DEVELOPING LANGUAGE SKILLS USING ENGLISH AS THE MEDIUM OF INSTRUCTION IN HIGHER EDUCATION AREA IN THE FIELD OF CIVIL ENGINEERING

2018 ◽  
Author(s):  
Sanda Paduretu ◽  
Anca Gabriela Popa
Keyword(s):  
Higher Education ◽  
Civil Engineering ◽  
Language Skills ◽  
Medium Of Instruction

scholarly journals Internationalization and English as a Medium of Instruction in Mongolian Higher Education: A New Concept

2019 ◽  
Vol 5 (2) ◽  
pp. 48-66
Author(s):  
Sainbayar Gundsambuu
Keyword(s):  
Higher Education ◽  
Online Survey ◽  
English Language ◽  
Language Skills ◽  
Faculty Members ◽  
Medium Of Instruction ◽  
Current Process ◽  
Global Trend ◽  
International Profile ◽  
The Impact

The impact of globalization leaves no choice to universities but to go toward internationalization in order to survive in the growing competition in higher education. Following the global trend of internationalization, Mongolian universities plan to increase courses and programs in English in order to improve their competitiveness and ultimately to become internationally visible, at least in Asia. Based on two types of data, documents and an online survey, this study discusses the current process of internationalization at Mongolian universities and explores how faculty members perceive the rationales of implementing English as a Medium of Instruction (EMI). The findings revealed that the Mongolian government is the key player in internationalization through policies, taking initiatives, and encouraging national universities. The faculty members of the two leading private universities in Mongolia perceived that the introduction of EMI at their universities intends to improve their graduates’ English language skills to operate globally and as well as to promote their university’s international profile.

Improving English L2 Writing in Web Communication: Can Peer Feedback Help?

Fachsprache ◽  
2018 ◽  
Vol 40 (3-4) ◽  
pp. 94-121
Author(s):  
Marian Flanagan ◽  
Carmen Heine
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Skills ◽  
Peer Feedback ◽  
Status Quo ◽  
Teacher Feedback ◽  
Written Feedback ◽  
Feedback Process ◽  
English Writing ◽  
Web Communication

As teachers of English as a second language (L2) in web communication, our aim is to help L2 students improve their spoken and written English language skills. Teacher feedback has been shown to do this in some cases. However, only using teacher feedback can put huge pressure on the teacher, both in terms of time and resources. This paper describes and discusses our attempt at introducing peer feedback as an additional way of providing students with feedback on their English writing. Before conducting this study, we did not know if peer feedback would be feasible in our teaching environment or whether it would benefit the students and teachers. Our aim was to establish a status quo of our students’ abilities in providing and implementing peer feedback. We introduced peer-feedback tasks and focused on the types of feedback provided by the students, the phrasing of the feedback, both when implemented and not implemented by the students, and the types of revisions made by the students. Our findings allowed us to develop peer-feedback process guidelines for web communication as a way towards improving written feedback processes in higher education, and hopefully for others to adapt and implement in their own communication classrooms.

The Medium of Instruction in Bangladeshi Higher Education Institutions: Bangla, English, or Both?

2021 ◽  
pp. 1-15
Author(s):  
Abdul Karim ◽  
Muhammad Kamarul Kabilan ◽  
Zohur Ahmed ◽  
Liza Reshmin ◽  
Mohammad Mosiur Rahman
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Medium Of Instruction

scholarly journals Peningkatan Kemampuan Berbahasa Indonesia dalam Membentuk Karakter Mahasiswa Era Revolusi Industri 5.0

2021 ◽  
Vol 5 (3) ◽  
pp. 72-78
Author(s):  
Dewirahmadanirwati Dewirahmadanirwati
Keyword(s):  
Quality Of Life ◽  
Higher Education ◽  
Industrial Revolution ◽  
Language Skills ◽  
Educational Environment ◽  
Education Environment ◽  
Integration Of Technology ◽  
Agents Of Change ◽  
Technological Developments

The improvement of language skills in the higher education environment is expected to be able to help students get to know themselves, their culture, and the culture of others, so that they can form polite and polite language characters. The era of the industrial revolution 5.0 which first appeared in Japan in 2015, brought a new civilization in the educational environment, which made humans the center of innovation by deepening the integration of technology in improving the quality of life, sustainable social responsibility. The vision of society 5.0 demands a transformation in learning, especially in terms of the needs of students, the preparation and organization of teaching materials, and the pattern of mix in learning. This study describes the improvement of Indonesian language skills in shaping the character of students in the Industrial Revolution era 5.0, which is viewed from the needs of students. Lecturers as agents of change in forming smart, skilled, innovative and creative young people need to make changes in preparing lecture materials based on current technological developments.

scholarly journals INSTAGRAM-ASSISTED LANGUAGE LEARNING IN ISLAMIC HIGHER EDUCATION: TOWARD ONLINE COLLABORATION

2019 ◽  
Vol 5 (2) ◽  
pp. 189-210
Author(s):  
Rully Agung Yudhiantara ◽  
Ade Yeti Nuryantini
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Content Analysis ◽  
Language Learning ◽  
21St Century ◽  
Media Use ◽  
Language Skills ◽  
Online Collaboration ◽  
Phonetic Transcription ◽  
Research Questions

The purpose of this study is to investigate instagram use among English pre-service teachers (EPST) to support their language learning in a particular course. This study sought to explore the following research questions: (1) How do EPST explore instagram to accomplish Online Task-Based Language Learning (OTBLL)? (2) What contents are created and shared by EPST to accomplish OTBLL? To collect the data, this study applied observation and content analysis. In addition several tasks were designed to be accomplished by EPST. The findings shows that EPST were able to integrate both the ability to use instagram and the ability to integrate it for OTBLL. The contents that EPST created and shared met the requirement of OTBLL. The contents included several types: creating video to explain topic assigned, writing phonetic transcription, and other tasks. The results of this study are expected to contribute in improving EPST language skills and their ability to explore social media use for language learning. Being able to seize social media to support language learning is a necessary skill to be nurtured for future language teacher in the 21st century.

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