scholarly journals Academic research work of first-year students in progress studying of English language

2020 ◽  
Author(s):  
N.G. Egoshina
Keyword(s):  
English Language ◽  
Research Work ◽  
Academic Research ◽  
First Year ◽  
First Year Students

scholarly journals Bridging the Gap: Understanding the Differing Research Expectations of First-Year Students and Professor

2012 ◽  
Vol 7 (3) ◽  
pp. 4 ◽  
Author(s):  
Meg Raven
Keyword(s):  
Undergraduate Students ◽  
Academic Research ◽  
First Year ◽  
First Year Students ◽  
High Expectations ◽  
Research Students ◽  
Time Required ◽  
Instruction Strategies ◽  
Research Instruction ◽  
The University

Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services. Methods: 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, NS were surveyed to determine what they each expected of first-year student research. Students were surveyed on the first day of term so as to best understand their research expectations as they transitioned from high school to university. Results: The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research, and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use non-academic sources. Not unexpectedly, the majority of professors believed that students are not prepared to do university-level research, they do not take enough responsibility for their own learning, they should use more academic research sources, and read twice as much as students believe they should. Conclusions: By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors and the university community are discussed.

scholarly journals Motivational Teaching Strategies in Indonesian EFL Writing Classrooms

2017 ◽  
Vol 17 (1) ◽  
pp. 60
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Teaching Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Private University ◽  
First Year ◽  
Motivational Strategies ◽  
English Language Education ◽  
First Year Students ◽  
Efl Writing

This qualitative study explores motivational teaching strategies employed in English as a foreign language (EFL) writing classrooms and designs a sample of lesson plans elaborating the strategies that were reflected from open-ended questionnaires of sixty-five first-year students at English Language Education Program in a private university in Indonesia. The data analysis reveals possible motivational strategies that are classified into Dornyei’s (2001) framework of motivational teaching practice. Based on the analysis, the study reinforces a view that teachers can motivate their students to learn and they use particular teaching strategies to motivate their students. Eventually, this study hopes to provide insights for EFL teachers espousing similar teaching practices, so they can enhance their students’ motivation, particularly in their EFL writing classrooms.

scholarly journals Autonomous English Language Learning Beyond the Classroom: Indonesian Tertiary Students’ Practices and Constraints

2020 ◽  
Vol 19 (10) ◽  
pp. 194-213
Author(s):  
Daflizar Daflizar
Keyword(s):  
Language Learning ◽  
English Language ◽  
Autonomous Learning ◽  
Learning Activities ◽  
First Year ◽  
English Language Learning ◽  
First Year Students ◽  
Significant Difference ◽  
English Major ◽  
Attention To Students

. In response to the interest in learner autonomy in recent years, educational research has been increasingly paying attention to students’ out-of-class autonomous learning activities. This study aims to (1) describe the extent to which Indonesian tertiary students engaged in autonomous English language learning outside the class, (2) explore their perceived constraints in practicing autonomous learning, and (3) examine whether there are any significant differences in the autonomous learning activities between female and male students and between the English major students and non-English major students. Employing the explanatory mixed-method design, a total of 402 first-year students completed a questionnaire, and 30 of whom were interviewed. The questionnaire data were analyzed using descriptive statistics and non-parametric tests, and the interview data were analyzed using thematic analysis. The results showed that the students did engage in several out-of-class English learning activities, however many of the activities were more receptive than productive. The interviews echoed the questionnaire results, and the students claimed that they were not autonomous in their learning due to several constraints. The results also revealed that there is no significant difference in the level of practice of autonomous out-of-class activities based on gender but a significant difference was found concerning majors of study. Practical implications for the Indonesian context are put forward.

THE ROLE OF THE STUDENT SCIENTIFIC SOCIETY OF THE DEPARTMENT IN ORGANIZATION OF STUDENTS IN THE UNIVERSITY

2021 ◽  
pp. 9-13
Author(s):  
A.V. Shishkin ◽  
◽  
L.A. Bekhovykh
Keyword(s):  
Research Work ◽  
Environmental Engineering ◽  
First Year ◽  
Scientific Society ◽  
Engineering Structures ◽  
Positive Role ◽  
First Year Students ◽  
The University

The article shows the role of the student scientific society in attracting students to research work at the university. On the example of the student scientific society "Geosphere" of the Department of Geodesy, Physics and Engineering Structures of the Faculty of Environmental Engineering of the Altai State Agrarian University, a mechanism for involving first-year students in research work is presented. The structure, organization, directions and forms of work of the circle, the main projects being implemented, are also given, an assessment of the results of its activities and the most significant achievements are given. The positive role of the student scientific society in increasing the effectiveness of research work of students at the university is noted.

Transcripts of a Medical Education in Humanities Module

2012 ◽  
Vol 2 (3) ◽  
pp. 63-76 ◽  
Author(s):  
P. Ravi Shankar ◽  
Kundan Kr. Singh ◽  
Ajaya Dhakal ◽  
Arati Shakya ◽  
Rano M. Piryani
Keyword(s):  
Medical Education ◽  
Small Groups ◽  
Medical Humanities ◽  
English Language ◽  
Learning Objectives ◽  
First Year ◽  
First Year Students ◽  
Student Groups ◽  
Medical College

A medical humanities (MH) module has been conducted for first year students at KIST Medical College, Lalitpur, Nepal for the last four years. The students are divided into small groups and case scenarios, role-plays, paintings, and activities are used to explore MH. The module for the fourth batch of students was conducted from December 2011 to March 2012. In this article the authors provide a brief overview of the MH module, Sparshanam and the learning objectives of different sessions. They provide transcripts of some of the role plays done during the module. The role plays were conducted in Nepali with the help and guidance of the facilitators and the written transcripts in English language were provided by different student groups.

scholarly journals MALAYSIAN STUDENTS’ PERCEPTIONS OF THEIR INTERACTIONS IN UK SEMINARS

2020 ◽  
Vol 5 (2) ◽  
pp. 384-405
Author(s):  
Zurina Khairuddin ◽  
Zulaikha Khairuddin ◽  
Nadia Ibrahim
Keyword(s):  
Language Proficiency ◽  
International Student ◽  
English Language ◽  
Group Discussion ◽  
Educational Background ◽  
First Year ◽  
Verbal Interactions ◽  
First Year Students ◽  
Academic Cultures ◽  
Malaysian Students

Background and Purpose: Coming from different social and academic cultures, students may exhibit perceptions which are in contrast to the convention of the targeted culture. Hence, this study aims to explore how first-year Malaysian students perceive their interactions in UK seminars.   Methodology: Employing qualitative research method, nine Malaysian students were chosen based on two criteria: they have to be first-year students and registered in content modules in UK university. The data were collected from interview and focus group discussion, and the audio-recordings were transcribed and analysed utilising thematic analysis.   Findings: The participants of this study perceive their interactions differently. Semek, Enot, Fatin, Ammar, Ming and Izlin mentioned that they responded during seminar discussion if they were nominated by the tutor and most agreed that they did not ask questions because information was provided to them or they could ask the tutor or their friends after the seminar. Fatin however disagreed and asserted that students should ask questions if they did not understand the academic content well. Qaisara, Puspa and Semek also shared that their lack of English language proficiency influenced their lack of contribution which was not the case for Fatin and Ming. Being marginalised as an international student was one of the reasons Semek did not contribute to the seminar discussions in contrast to Qaisara who felt the need to contribute.   Contributions: The findings of this study suggest that academic institutions should be flexible in encouraging students to be engaged in seminars as coming from different educational background, these students may require additional help to socialise in academic setting and consequently become expert members.   Keywords: Malaysian students, students’ perceptions, students’ interactions, UK seminars, verbal interactions.   Cite as: Khairuddin, Z., Khairuddin, Z., & Ibrahim, N. (2020). Malaysian students’ perceptions of their interactions in UK seminars.  Journal of Nusantara Studies, 5(2), 384-405. http://dx.doi.org/10.24200/jonus.vol5iss2pp384-405

scholarly journals Predictive Validity of Saudi Admission Criteria for Freshmen Students’ English Performance: Experience of King Saud Bin Abdulaziz University for Health Sciences

2020 ◽  
Vol 11 (1) ◽  
pp. 108
Author(s):  
Abdulaziz Althewini ◽  
Abdulmohsen Alkushi
Keyword(s):  
High School ◽  
English Language ◽  
Health Sciences ◽  
First Year ◽  
Admission Criteria ◽  
First Year Students ◽  
Higher Education System ◽  
High School Grades ◽  
Freshmen Students ◽  
Admission Tests

This study examines the relationship and correlation between initial admission criteria and  English performance of first year students at King Saud bin Abdulaziz University for Health Sciences. The performance of 1,595 English language students was compared to the initial academic admission criteria to determine if a correlation exists between academic achievement pre and post admission.  Admission criteria include high school grades, General Aptitude Test score (GAT), and Scholastic Achievement Admission Test scores (SAAT). Deep statistical analyses, including independent t tests and multiple linear regression reveal a correlation between pre and post admission performance. For this student population, GAT score was more predictive of English performance than SAAT scores, while the high school grade had no significant relationship to performance on the course. Furthermore, GAT had a higher predictive weight of 7% when compared individually with other admission criteria. However, in a combined model, all of the admission tests cumulatively predicted 17.3% of  English performance. Such power is relatively low and requires additional variables to accurately predict a student’s final English score. This study provides unique analyses of performance within the Saudi higher education system and provides insight for those teaching or studying English as a second language. This study is therefore relevant for educators in universities using English for the instruction of non-English, native students and raises questions as to the value of current admission criteria.

scholarly journals Challenges of Short Sentence Writing Encounter 1st Year Uundergraduate Students in English Language Departments at Al-Baha University

2021 ◽  
Vol 12 (4) ◽  
pp. 118-131
Author(s):  
Ahmed Ibrahim Alsalami
Keyword(s):  
Undergraduate Students ◽  
Mixed Method ◽  
English Language ◽  
First Year ◽  
Written Feedback ◽  
Passive Voice ◽  
First Year Students ◽  
Verb Agreement ◽  
Short Sentence ◽  
English Major

This study aims to find out the most common challenges of writing short sentences encountered by first-year English-major undergraduate students of English language departments. A mixed method was used including quantitative and qualitative as data was obtained using student questionnaires and interview questions for the lecturers. About 122 first-year English-major undergraduate students (%50.4 female and %49.6 male) from the English Language Departments at all colleges of Al-Baha University were randomly chosen, including 30 lecturers, and were interviewed in the study (15 males and 15 females). The study revealed significant results which have shown difficulties in constructing short sentences, the distinction of active and passive voice, and the use of conjunctions, punctuations, quantifiers, and the correct auxiliary. Also among common issues, students find difficulties in using comparative and superlative degree, subject–verb agreement and the use of articles. Thus, the study recommends that first-year English-major undergraduate students should be given more written exercises as well as written feedback so that students can be able to write more effective short sentences. The study suggests that more studies could be conducted qualitative researches for first-year students of English language department to investigate and analyze the most common challenges and difficulties of the students’ written samples or documents.

scholarly journals PSYCHOEMOTIONAL STATE AND DYNAMICS OF PSYCHOPHYSIOLOGICAL ADAPTATION OF FIRST–YEAR STUDENTS OF THE CAPITAL MEGALOPOLIS

2014 ◽  
Vol 6 (3) ◽  
pp. 90-93
Author(s):  
VIKTOR GLEBOV ◽  
GENNADI ARAKELOV
Keyword(s):  
Cardiovascular System ◽  
Research Work ◽  
First Year ◽  
First Year Students ◽  
The People ◽  
Psychoemotional State ◽  
Academic Year ◽  
Emotional Condition ◽  
Selection Of

Research work on studying of level of psychophysiological adaptation of students of first– year students of different specialties is carried out. On selection of 139 students the mental, psycho–emotional condition and a condition of cardiovascular system of students of the Russian university of friendship of the people was studied. Results of research testify that psycho – the emotional pressure of students of the first year of different faculties, is shown both on mental, and on psychophysiological levels. At psychophysiological level of change are observed in changes of parameters of a cardiorhythm which are most brightly expressed at the end of the academic year.

scholarly journals Creativity, Translation, and Teaching Old English Poetry

2016 ◽  
Vol 25 (3) ◽  
pp. 275-297
Author(s):  
Helen Brookman ◽  
Olivia Robinson
Keyword(s):  
Old English ◽  
English Language ◽  
English Literature ◽  
First Year ◽  
Old English Literature ◽  
First Year Students ◽  
Oxford University ◽  
Poetic Practice ◽  
Poetic Texts ◽  
Teaching Learning

This article explores the benefits to undergraduate learning, and the broader critical significance of, the ‘creative translation’ of Old English literature. First-year students of English language and literature at Oxford University were encouraged to inhabit and understand poetic texts by producing creative, free modern versions that responded to the content, form, style, and sound of the source text. How far this approach helps students is analysed through their own perspectives on the process, gathered via interviews. Their writing is explored as a visible product of their learning, and as a creative-critical response to medieval texts: in particular, did the process of collaborative composition give the students a uniquely experiential insight into Old English poetic practice? Thus some broader conceptual issues in the fields Old English literary studies and translation studies are approached through teaching, learning, and creative-critical practice.

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