English as Language of Teaching and Learning: An Investigation into the Learning Challenges that First- year, Second Language Speaking Students of English face in the Economic and Management Sciences Faculty at the University of the Western Cape

2006 ◽  
Vol 11 (1) ◽  
pp. 0-0
Author(s):  
Venicia Flora McGhie
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
First Year ◽  
Western Cape ◽  
Learning Challenges ◽  
The University

scholarly journals A cross-sectional survey to compare the competence of learners registered for the Baccalaureus Curationis programme using different learning approaches at the University of the Western Cape

Curationis ◽  
2011 ◽  
Vol 34 (1) ◽  
Author(s):  
Loretta Z. Le Roux ◽  
Thembisile D. Khanyile
Keyword(s):  
Clinical Reasoning ◽  
Teaching And Learning ◽  
Real Life ◽  
First Year ◽  
Correlation Technique ◽  
Learning Approaches ◽  
Western Cape ◽  
Teaching Approaches ◽  
The University ◽  
Case Based

The purpose of the study was to compare the extent to which the different teaching approaches applied in the Baccalaureus Curationis programme adequately prepare graduating learners for professional competence. The research methodology was a quantitative approach, based on descriptive research, with a clinical competence development model to guide the data collection procedure. The target population of the study included a sample of 250 learners in the four-year B.Cur programme, that extended from first-to-fourth-year. Stratified random sampling was applied to select the sample learners for this research and data were collected by means of a five-point Likert scale questionnaire. Data were organised and managed using the SAS statistical software package. Descriptive statistics were gathered with measures of central tendency and dispersion included, and their findings were illustrated on descriptive tables. A correlation technique was applied to determine the effects of the independent variable on the dependent variable.The results of the study indicated that progression in competence did not occur as learners progressed through higher levels of their training, except during the third-year of study. However, the study’s results confirmed the strengths of the Case-based clinical reasoning approach to teaching and learning. This approach is able to combine the strengths of the traditional methods, which dealt with large class sizes and that had a focus on learner centred learning, with a focus on clinical practice. This approach provides realistic opportunities for learners to experiment with solutions to dilemmas encountered in real life situations, from the protected and safe environment of the classroom. The first-year learners who were observed in this study, who although novices, were exposed to Case-based teaching approaches and showed more self-perceived competence than learners in later years. This occurred in spite of the limited exposure of the first-year learners to real life clinical situations. The outcome of this study recommends that more studies are conducted, in the School of Nursing at the University of the Western Cape (UWC), to explore teaching and learning approaches that fully maximise the clinical and theoretical competencies of the learners. The outcome further recommends that learner-centred teaching approaches, such as Case-based method, are applied to all year levels of study in the B.Cur programme, due to its proven value when it was applied to first-year learners. The Case-based clinical reasoning approach to learning, that has been implemented at the school, promotes competence and self confidence in learners and has enhanced their sense of responsibility to be actively involved in their own learning.

scholarly journals Error Analysis of Students Essays: A Case of First Year Students of the University of Health and Allied Sciences

2017 ◽  
Vol 6 (4) ◽  
pp. 54
Author(s):  
Benjamin Amoakohene
Keyword(s):  
Second Language ◽  
Error Analysis ◽  
Language Learning ◽  
Academic Writing ◽  
First Year ◽  
First Year Students ◽  
Communicative Skills ◽  
Daunting Task ◽  
Integral Role ◽  
The University

Writing is considered as a daunting task in second language learning. It is argued by most scholars that this challenge is not only limited to second language speakers of English but even to those who speak English as their first language. Thus, the ability to communicate effectively in English by both native and non-native speakers requires intensive and specialized instruction. Due to the integral role that writing plays in students’ academic life, academic literacy has garnered considerable attention in several English-medium universities in which Ghanaian universities are no exception. It is therefore surprising that prominence is not given to Academic Writing and Communicative Skills at the University of Health and Allied Sciences (UHAS). In this paper, I argue for much time and space to be given to Academic Writing and Communicative Skills, a programme that seeks to train students to acquire the needed skills and competence in English for their academic and professional development. This argument is based on the findings that came out after I explored the errors in a corpus of 50 essays written by first year students of  UHAS. The findings revealed that after going through the Communicative Skills programme for two semesters, students still have serious challenges of writing error-free texts. Out of the 50 scripts that were analyzed, 1,050 errors were detected. The study further revealed that 584 (55.6%) of these errors were related to grammatical errors, 442 (42.1%) were mechanical errors and 24 (2.3%) of the errors detected were linked to the poor structuring of  sentences. Based on these findings, recommendations and implications which are significant to educators, policy makers and curriculum developers are provided. This study has implications for pedagogy and further research in error analysis. 

Implementation of Learning Outcomes in Mathematics for Non-Mathematics Major by Using E-Learning

2012 ◽  
pp. 119-140 ◽  
Author(s):  
B. Divjak
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Educational Process ◽  
Social Software ◽  
First Year ◽  
Technology Enhanced Learning ◽  
Student Centered ◽  
Undergraduate Study ◽  
E Learning ◽  
The University

Learning outcomes are considered to be a key tool for student-centered teaching and learning. They can be successfully implemented in teaching and learning mathematics on higher educational level and together with appropriate level of technology enhanced learning can provide the framework for successful learning process even for students that have not been primarily interested in mathematics. The aim is to present the case study of implementation of learning outcomes and e-learning in several mathematical courses at the Faculty of Organization and Informatics of the University of Zagreb. First of all, there are examples of mathematical courses in the first year since the first study year is crucial for retaining students. Further, there are mathematical courses taught at higher years of undergraduate study and the first year of graduate study. Again, educational process is appropriately supported by ICT and executed through blended e-learning, as well as the use of social software.

scholarly journals Perspectives on the Strategies for Teaching and Learning English as a Second Language at the University of Juba, South Sudan

2020 ◽  
Vol 1 (2) ◽  
pp. 217-225
Author(s):  
Majok Mabor Matoc Apadier
Keyword(s):  
Second Language ◽  
Teaching And Learning ◽  
English Language ◽  
Arabic Language ◽  
Large Classes ◽  
Learning And Teaching ◽  
The North ◽  
Government Education ◽  
English Speaking World ◽  
The University

In line with South Sudan’s vision of a self- governing community, much hope was invested in the English speaking world thereby making a shift from Arabisation from the North. As a result, the English language was adopted a marker of identity and opposition to Arabic, language of government, education as well as international communication. As part of South Sudan’s look south policy, English was made to be a second language as opposed to a foreign language. In tandem with this country’s vision the University of Juba is not spared from the adoption of English as the language of instruction and a learning subject.  Due to the democratisation of schooling and education for all, enrolment in the learning of English is increasing and resultantly large classes are emerging.  In view of this, the paper therefore examines and provides preliminary results on the nature and feasibility of some teaching and learning of English in large classes at the University of Juba. This was done in light of the principles and concepts of Richards and Rodgers’ (2001) Communicative Language Teaching approach. It emerges from the findings that in the absence of a teaching framework there is no uniformity on the strategies that being adopted by both learners and teachers in the learning and teaching of English as a second language.

scholarly journals Understanding the University and Faculty Investment in Implementing High-Impact Educational Practices

2018 ◽  
Vol 18 (2) ◽  
pp. 118-135 ◽  
Author(s):  
Allison White
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
High Impact ◽  
First Year ◽  
Educational Practices ◽  
High Impact Practices ◽  
Completion Agenda ◽  
Cumulative Learning ◽  
The University

A variety of assessment options utilizing high-impact educational practices have emerged to assist faculty in higher education with college student learning outcomes. High-impact practices are defined as teaching and learning designs which have been demonstrated to increase student engagement and persistence. Practices such as first-year seminars, tech-rich learning communities, collaborative projects, undergrad research, global/diversity learning, service learning, practicums, and internships are educational tools making it possible to assess the practices’ contribution to students’ cumulative learning. However, utilization of these practices is unsystematic due in part to the required investment of time, training, and money. This paper describes high-impact practices that support course and program level learning outcomes in conjunction with the investments for implementation. Exploration into why these types of practices are effective and which students have access to them emphasizes the need for this investment to meet accreditation standards and the mandates of our government’s “completion agenda” geared towards preparing America’s future workforce.

scholarly journals MIND MAPS IN EFL SPEAKING CLASSES: A CASE STUDY AT UNIVERSITY OF FOREIGN LANGUAGE STUDIES THE UNIVERSITY OF DANANG

2020 ◽  
Vol 36 (6) ◽  
pp. 175
Author(s):  
Phan Van Hoa ◽  
Ngo Thi Hien Trang
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Mapping Technique ◽  
First Year ◽  
First Year Students ◽  
Language Studies ◽  
Speaking Skill ◽  
Mind Maps ◽  
The University

Speaking, one of the two productive skills, has been paid much attention to by first-year students at the Faculty of English, University of Foreign Language Studies - The University of Danang (FE, UFLS - UD). There are a variety of strategies and techniques assisting EFL teachers and learners, and mind mapping technique is among these which could be implemented to improve teaching and learning performances in general and speaking skill in particular. Mind maps are being taken advantage of by EFL students in classes to improve their speaking skill. In this study, the researchers have assumed that mind maps have the facilitating impact on the oral speech performance of the first-year students at FE, UFLS - UD. We have conducted this research quantitatively and qualitatively whose data is from interview questions and a set of questionnaires for first-year students, and the researchers’ classroom observation. This is a case study which aims to explore the reality of using mind maps including the frequency, speaking stages, and freshmen’s attitudes when utilizing this technique to enhance this skill. Its suggestions could be applied in teaching and learning English speaking skill effectively.

scholarly journals Language Support for First Year Human Physiology and Biology

2011 ◽  
pp. 129-159
Author(s):  
Karen Elizabeth Mate ◽  
John Cameron Rodger ◽  
Brett Andrew Lidbury
Keyword(s):  
Human Physiology ◽  
University Students ◽  
Student Performance ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
First Year ◽  
Specific Context ◽  
Language Support ◽  
Teaching And Learning Strategies ◽  
The University

This chapter examines student performance in Human Physiology and Biology in response to a number of interactive language-focused and career-oriented interventions that were integrated into both lecture and tutorial formats. The study took place at the University of Newcastle, Australia and involved around 1000 students on two campuses. Although it was not possible to demonstrate a clear overall improvement in student performance as a result of these interventions, the activities were viewed positively by the majority of students. Arguably, the major impact of the language and other interventions was in the level of student motivation and engagement with the course topic. Contemporary university students are highly focused on the relevance of a course to their chosen career path, suggesting that language-based teaching and learning strategies would be most effective if placed within a vocation-specific context.

scholarly journals Impact of mother tongue on construction of notes and first-year academic performance

2016 ◽  
Vol Volume 112 (Number 11/12) ◽  
Author(s):  
Shalini Dukhan ◽  
Ann Cameron ◽  
Elisabeth Brenner ◽  
◽  
◽  
...  
Keyword(s):  
Academic Performance ◽  
Second Language ◽  
Critical Thinking ◽  
Academic Success ◽  
Mother Tongue ◽  
First Language ◽  
First Year ◽  
Language Students ◽  
The University

Abstract The purpose of this study was to identify whether there are any differences in the quality of the notes constructed in English between students for whom English is a first language and those for whom it is a second language. Subsequently we assessed whether this difference, if any, affected their grades. Unsurprisingly, the first-language students produced better structured and more detailed notes; they also performed better academically than their second-language peers. However, when students were provided with training that focused on using writing as a means to promote critical thinking, there was an improvement in the personalisation of their notes. The improvement in grades was significant for second-language students. Thus the university has a pivotal role to play in preparing students for academic success by providing them with supportive measures to aid their transition into first year.

scholarly journals REDESIGNING THE UBC FIRST YEAR INTRODUCTION TO ENGINEERING: SUCCESSES AND CHALLENGES

2017 ◽  
Author(s):  
Peter M. Ostafichuk ◽  
Carol P. Jaeger ◽  
Jon Nakane ◽  
Susan Nesbit ◽  
Naoko Ellis ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Lessons Learned ◽  
First Year ◽  
Engineering Profession ◽  
University Of British Columbia ◽  
Practical Engineering ◽  
Assessment Techniques ◽  
High Level ◽  
The University

A new first year introduction to engineering experience was developed at the University of British Columbia. This paper provides an overview of the two new courses and the lessons learned both in developing and delivering the courses. Several key problematic areas in the previous curriculum were addressed, namely, to improve student connection with the engineering profession, increase design and practical engineering experiences, more effectively integrate sustainability into the curriculum, and better emphasize the human and social connection to engineering.The courses operate in a flexible learning framework with a sequence of online, lecture, and studio components arranged in a whole-part-whole format delivered to a class of 850 students. Elements of numerous effective course design, teaching and learning practices, including integrated course design, constructive alignment, components of Team-Based Learning, classroom assessment techniques, peer evaluation, and peer grading were incorporated into these courses. Student feedbackthrough surveys has shown that the new format has been highly successful in addressing most of the key high-level goals, such as establishing a student connection to the engineering profession, helping students understand what engineers do and how they do it, and providing an introduction and appreciation for design, sustainability, decision-making, professionalism, and ethics..

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