the conceptualization of the possibilities of a nationally-oriented approach in the development of communicative competence, particularly of sociocultural competence, in the process of teaching foreign languages. The article dwells upon the interdependence of students' national characteristics, the degree of tolerance to ambiguity and the results of language testing. The theoretical basis are works on the methodology of teaching foreign languages related to the development of communicative competence, as well as to the concept of “tolerance to ambiguity”. The authors of the article determine the ways, means, methods of forming the proper level of tolerance to ambiguity, and therefore, a tolerant attitude to the values of the carriers of another culture. Experimental data were obtained in the course of work with groups of Chinese and Turkmen students studying Russian as a foreign language at Pskov State University, as well as with the groups of Russian-speaking school graduates who took mock  International English Language Testing System [IELTS] in St. Petersburg, Novosibirsk and Pskov. A nationally-oriented approach in teaching foreign languages should be prioritized not only at the stage of preparation for language testing, but also in the development of test materials. 

scholarly journals An analysis on the complications faced by scholars for writing a research paper in English language

2021 ◽  
pp. 108-123
Author(s):  
HARITHA T
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
English Language ◽  
Writing Skills ◽  
Research Paper ◽  
Scholarly Journals ◽  
Efl Writing ◽  
Cognitive Knowledge ◽  
The University

Victori, M. (1999).English has been the language of choice for many international scholarly journals. Academic writing is intricate, square, objective, explicit, enclosed, and responsible. This article analyzes how different beliefs or Meta cognitive knowledge (MK) about writing English as a Foreign Language (EFL) writing skills. Data gathered from four undergraduate university Spanish students, two good and poor writers, registered in EFL classes at the University of Barcelona.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

IELTS READING AND SOME TECHNIQUES TO IMPROVE IELTS READING SKILLS FOR STUDENTS

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Dinh Thi Bac Binh ◽  
Dinh Thi Kieu Trinh
Keyword(s):  
English Language ◽  
Reading Skills ◽  
Language Testing ◽  
Training Institution ◽  
Testing System ◽  
Time Saving ◽  
International English

The International English Language Testing System (IELTS) is recognized as an accountable tool to assess whether aperson is able to study or train in English. Every year, thousandsof students sit for IELTS. However, the number of those who arerecognized to be capable enough to take a course in English issomehow limited, especially for those who are not major inEnglish at their universities.IELTS Reading is considered as a discerning skill and it is of theequal importance to listening, speaking and writing in obtainingthe objectives of IELTS of band 6 or 6.5. Being teachers of Englishat a training institution, the authors recognize that students canmake time-saving improvements in their reading command undertheir teachers’ insightful guidance.

Promoting positive washforward through personalised test feedback and other benefits: Piloting a computer-based testing system

2020 ◽  
Vol 10 (1) ◽  
pp. 235-244
Author(s):  
Elena A. M. Gandini ◽  
Tania Horák
Keyword(s):  
Foreign Language ◽  
Testing System ◽  
Test Results ◽  
Test Feedback ◽  
Teachers And Students ◽  
Computer Based ◽  
Computer Based Testing ◽  
The University ◽  
Future Learning ◽  
Personalised Feedback

AbstractThis contribution reports on the developing and piloting of a computer-based version of the test of English as a foreign language produced by the University of Central Lancashire (UCLan), where it is currently used for the admission of international students and the subsequent evaluation of their language progress. Among other benefits, computer-based testing allows for better and individualised feedback to both teachers and students, and it can provide a more authentic test experience in light of the current digital shift that UK universities are undergoing. In particular, the qualitative improvement in the feedback available for test-takers and teachers was for us a crucial factor. Providing students with personalised feedback, that is, directly linked to their performance, has positive washforward, because it means we can guide their future learning, highlighting the areas they need to work on to improve their language skills and giving them suggestions on how to succeed in academia. Furthermore, explaining the meaning of test results in detail improves transparency and ultimately washback, as teachers can use the more accessible marking criteria, together with information on how their students performed, to review plans and schemes of work for subsequent courses.

scholarly journals Technology-enhanced Learning for Promoting Technical and Social Competences in Hydrological Science

2021 ◽  
Author(s):  
Feliciana Licciardello ◽  
Simona Consoli ◽  
Giuseppe Cirelli ◽  
Carlos Castillo ◽  
Elvira Fernández-Ahumada ◽  
...  
Keyword(s):  
Geographical Information Systems ◽  
English Language ◽  
Teaching Experience ◽  
Geographical Information ◽  
Technology Enhanced Learning ◽  
Technical Knowledge ◽  
Academic Calendar ◽  
The University ◽  
Social Competences ◽  
Enhanced Learning

AbstractThis paper explains and analyses a virtual gamification experience developed by a teaching group from the University of Catania (Italy) and the University of Cordoba (Spain). A competition based on professional tasks about hydrological planning was implemented in two subjects on Hydrological Sciences. The teaching experience was designed to improve the acquisition of technical knowledge and skills needed for hydrological studies, promote the management of ICT and increase international cooperation between different universities; all aimed at making students more employable. The experience is transferable to different academic levels. Following the philosophy of soccer leagues, the students solved and presented the exercise by teams of two students. Through videoconference, the presentation and the explanation were done so the fans in each country supported their teams. The students found it a very challenging experience but at the same time, some of them were aware of their needs of improving technical knowledge, particularly Geographical Information Systems, and English language skills. Updating of tools and the schedule within the different academic calendar were their main organization handicaps. The main outcome of the presented experience is that social energy and enthusiasm associated to popular activities such as soccer led to improve the interest and the motivation of the students in challenging technical contents as well as teamwork and language transversal competences.

scholarly journals Knowledge, Education, and Attitudes of International Students to IELTS: A Case of Australia

2015 ◽  
Vol 5 (4) ◽  
pp. 488-500
Author(s):  
Abe W Ata
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Skills ◽  
Considerable Effect ◽  
Testing System ◽  
Language Test ◽  
Negative Attitudes ◽  
Testing Environment ◽  
Language Learning Motivation ◽  
International English

The main objective of this study is to determine the knowledge, education and attitudes of Chinese, Indian and Arab speaking students in Australia towards the International English Language Testing System (IELTS) test. A questionnaire was administered to 200 students at six university language centers to investigate their overall response towards the four components of the IELTS test i.e. listening, reading, writing, and speaking. It was hypothesized that having positive or negative attitudes toward a certain language can exert considerable effect on the learners’ performance on a language test. The effect of variables such as testing environment, test rubric, and broader demographic factors on attitudes of the three national groups were investigated. Significant differences were found on students’ misconceptions of language learning, motivation and the degree to which it may have hindered their progress in attaining language skills.

scholarly journals English foreign language teaching anxiety of Indonesian pre-service teachers of undergraduate internship program

2021 ◽  
Vol 6 (2) ◽  
pp. 222
Author(s):  
Huyi Intan Sari ◽  
Choiril Anwar
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Teaching Experience ◽  
Negative Evaluation ◽  
Teaching Anxiety

Anxiety is a topic mostly investigated in the field of foreign language education. Unfortunately, the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Anxiety in speaking English while teaching has been proven to be a separate obstacle to the success of the language teaching and learning. This still happens to teachers who even have years of teaching experience. This study aims to investigate the English language teaching anxiety as experienced by the pre-service teacher at the department. The FLTA questionnaire consisting of 27 out of 45 items was adopted to collect data. Since this study was carried out during the COVID-19 pandemic, the questionnaire was distributed to the participants via email. The analysis was then made by implementing the qualitative descriptive approach and simple quantification to support the description. The results show that there were five factors of anxiety occur during the program. They were teaching inexperience, self-perception of language proficiency, fear of negative evaluation, lack of student�s interest, and difficulty with time management. These findings are expected to become a reference for the efforts of developing an internship preparation program.

scholarly journals PREPARATION TECHNIQUE FOR WRITING ESSAYS AT INTERNATIONAL EXAMS IN ENGLISH

2020 ◽  
Vol 224 ◽  
pp. 72-79
Author(s):  
E.V. Bessonova ◽  
◽  
I.K. Kirillova ◽  
YU.A. Tarabarina ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Main Idea ◽  
Point Of View ◽  
Task Orientation ◽  
Preparation Technique ◽  
Essay Writing ◽  
High Level ◽  
International English

Today experts with a high level of proficiency in a foreign language are considered in demand in the labour market. The level of foreign language proficiency is confirmed by a high test result of international exams in a foreign language. The essay is a mandatory part of international English language exams such as TOEFL, IELTS, and Cambridge Advanced English. We examined the requirements and assessment criteria for the essay writing exam task. The task assesses the level of speech skills formation necessary to create your own pieces of writing in a foreign language. As part of the research, we developed a technology for teaching writing based on a product-oriented approach. According to the technology we have identified the following stages of text production: task orientation, text planning, text writing, and text self-editing. We have also proposed a set of exercises aimed at developing following skills: task understanding, formulating the author’s point of view and its proving with relevant examples, planning a cohesive and coherent text, text division into paragraphs, highlighting of the paragraph’s main idea, development of the idea in the text, expressing ideas in the text logically in accordance with the rhetorical structure of English essay, usage of lexical cohesive means, text self-editing. This technology was tested during experimental training; its results prove the effectiveness of the proposed technology for teaching essay writing according to international English language exams requirements.

scholarly journals Learners’ Attitudes toward Foreign Language Practice on Social Network Sites

2017 ◽  
Vol 6 (4) ◽  
pp. 145
Author(s):  
Jhonny Villafuerte ◽  
Asier Romero
Keyword(s):  
Social Networks ◽  
Foreign Language ◽  
English Language ◽  
Ad Hoc ◽  
Basque Country ◽  
Social Network Sites ◽  
Easy Access ◽  
Everyday Activities ◽  
Comprehension Skills ◽  
The University

This work aims to study learners’ attitudes towards practicing English Language on Social Networks Sites (SNS). The sample involved 110 students from the University Laica Eloy Alfaro de Manabi in Ecuador, and the University of the Basque Country in Spain. The instrument applied was a Likert scale questionnaire designed Ad hoc by the researchers, to assess the dimensions: (i) Integration of SNS into learners’ academic everyday activities, and (ii) Learners’ attitudes towards English Language practices on SNS. All the data was analyzed using SPSS V24.00 of IBM. The findings showed corelationships between learners’ attitudes and the factors: learners’ sex, age, and country. The results also confirmed that both Spanish and Ecuadorian university students prefer YouTube, and Google+ for their easy access, and flexibility to strengthen listening, reading and comprehension skills in English. In addition, Facebook, and Whats App can be used to motivate reading, writing, and speaking practices in English.

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