scholarly journals The Efficacy of Syllabi of General English Courses at Undergraduate Level in Bangladesh: An Evaluation

2021 ◽  
Vol 12 (6) ◽  
pp. 979-989
Author(s):  
Amina Rashid ◽  
Md. Masud Rana
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Real Life ◽  
Undergraduate Level ◽  
Quantitative And Qualitative Research ◽  
Real Life Situation ◽  
Almost All

A good syllabus contributes to achieving better learning outcomes. Academic institutions often invest huge amounts in preparing the so-called 'panacea' of a syllabus hoping they could meet the demand of the highly competitive world. Now, however, educationists often get divided on what is instrumental to gaining a higher level of learning outcomes: Is it the quality of syllabus, or the kind of teaching approaches, or quality of teachers and learners, or good academic environment with a proper support system or a combination of all the above? While the academic process around the globe continues amidst these unresolved questions, teaching and learning English in Bangladeshi tertiary institutions for undergraduate students is no exception. Although almost all the students at undergraduate level take some sort of English language course like general English Language (GEL), or foundation English (FE) course, they fail to function when it comes to using the language in a real-life situation. This paper strives to trace out why the students cannot communicate in English properly even after 10 plus years of exposure to the language – 1/2 years at the tertiary level and 8 to 10 years at the primary and secondary levels. The research has adopted both quantitative and qualitative research methods and used two different questionnaires to collect data for the study. Delving into a thorough analysis of the existing syllabuses, the study contends that the syllabus cannot quite prepare the students to be able to function in English in a real-world scenario and, therefore, recommends a revamping of the syllabuses is necessary to produce pragmatic and pedagogical efficacy.

scholarly journals PENGARUH PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) TERHADAP HASIL BELAJAR MATEMATIKA

2016 ◽  
Vol 6 (1:) ◽  
pp. 49-56
Author(s):  
Nuril Hidayatin
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Real Life ◽  
Learning Activities ◽  
Post Test ◽  
Real Life Situation ◽  
Contextual Teaching ◽  
Academic Year

Students often have difficulty in linking the material with the problems of life in the real world. This may result in a decrease in mathematics learning outcomes in schools. Therefore, teachers should be able to make learning fun during the learning process. To overcome these problems, teachers can use the approach Contextual Teaching and Learning (CTL) during learning process. This contextual approach to make students more active and to encourage students to make connections between knowledge and real-life situation. The purpose of this study was to determine whether there is influence approach Contextual Teaching and Learning (CTL) on learning outcomes mathematics SMP Negeri 4 Waru Academic Year 2015-2016. During the learning activities, the experimental class students formed into groups. Each group consisted of 4-5 students. During the learning process, the researchers fed the material set in the experimental class and the control class as samples in the study. Researchers chose the material set for the number of students who have difficulty in solving the problem set. To obtain the data result of learning mathematics, researchers took data from the pre-test and post-test. Pre-test given to students to find out how the students' abilities before receiving material taught by researchers, while the post-test was given to determine student learning outcomes after the student has finished the learning activities. Both of these classes have the same number of students is 32 students. In this study, found that  with  and. From these results it is rejected and Ha is it can be concluded that there is influence approach Contextual Teaching and Learning (CTL) on learning outcomes mathematics SMP Negeri 4 Waru Academic Year 2015-2016.   Keywords: CTL (Contextual Teaching and Learning), sudent’s achievement.

scholarly journals From Classroom to Real World: Application of Outcomes-Based Assessment in English Courses

2019 ◽  
Vol 9 (1) ◽  
pp. 4860-4865
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Concurrent Validity ◽  
Teaching And Learning ◽  
English Language ◽  
Course Evaluation ◽  
Real World Application ◽  
Study Results ◽  
Classroom Evaluation ◽  
Current Concerns

Quality Assurance (QA) has become one of the current concerns in higher education worldwide. Learning outcomes are seen as central QA processes since the outcomes provide key benchmarks for maintaining standards and enhancing teaching and learning. Outcomes-based assessment (OBA) necessitates a change in educational practices, to a focus on what students have to learn rather than what educators have to teach. Moreover, it is connected with purposeful planning for the delivery and evaluation of intended outcomes. According to this, the purposes of this study were to investigate the expected learning outcomes of English courses for undergraduate students so that grading criteria can be established. In addition, the concurrent validity or investigation to prove whether students achieved the expected outcomes established from the expected language standards was implemented. Hence, the students’ study results and the scores obtained from an English language standard (TOEIC) were computed. The findings can be significant in several ways. Theoretically, the findings can contribute to a better understanding of expected learning outcomes. This information can assist English language instructors in developing their teaching and course evaluation. Finally, the assessment of the concurrent validity can be useful to the interpretation of the study results due to the measurements performed by the evaluating instruments and by the standard instruments. Therefore, the scores obtained from the study results can be compared with the standardized scores. This allows classroom evaluation to be connected with more meaningful standards outside the classroom.

scholarly journals Usefulness of WhatsApp in the Process of English Language Learning among Undergraduate Students: A Perception Study

2020 ◽  
Vol 1 (2) ◽  
pp. 27-42
Author(s):  
Nadia Hanif ◽  
Maria Sajid
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Learning ◽  
Technology In Education ◽  
Integration Of Technology ◽  
Language Knowledge ◽  
Almost All ◽  
The Impact

Technology has invaded the field of education and has become a major source of gaining and spreading knowledge. Among the various technological advancements currently facilitating teaching and learning in several educational disciplines, mobile technology is noteworthy. These days, almost all students keep a mobile phone and use its applications for different purposes. With the integration of technology in education, mobile devices are also being incorporated in numerous educational disciplines including language learning. This research was carried out to study students’ perception of the impact of WhatsApp in learning English language. A questionnaire of 27 items was administered to find out the perception of 157 students about the impact of WhatsApp in English language learning. Students’ access to internet was also explored to study the influence of the availability of internet on students’ perception. The findings showed that students have a positive perception of the influence of WhatsApp in English language learning. They believe that using WhatsApp for language learning gives them confidence, improves their English language knowledge and enhances their four language skills. They also gave a positive response about the ubiquitous use of WhatsApp and their preference of using WhatsApp as compared to other teaching and learning pedagogies.

scholarly journals Pre and Post Test Evaluations of Students in the Needs-Analysis Based EAP Course at Undergraduate Level

2017 ◽  
Vol 8 (1) ◽  
pp. 207
Author(s):  
Zohreh Nafissi ◽  
Fariba Rezaeipanah ◽  
Roya Monsefi
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Analysis Data ◽  
Needs Analysis ◽  
Entrance Examination ◽  
Structured Interviews ◽  
Undergraduate Level ◽  
Quantitative And Qualitative Research ◽  
Significant Difference ◽  
Post Test

Iran’s education system is exam-based and to gain admission to universities at undergraduate, graduate, and postgraduate levels, candidates have to sit a competitive examination. For this reason, developing an EAP course which prepares the candidates for these examinations is of crucial importance. The present study attempted to develop an EAP course for the selected number of undergraduate students of Statistics at Alzahra University and Shahid Beheshti University in Tehran. The aim was to prepare these students for the English language section of the entrance examination for MS degree in Statistics and then to determine if there was any significant difference between students’ performance in their pre and post tests. Both quantitative and qualitative research methods were applied in this study and different instruments such as a questionnaire, semi-structured and structured interviews, and analysis of texts, were used to gather needs analysis data. The results indicated that the majority of participants preferred the presence of more ESP courses at universities. There was also a significant difference between pretest and posttest scores of the participants who took part in the EAP course.  

scholarly journals THE EFFECT OF REFLECTION IN LESSON STUDY

JURNAL SMART ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 108-117
Author(s):  
Imaniar Tiara Ningrum ◽  
Rahmatika Kayyis ◽  
Mifathul Jannah ◽  
Kurniati Kurniati ◽  
Fitri Wulandari ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Lesson Study ◽  
Teaching And Learning ◽  
English Language ◽  
Boarding School ◽  
Data Collection Technique ◽  
Teaching Learning ◽  
The Impact

This descriptive qualitative research aimed to describe, explain, and analyzing about the impact of Lesson Study Reflection on teachers' ability in teaching English Language and to find out the impact of lesson study in the teaching and learning process in 8th B Class of SMP IT Insan Mulia Boarding School Prigsewu. The data collection technique uses questionnaires and documentation. Data analysis uses Interactive. The result of this research presented that Lesson Study improve the quality of the teaching-learning process, the students' enthusiasm in learning English improved step by step as the lesson goes on, and it affect students learning outcomes.

Productive Vocabulary Knowledge of ESL Learners

2018 ◽  
Vol 1 (1) ◽  
pp. 32-41 ◽  
Author(s):  
Abdulmalik Usman ◽  
Dahiru Musa Abdullahi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Writing Quality ◽  
Lexical Frequency ◽  
Frequency Profile ◽  
Esl Learners ◽  
The Relationship

The paper seeks to investigate the level of productive knowledge of ESL learners, the writing quality and the relationship between the vocabulary knowledge and the writing quality. 150 final year students of English language in a university in Nigeria were randomly selected as respondents. The respondents were asked to write an essay of 300 words within one hour. The essays were typed into Vocab Profiler of Cobb (2002) and analyzed the Lexical Frequency Profile of the respondents. The essays were also assessed by independent examiners using a standard rubric. The findings reveal that the level of productive vocabulary knowledge of the respondents is limited. The writing quality of the majority of the respondent is fair and there is a significant correlation between vocabulary and the witting quality of the subjects. The researchers posit that productive vocabulary is the predictor of writing quality and recommend various techniques through which teaching and learning of vocabulary can be improved.

PENERAPAN PEMBELAJARAN METODE DISKUSI UNTUK MENINGKATKAN AKTIVITAS BELAJAR SISWA PADA PEMBELAJARAN IPS TERPADU DI KELAS VIII.B SMP NEGERI 5 KOTA SOLOK

2019 ◽  
Vol 5 (1) ◽  
pp. 35-42
Author(s):  
Erma Yenis
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Activities ◽  
Good Teaching ◽  
Starting Point ◽  
Class Viii

Abstractlearning process  good teaching  can create a situation that allows children to learn, so that is the starting point of the success of teaching. The low quality of education depends on the management of the teaching and learning process which can be interpreted as being less effective in the teaching and learning process, the causes: (1) Low learning activities, (2) Inadequate facilities and infrastructure. The case in Solok City Middle School, the low level of student learning activities allegedly influenced the low student learning outcomes. Based on observations on class VIII A which included the superior class had not yet achieved the desired completeness, the class with the least completeness was class VIII B which was 33.33% with KKM 65 criteria. Seeing this reality, teachers were required to motivate students and foster enthusiasm student learning. Therefore, to foster students' enthusiasm for learning, the author tries to apply student learning activities through discussion methods in small groups.Keywords: Learning, discussion AbstrakProses belajar mengajar yang baik dapat menciptakan situasi yang mmemungkinkan anak belajar, sehingga merupakan titik awal keberhasilan pengajaran. Rendahnya mutu pendidikan tergantung pada pengelolaan proses belajar mengajar yang dapat diartikan kurang efektifnya proses belajar mengajar, penyebabnya: (1) Rendahnya aktifitas belajar,  (2) Sarana dan prasarana yang belum memadai. Kasus pada SMP Negeri % Kota Solok rendahnya aktifitas belajar siswa diduga berpengaruh terhadap rendahnya hasil belajar siswa. Berdasarkan pengamatanpada  kelas VIII A yang termasuk kelas unggul belum mencapai ketuntasan yang di inginkan, sedangkan kelas yang paling sedikit ketuntasannya adalah kelas VIII B yaitu sebanyak 33,33 % dengan kriterian KKM 65. Melihat kenyataan tersebut, guru dituntut untuk dapat memotivasi siswa dan menumbuhkan semangat belajar siswa. Karena itu, untuk menumbuhkan semangat belajar siswa, penulis mencoba untuk menerapkan aktivitas belajar siswa melalui metode diskusi dalam kelompok kecil. Kata kunci: Pembelajaran, diskusi

Using metavisualization to revise an explanatory model regarding a chemical reaction between ions

2021 ◽  
Author(s):  
Solange Wagner Locatelli ◽  
Bette Davidowitz
Keyword(s):  
Undergraduate Students ◽  
Chemical Reaction ◽  
Chemistry Education ◽  
Self Regulation ◽  
Real Life ◽  
Explanatory Models ◽  
Explanatory Model ◽  
Future Application ◽  
Correct Figure ◽  
Real Life Situation

The objective of this work was to evaluate the implementation of a metavisual strategy for students to revise and self-regulate concepts arising in a study of a chemical reaction between ions. For this purpose, two chemistry education undergraduate students at a Brazilian public university carried out an investigative activity, involving metavisual steps, to revise explanatory models at the submicro level. Students were given a problem, namely a reaction between ions drawn from a real-life situation and were provided with clay to construct an explanatory model of the submicro level for the initial and final stages of the reaction. The students were asked to compare their clay model with an example of a scientifically correct figure of the submicro level of the reaction generated by the researchers. At this stage students were given the option to reconstruct their model. Data were captured via photographs of the clay models and students’ verbal discussions as they proceeded through the activity. The findings reveal evidence of self-regulation of mental models at the submicro level, from the interaction of prior knowledge, chemical diagrams and discussions and reflections by the pair of students. Difficulties regarding chemical formulae were also observed in relation to the symbolic level. Finally, there are implications for teaching chemistry, since teachers in training need to experience metavisual strategies for future application in their classrooms.

Exploring international markets: unique quality heads to Kenya

2021 ◽  
pp. 1-16
Author(s):  
Esther Laryea ◽  
Mawunyo Avetsi ◽  
Herman Duse
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Value Chain ◽  
International Markets ◽  
Subject Area ◽  
Cereal Production ◽  
Foreign Entry ◽  
Entry Decision ◽  
Almost All ◽  
Production Company

Study level/applicability The case is targeted at undergraduate students in international finance, international business, entrepreneurship and strategic marketing classes. Subject area At the broadest level, the case represents an opportunity for students to discuss internationalisation of local firms. It focusses on getting students to analyse the costs and benefits associated with the foreign entry decision as well as the strategies for foreign entry. Case overview The Exploring International Markets: Unique Quality Heads to Kenya case study provides a chronological report of how Unique Quality, a cereal production company, grew locally up until the point when it considers internationalisation. It details the key considerations the firm makes as it considers its foreign entry decision. Unique Quality is a cereal production company in Ghana, which operates within the agriculture industry. The industry operates at almost all the points along the value chain including coordinating the growing of the cereal until it is harvested, packaged and marketed for sale. The company which started operations in 2013 has made great gains in penetrating the Ghanaian market. Salma, who is currently at the helm of affair at the company, together with the board is considering entering into Kenya. This decision is one that must not be taken lightly and has left Salma in a dilemma. Expected learning outcomes The expected learning outcomes of the case are:To enable students:a) identify the reasons why firms go international;b) identify opportunities for cost-cutting benefits or revenue maximisation opportunities for Unique Quality in Kenya;c) understand and identify the various sources of country risk that Unique Quality could face in its attempt to enter the Kenyan market; andd) identify and analyse the various foreign entry strategy options available to Unique Quality. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email [email protected]_to_request_teaching_notes Subject code CSS 1: Accounting and finance.

scholarly journals Role Play Activities: An Innovative Approach to Teaching Speaking Skills in an ESL Classroom

2020 ◽  
Vol 7 (2) ◽  
pp. 19-36
Author(s):  
Nurhamimi Togimin ◽  
Haliza Jaafar
Keyword(s):  
Undergraduate Students ◽  
Role Play ◽  
Real Life ◽  
Target Language ◽  
Innovative Approach ◽  
Positive Effects ◽  
Real Life Situation ◽  
English Speaking ◽  
Esl Classroom ◽  
Speaking Skills

Encouraging students to speak during classroom activities is an effective strategy to improve their acquisition of the target language. Activities related to real life situation such as role play, debate and simulation provide substantial rehearsal and practice and they allow students to not just learn phrases, but also learn how to communicate in various circumstances. Recent studies have revealed that students who are exposed to learning using role play activities improve significantly in speaking competency. Hence, the aim of this study is to investigate how role play activities in an ESL classroom can be an innovative approach in improving students’ speaking skill. A total of nine undergraduate students from the Faculty of Computing in a public university in the Southern region of Malaysia were involved in this study. The main purpose for choosing the students as participants of the study was due to their low English proficiency based on their MUET results. The instruments used in this study were observation checklist and questionnaire. All the findings were tabulated and analysed qualitatively (observation checklist) as well as quantitatively (questionnaire). From the analysis carried out, it was evident that the students made positive improvement particularly in fluency, comprehension, context, and interactive communication. Besides that, the students felt that role play activities had brought positive effects on their English-speaking skills as obtained from the results of the questionnaire. Thus, it can be deduced that role play activities do have positive effects on students’ English-speaking skills.

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