scholarly journals English for General Academic Purposes or English for Specific Purposes? Language Learning Needs of Medical Students at a Chinese University

2021 ◽  
Vol 11 (6) ◽  
pp. 621-631
Author(s):  
Yuehua Li ◽  
Marion Heron
Keyword(s):  
Language Learning ◽  
Early Years ◽  
First Year ◽  
Learning Needs ◽  
Structured Interviews ◽  
Medical Texts ◽  
English Curriculum ◽  
Medical English ◽  
Teachers And Students ◽  
Medical University

The debate over the appropriacy of EGAP and ESP has been an ongoing concern in many higher education contexts. In this paper we discuss how teachers’ and students’ perceptions of English curriculum needs are reflected in the conflict between short-term goals, such as passing exams, and long-term goals, such as career development. Students, doctors and teachers at a medical university in the central part of China were asked about their needs through questionnaires and structured interviews. The findings suggest that whilst many felt the need for medical English to be taught in the early years, particularly through medical texts, there was also push back due to the need for general English to pass English exams, such as CET4/6. We argue that through the incorporation of medical texts, students can start to develop their medical English from the first year of university. This not only ensures the motivation for students to study medical English for professional purposes, but also fulfills the perceived need to prepare for the exam.

scholarly journals Educational Policy: Voices from Local English Teachers and Students towards National Exam in Yogyakarta

2020 ◽  
Vol 4 (2) ◽  
pp. 217
Author(s):  
Laser Romios ◽  
Nindya Primandita ◽  
Novilda Angela Saragih
Keyword(s):  
Language Learning ◽  
English Language ◽  
Group Discussion ◽  
Sampling Technique ◽  
English Teachers ◽  
School Level ◽  
Learning Activity ◽  
Structured Interviews ◽  
Teachers And Students ◽  
The Government

<p class="AbstractText">This study is aimed at exploring the voices of English teachers and students of a state senior high school towards the National Exam policy and its implementation in Indonesia. Several theories of psychology and language learning were applied in this study as the theoretical framework. This study used a descriptive qualitative method. The participants were chosen by purposive sampling technique. The data for this study were garnered through a Focus Group Discussion (FGD) conducted to the selected twelfth-grade students and semi-structured interviews done to two English teachers. Both data were analyzed descriptively. Upon the analysis, two paramount themes prevailed: (1) the negative response towards the implementation and accuracy of National Exam (NE) policy in Indonesia; and (2) unintended impacts of NE policy on teaching and learning activity, students’ motivation, and English Language Learning and Curriculum. This study offers information for the government as the policymaker, school leaders, teachers, and researchers to understand how the NE is implemented at the school level.</p>

scholarly journals ‘I’M GETTING THERE’: AN INVESTIGATION OF ACADEMIC WRITING DEVELOPMENTS OF UNDERGRADUATE STUDENTS IN A FOREIGN BRANCH CAMPUS IN MALAYSIA

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
Ida Fatimawati ADI BADIOZAMAN
Keyword(s):  
Academic Success ◽  
Language Learning ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Positive Impact ◽  
English For Academic Purposes ◽  
First Year ◽  
Learning Needs ◽  
Branch Campuses ◽  
Academic Units

Many foreign university branch campuses in Malaysia make it compulsory for students to undertake academic literacy units (i.e. Reading for Academic Purposes, Technical Report Writing) in order to equip them with language skills as well as reading and writing for academic purposes. Despite the ubiquitousness of such units in universities, little is known about their effectiveness. This longitudinal study aims to address this gap. This paper reports on data collected from the first phase of a mixed methods study that seeks to explore (i) students’ self-concept in academic writing, (ii) perceived impact of the Academic Writing (AW) unit on the writing development and (iii) the transferability of skills to other academic units. Findings from the questionnaire revealed that the AW unit had a significant positive impact on their writing skills and that the skills acquired were reported to be highly transferable to other study units. Nevertheless, to ensure academic success, the study concludes that the foundations for first year studies need to be laid early. Keywords: academic writing, L2 writing, academic language-learning needs, language learning, English for academic purposes (EAP)

scholarly journals Teachers’ and students’ appraisal of the ITEC English curriculum: A comparative study

2020 ◽  
Vol 10 (3) ◽  
pp. 167-181
Author(s):  
Hoa Minh Truong ◽  
Van Thuy Vuong Pham
Keyword(s):  
Teaching And Learning ◽  
Instructional Methods ◽  
Instructional Materials ◽  
Survey Study ◽  
Ho Chi Minh City ◽  
Structured Interviews ◽  
English Curriculum ◽  
Test Taking ◽  
Teachers And Students ◽  
Time Allotment

With the holistic purpose of improving the language teaching and learning quality at the ITEC center of University of Science (Ho Chi Minh City), the paper focused on the students’ and teachers’ appraisal towards the current ITEC English curriculum. The survey study was conducted at the ITEC center of University of Science (Ho Chi Minh City) with the participation of 82 students and 20 teachers. The instruments included the questionnaires and the semi-structured interviews. The quantitative data obtained from the questionnaires were analyzed by SPSS version 20.0, while the qualitative data obtained from the interviews were thematically analyzed. The findings show that both the students and the teachers concurrently showed their positive affection and cognition towards the clear objectives, reasonable assessment modes, effective instructional materials, and helpful extensive practice. In addition, content of the ITEC English curriculum was emotionally and cognitively approved by both the teachers and the students; however, some students thought that the content lacked an emphasis of culture elements and updated realistic situations. Furthermore, while the teachers seemed to prefer the time allotment of the courses of the curriculum, many students did not express their favor or approval. Besides, a big proportion of the target students liked its instructional methods and believed in the usefulness of the instructional methods and delivery techniques, especially in developing and sharpening their language skills and test-taking skills as well. Nonetheless, some of the teachers did not feel these instructional methods impressive and were not compatible with their preferential styles.

scholarly journals "I can rise up from my adversity”: Situational language learning strategies

2020 ◽  
Vol 5 (2) ◽  
pp. 143-147
Author(s):  
Febti Ismiatun ◽  
Diah Retno Widowati ◽  
Eko Suhartoyo
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Cultural Context ◽  
English Education ◽  
Strategy Training ◽  
Learning Needs ◽  
English Learning ◽  
Learning Situation ◽  
Language Learning Strategies ◽  
Structured Interviews

Deriving from the postulation that learning strategies are shaped from a learning situation, which is inseparable from its socio-cultural context. A paradigm has shifted language learning strategies (LLSs) studies in the new perspective of situational-based research. Using a narrative approach, this study examined one female pre-service teacher of an English education major in occupying strategies to fulfill the learning needs. To meet with the data, semi-structured interviews were carried out for the participant through a series of interconnected questions. The results marked that the use of learning strategies varied in a distinct learning situation, including the strategies to achieve the learning goal as well as to encounter the obstacles in English learning. Thus, this study has emphasized the feasibility of LLSs in context. Suggestions were also presented at the end of this paper. HIGHLIGHTS: The use of strategies is varied in changing learning situation. The appropriate strategies assist students in fulfilling the English learning needs. The application of strategy training in EFL classroom is noteworthy because it is teachable.

Appreciation of poetry in indonesian subjects Through songs to increase student ability at the Fifth grade students at sd negeri 10 koto jua

2017 ◽  
Vol 1 (1) ◽  
pp. 225-234
Author(s):  
Leni Marlina
Keyword(s):  
Language Learning ◽  
Student Development ◽  
Literary Work ◽  
Fifth Grade ◽  
Learning Needs ◽  
Learning Material ◽  
Class V ◽  
Literary Works ◽  
Fifth Grade Students ◽  
Teachers And Students

In the Indonesian Language Lesson (GBPP) signs relating to literary teaching it is mentioned that (1) Language learning needs to pay attention to the principles of teaching, among others, which are easier than those things that are close to distant, from simple to complex , From the know to the unknown, from the concrete to the abstract, (2) The literary learningis intended to enhance the students' ability to appreciate literature closely related to the practice of sharpening feelings, reasoning and imagination, and sensitivity to society, culture and environment , And (3) The selection of literary material is associated with the theme. If teachers have difficulty in getting the material according to the chosen theme then the learning materials sasrta may not be in accordance with the theme presented. This is related to the purpose of class V, ie students are able to read literary works with pengahayatan and understand the various ways of expressing feelings and ideas in the literary work. The learning of poetry appreciation that is taught in SDN 10 Koto Jua starts class I, is one of sasrta learning material that is more difficult and causes more problems than the appreciation of other literary works (Prosa) Learning poetry appreciation that should be very fun even become boring specter And frightening, both for teachers and students, Teachers who tend to teach the appreciation of poems in bits and pieces, with materials that are adapted to the level of kirang student development and using an approach that is not dipdukan with empathy aspects of language skills (listening, speaking and writing) Will cause the students unconditioned learning poetic appreciation.

scholarly journals Motivation toward English Language Learning among Iraqi University Students

2021 ◽  
Vol 2 (3) ◽  
pp. 46-56
Author(s):  
Saleh Jebrael Saleh ◽  
Shahen Jamal Majeed
Keyword(s):  
Language Learning ◽  
Online Survey ◽  
English Language ◽  
Practical Implication ◽  
Learning Activities ◽  
English Language Learning ◽  
Structured Interviews ◽  
University Teachers ◽  
Teachers And Students ◽  
The University

Purpose: This study aimed to examine motivation toward learning the English Language among learners from different universities in Iraq. The study focused on identifying   the type of, instrumental and integrative, and also the activities that learners prefer to use in the classroom. Methodology/Approach/Design: The study applied both qualitative and quantitative design. The instruments used in the study included questionnaires and semi-structured interviews. A sample of 200 participants were engaged in an online survey and filled the questionnaire questions. An interview through zoom was also conducted with the selected group of learners. Results: The findings of the study revealed that learners were motivated more instrumentally as compared to integratively. It was also evident that the students were interested in different learning activities. Practical Implication: This study will have a greater contribution to the pedagogy of English language learning. The findings of the study might be used by curriculum developers to make changes and implement the best techniques of teaching English in the Iraqi EFL curriculum. Originality/Value: The results of this study may make the university teachers and students aware of the significance of motivation in enhancing the English learning process. Also, the findings may make university teachers more creative in developing interactive learning activities that will be suitable for students.

scholarly journals Remodeling Teachers' and Students' Roles in Self-directed Learning Environments: The Case of Saudi Context

2019 ◽  
Vol 10 (3) ◽  
pp. 549
Author(s):  
Iman El-Nabawi Abdel Wahed Shaalan
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Foreign Language Learning ◽  
Structured Interviews ◽  
Language Performance ◽  
Self Directed Learning ◽  
Positive Attitudes ◽  
Teachers And Students ◽  
Directed Learning ◽  
And Performance

Traditional classrooms are markedly teacher-centered. EFL learners are largely urged to commit themselves to communicative learning environments which help them enhance their language performance. Self-directed learning is one of the approaches which proved to be highly effective in Foreign Language Learning (FLL). EFL teachers are usually encouraged to adopt self-directed learning practices in order to improve students’ linguistic competence and performance. Recently, many Saudi universities integrated self-directed learning mode into EFL instruction. However, students' language performance, which is crucial to finding a job opportunity in labor market, is below the desired level. The study aims at remodeling teachers' and students' roles in light of students’ perceptions of English self-directed learning. To achieve this ultimate goal, a questionnaire survey is administered and follow-up semi-structured interviews are held. Results showed that both male and female students have generally positive attitudes towards self-directed learning. However, many of them have real problems with understanding the nature of self-directed learning and how they should use it effectively. Therefore, both institutions and teachers are recommended to improve students’ understanding and awareness of self-directed learning modes, and to rethink their roles.

Language functions and medical communication: The human body as text

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Deirdre Kantz ◽  
Ivana Marenzi
Keyword(s):  
Medical Students ◽  
Human Body ◽  
Northern Italy ◽  
First Year ◽  
Medical Texts ◽  
Language Functions ◽  
Medical English ◽  
Meaningful Text ◽  
The University ◽  
First Year Medical Students

AbstractThis article presents the findings of a field experiment in medical English with first-year medical students at the University of Pavia, Northern Italy. Working in groups of 8–10, the students were asked to produce a corpus of medical texts in English demonstrating how the human body is itself a meaningful text (

scholarly journals Language Learning Strategies Used by Thai and Vietnamese University Students

MANUSYA ◽  
2011 ◽  
Vol 14 (2) ◽  
pp. 1-23
Author(s):  
Attapol Khamkhien
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learning Strategies ◽  
English Education ◽  
Language Learning Strategies ◽  
Structured Interviews ◽  
Student Groups ◽  
Thai Students ◽  
Teachers And Students ◽  
Learning English

Based on several standardized tests, previous studies show that Vietnamese youths have higher proficiency in English than Thai youths in spite of the latter’s social advantages. An explanation for the discrepancy is probably that the two groups use different strategies in learning English. This study reports the results of an investigation into language learning strategies commonly used by Thai and Vietnamese university students, using the Strategy Inventory for Language Learning (SILL) developed by Oxford (1990) and semi-structured interviews. A comparison of the patterns of language learning strategies used by the two student groups revealed some resemblances and differences, illustrating what teachers and students should know to successfully teach and learn English, respectively. It is hoped that the findings of this study will be of particular benefit to educational planners, methodologists, and classroom teachers; they will not only help them better understand the strategies used by Thai students in learning English, but also facilitate the process of improving English education in Thailand.

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