scholarly journals Evaluating an ESP textbook: a case study of English for banking purposes at EDBI

2020 ◽  
Vol 13 (32) ◽  
pp. 1-16
Author(s):  
Mohammad-reza Takrousta ◽  
Parviz Behrouzi ◽  
Sholeh Kolahi
Keyword(s):  
English Language ◽  
Language Skills ◽  
Physical Appearance ◽  
New Materials ◽  
Text Book ◽  
Positive Attitudes ◽  
Language Needs

An English language textbook for banking purposes had been designed based on the language needs of EDBI staffs. Consequently, an English course for banking purposes was held at EDBI using the designed book. To ensure about the validity and quality of the textbook, it was evaluated by 2 language experts through an interview before the course and 30 bank’s staffs as the learners through a set of questionnaire after the course. Based on the quantitative and qualitative findings of the study, both language experts and EDBI’s staffs had positive attitudes toward the materials, topics, activities and tasks, language skills and physical appearance of the text book and recognized it relevant to their language needs. However, they asked for some modifications such as edition of misspelling and ungrammatical use of some sentences and additions of new materials such as a glossary and business and banking correspondences to the existing ones. The results of the study became a basis to further improvement and correction until the draft would be finalized as a ready use material. Therefore, some modifications and alternations were conducted based on their evaluations to make the product more valid and more practical. The findings of the present research bear significant implications for materials developers and teachers especially in applying appropriate materials in ESP courses and evaluating the textbooks in the related studies.

scholarly journals Content Analysis of an EAP Coursebook in an Islamic University

2021 ◽  
Vol 3 (1) ◽  
pp. 12-20
Author(s):  
Agus Husein As Sabiq ◽  
Muflihah Muflihah
Keyword(s):  
Content Analysis ◽  
English Language ◽  
Language Skills ◽  
Good Teaching ◽  
Teaching Materials ◽  
Study Program ◽  
Unit Of Analysis ◽  
Language Needs ◽  
High Level

Evaluating a coursebook is necessary to find the strengths and weaknesses to improve the quality of sources and professional development. This study aimed to investigate the suitability of EAP coursebook materials with the criteria for good teaching materials and the English language needs of IAIN Purwokerto students. The study engaged 83 second-semester students at IAIN Purwokerto, who were randomly drawn from each study program at IAIN Purwokerto. The researchers employed a content analysis procedure:  the unit of analysis covering places, actors, activities, research variables in the form of teaching materials in EAP courses, and data collection using a checklist. The analysis of the research is based on the criteria of good teaching materials and the students' English needs which cover the target requirement component for needs analysis, consisting of the students’ needs, shortcomings, and desires. The researchers found that the suitability of the coursebook with the criteria for good text teaching materials has average level of relevance of 50.13%, which is quite appropriate in the category. There were some weaknesses or shortcomings that made this EAP course book not classified as a high level of relevance. English language needs of IAIN Purwokerto students tend to learn integrated language skills, especially speaking and listening.

scholarly journals Needs Analysis in ESP Context: Saudi Engineering Students as a Case Study

2017 ◽  
Vol 8 (6) ◽  
pp. 58
Author(s):  
Hashem Ahmed Alsamadani
Keyword(s):  
Data Analysis ◽  
English Language ◽  
Engineering Students ◽  
Structured Interview ◽  
Needs Analysis ◽  
Language Needs ◽  
Observation Protocol ◽  
Academic Year

Needs analysis can be a vital asset for teachers of English for specific purposes (ESP) to identify their learners’ key requirements or needs and determine the areas in which they are lacking skills. Against this background, this study was undertaken during the academic year 2015-16 to define the English language needs of engineering students (N= 200) majoring in civil engineering and industrial engineering. The data of this study was collected from different sources, including a classroom observation protocol, a questionnaire, and a semi-structured interview with both ESP and subject-matter teachers (SM) at Umm Al-Qura University. Results of the data analysis offered significant insights as to the teaching of ESP course. The study revealed that receptive skills (i.e., reading and listening) were mostly focused on in ESP classes. It has been also reported that writing and reading along with speaking skills were needed more than others. The data analysis helped to determine the most important language tasks in the context of engineering studies. Finally, a call was being made by both ESP and SM teachers to enhance the quality of the ESP course taught to engineering students by offering relevant suggestions. Based on these findings, the present study concluded with implications for course designers and recommendations for future studies.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles ◽  
Language Needs

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

scholarly journals Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

2017 ◽  
Vol 10 (9) ◽  
pp. 208
Author(s):  
Tunku Mohani Tunku Mohtar ◽  
Charanjit Kaur Swaran Singh ◽  
Napisah Kepol ◽  
Ahmad Zainuri Loap Ahmad ◽  
Sasigaran Moneyam
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
Instructional Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Writing Skills ◽  
Teaching Writing ◽  
Language Needs ◽  
Teacher's Beliefs

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.

Facebook as Complementary Teaching Material: Reconceptualizing the Context Boundaries of Formal and Informal Learning in EFL Higher Education

2021 ◽  
Vol 4 (9) ◽  
pp. 23-35
Author(s):  
Iman Abbas
Keyword(s):  
Higher Education ◽  
English Language ◽  
Pedagogical Practices ◽  
Survey Analysis ◽  
Structured Interviews ◽  
Formal Curriculum ◽  
Positive Attitudes ◽  
Skills Learning

This article is a case study that aims to understand and explore a teacher's perspective about integrating Facebook as an informal social platform into the EFL classroom in a higher education context in Oman. The study further aims to identify the attitudes and perspectives of a group of students belonging to the same context. Research data came from semi-structured interviews with a teacher participant and a survey questionnaire with student participants. The study provides a set of findings based on interview data analysis and questionnaire survey analysis. The study's findings revealed the teacher and students' positive attitudes and perspectives towards the role of Facebook in boosting pedagogical practices and increasing English language skills learning. This study contributes to knowledge by providing insights on the integration of Facebook as an informal platform into the formal curriculum-based learning in TESOL. The insights and findings are of value to the teachers and instructors in EFL higher education contexts. Pedagogical implications for ESL (English as a second language) and EFL (English as a foreign language) and researchers are offered in the light of these results.

A statute is divided into: Vocabulary • sections; Repeal— abolition of all or part of a • sub-sections; previous statute. • paragraphs; Amend— changing part of a previous • sub-paragraphs; statute. • Parts; • Schedules (at the end). Parliament can enact laws about anything—but a law may prove impossible to enforce. Legend records that one particular King of England, Canute, was humbled when he attempted to demonstrate his sovereign power by seating his throne on the beach and ordering the tide not to come in! For come in it did, much to his embarrassment. When approaching a statute as a new law student the most difficult task is understanding, at a basic macro- (wide) level, what the statute as a whole is striving to do and at the micro- (narrow) level what each section is saying. As proficiency is gained in handling statutory rules it will be found that it is not usually necessary to deal with the entire statute. The overall statute can be briefly contextualised and only relevant sections need to be extracted for detailed consideration, analysis, or application. However, ‘sections’, those micro-elements of statutes, will be all the more confidently analysed because, at any given moment, it is known how to relate any aspect of the statute to its general layout. Often, initial understanding eludes the law student. Doubts concerning the meaning of parts of the statute do not occur at the level of sophisticated analysis. They occur at the basic level of combining English language skills and legal skills to obtain foundational understanding. If doubts remain at this level, there can be no possibility of attaining sophisticated analysis! 3.4.4 Case study: breaking into statutes 3.4.4.1 Unfair Contract Terms Act 1977 To explore methods of breaking into statutes and understanding statutes at the macro- and micro-level the rest of this chapter will deal with a real statute, the Unfair Contract Terms Act (UCTA) 1977. Figure 3.10, below, builds on the abstract general layout of Figure 3.8, above, by customising it to fit UCTA 1977. This statute will continue to be used for demonstration purposes for the rest of the chapter. The full text of the statute can be found in Appendix 1. Study Figure 3.10, below, carefully. Note which parts are linked and which are not by following the lines and arrows. Reading the summarised headings constructs a basic overview of what the statute is about. Before considering how to break into statutory language in such a way as to be able to confidently précis whole sections for the purposes of such a layout, it is important to study the layout until it is familiar and comprehensible. There are no shortcuts; this takes time.

2012 ◽  
pp. 58-59
Keyword(s):  
English Language ◽  
Language Skills ◽  
Detailed Consideration ◽  
Micro Level ◽  
To Come ◽  
Law Student ◽  
Micro Elements ◽  
Basic Level ◽  
Sophisticated Analysis

An analysis of the quality of english testing for Aviation purposes in Finland

2009 ◽  
Vol 32 (3) ◽  
pp. 26.1-26.14
Author(s):  
Ari Huhta
Keyword(s):  
English Language ◽  
Language Skills ◽  
Development Project ◽  
The Other ◽  
Civil Aviation ◽  
Testing System ◽  
Other Hand ◽  
The Creation ◽  
Aviation English

This article describes and analyses the development of a new test of aviation English by the Finnish Civil Aviation Authority (FCAA), as well as the overall situation in Finland as regards the testing of aviation English. The article describes the FCAA development project and evaluates the strengths and weaknesses of the new test and the whole testing system, often with reference to the framework of test usefulness proposed by Bachman and Palmer (1996). The quality of the overall system in Finland appears to be quite variable as it is based on the principle of decentralization, in which the FCAA evaluates and approves different tests to be used for certifying the English language skills of aviation personnel. On the other hand, the FCAA commissioned the creation of a test of its own, which appears to have certain strengths, but also has some flaws, such as a lack of systematic double rating of speaking and very little centralized monitoring of overall quality.

scholarly journals Investigating Students’ and Staff Members’ Attitudes Toward the Efficiency of the Language Skills Modules Offered During the Foundation Year

2019 ◽  
Vol 12 (6) ◽  
pp. 24
Author(s):  
Abdulmohsen A. Dashti
Keyword(s):  
English Language ◽  
Basic Education ◽  
Language Skills ◽  
Language Teachers ◽  
English Department ◽  
Staff Members ◽  
College Of Basic Education ◽  
Positive Attitudes ◽  
English Major ◽  
English Language Teachers

In the scope of teaching English as a foreign language, and more specifically teaching speaking, reading, and writing, this study investigated the attitudes English language teachers-to-be have towards the three language skills modules, namely, Conversation, Reading, and Basic writing, offered by the College of Basic Education (hereafter CBE) in Kuwait. It also investigated the concerns of staff members at the English department in CBE with regards to the matter. The study utilized two questionnaires, one distributed to the students’ population, i.e., English major students (the sample received was (N 385), and the other one distributed to all staff members in the English department in CBE (N 27). In addition, 20 students were randomly selected and interviewed to verify the questionnaires’ results. The data, then, were analysed both quantitatively and qualitatively. Percentages, means and standard deviations were calculated together with t test and ANOVA. Results showed that even though most students and staff members showed positive attitudes towards most of the questionnaires’ items, others were concerned about a few items.

scholarly journals STUDENTS’ PERCEPTIONS TOWARD TEACHER’S TALK IN EFL CLASSROOM OF INDONESIA SENIOR HIGH SCHOOL: A CASE STUDY

2021 ◽  
Vol 1 (1) ◽  
pp. 82-91
Author(s):  
ERLY MULFIAS YULI
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Skills ◽  
Research Question ◽  
Lessons Learned ◽  
English Teacher ◽  
Research Subject ◽  
Eleventh Graders ◽  
Language Classrooms

This study is a case study to investigate students’ perceptions toward teacher’s talk in EFL (English as a Foreign Language) classrooms. It is conducted for two months on a single entity as the research subject, ie on 35 Eleventh-graders with varying English language skills and an English teacher. Since it focuses only on a certain entity, the results of the study cannot be generalized to the broader context. This study uses a qualitative approach by showing data from the results of questionnaires, observations and interviews with research samples. The study focuses on a research question on how Eleventh graders' perception on a teacher’s talk in EFL classrooms. Regarding to the research question, it aims to determine the thoughts of students on teacher’s talk, so that the teacher can organize and modify the class based on the perceptions that can implicate the learning process by reducing students’ anxiety. It provides students opportunities to be able to process information or lessons learned more comfortably, thus it reduces obstacles in learning. The findings of the study show that the majority of students of Eleventh-grade want to fully use English although they still have difficulties in understanding and feel less confident in using English.

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