scholarly journals A case study: Do discipline-based programmes improve student learning outcomes?

2010 ◽  
Vol 6 (1) ◽  
Author(s):  
Robert Kennelly ◽  
Anna Maldoni ◽  
Doug Davies
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Student Assessment ◽  
First Year ◽  
Unique Contribution ◽  
Domestic Students ◽  
Models Of Teaching ◽  
First Year University

This paper contributes to the growing body of knowledge that supports a disciplinebased approach to academic and language development. To address the academic literacy needs of both international English as an Additional Language (EAL) and domestic students, universities are moving from generic to embedded models of teaching. This project was motivated by the realisation that students had unmet needs in terms of the academic competence required for successful tertiary study. This demonstrates a lack of educational integrity on behalf of the universities to ensure that students gain sufficient academic and language skills for success in firstyear university study. This paper reports on the use of a teaching and learning model which demonstrates the effectiveness of embedding the development of academic and language skills within a particular discipline for EAL students and others. The unique contribution of this paper is that it uses a team-taught approach across two disciplines. It shows that discipline management specialists working in conjunction with English language specialists provide a reconsideration of teaching and learning strategies and modes of assessment that lead to better outcomes for both students and staff. Success of the programme was indicated by student assessment, attendance data, student evaluations, and reflection of peer teaching practices. Finally, the paper makes recommendations for the inclusion of embedded programmes in first-year university study using a diagnostic tool to determine specific student needs. Longitudinal studies need to be undertaken to ascertain specifically whether the benefits of discipline-based programmes are sustained in the longer term and additionally why many “at risk” students do not participate in the programme.

scholarly journals THE APPLICATION OF STRATEGY-BASED INSTRUCTIONS TO TEACH WRITING TO FIRST-YEAR ENGLISH MAJORED STUDENTS

2018 ◽  
Vol 34 (2) ◽  
Author(s):  
Duong Thu Mai
Keyword(s):  
Learning Strategies ◽  
English Language ◽  
English Language Teaching ◽  
First Year ◽  
Learning And Teaching ◽  
Equal Importance ◽  
Unequal Number ◽  
One Year ◽  
First Year University

Learning strategies (LS) have been a salient field of study in English Language Teaching (ELT) globally for the last few decades. In Vietnam, however, while the role of teachers is undeniable and teachers’ action research has proliferated exponentially, the unequal number of studies on a subject of equal importance, i.e. the local learners’ learning methods, is conspicuous. Additionally, the “how” is as important as the “what”, especially for the first-year university students, who experience a great change of learning and teaching methods when entering universities. This study examines the range of writing LS used by 50 first-year English majored students at a teacher training university in Vietnam, and the differences between more and less skilled students in writing, after being instructed on LS for one year. The study found four groups of LS of different popularity, and signifcant variations in LS use between the two groups of students.

scholarly journals GOOD LANGUAGE LEARNERS AND THEIR STRATEGIES: AN INSIGHT

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Kumaresen Mahalingam ◽  
Melor Md. Yunus
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Ability ◽  
Language Learning Strategies

The Malaysian Education Blueprint is aimed to ensure every child is proficient in English Language besides Bahasa Malaysia. Thus the English Language syllabus is geared to mould learners to become successful language learners. However, not all learners are capable of being successful language learners despite years of schooling. Therefore, this study aims to investigate language learning strategies used by good language learners in learning English as their second language. To achieve the aim of the study, a questionnaire was used to collect the quantitative data. 30 pupils with good language ability from a rural primary school in Sabah were selected to participate in this study. The findings of the study indicated that different language learners prefer different learning strategies to improve their second language learning.  The learning strategies also vary based on the language skills they are learning. The findings of the study are hoped to provide significant impact to the pupils, teachers and curriculum planners to integrate language learning strategies in teaching and learning to assist successful language learning.

scholarly journals First Year Experience: How We Can Better Assist First-Year International Students in Higher Education

2016 ◽  
Vol 6 (1) ◽  
pp. 35-51
Author(s):  
Zi Yan ◽  
Patricia Sendall
Keyword(s):  
International Students ◽  
English Language ◽  
Language Skills ◽  
First Year Experience ◽  
First Year ◽  
Domestic Students ◽  
First Year Students ◽  
College Setting ◽  
Academic Resources ◽  
Quantitative And Qualitative Methods

While many American colleges and universities are providing a First Year Experience (FYE) course or program for their first year students, those programs are not often customized to take into account international students’ (IS) unique challenges. Using quantitative and qualitative methods, this study evaluated a FYE course that was customized for IS in a college setting. Nineteen IS and eight domestic students (DS) who attended FYE classes completed a survey; 18 of the 19 IS were interviewed. Overall, the FYE class was successful in terms of helping IS to familiarize themselves with academic resources and expectations, understanding American culture, making more American friends, and improving their English language skills. Suggestions for future integration of IS into FYE programs are discussed.

Formalizing Informal CALL in Learning English Language Skills

2020 ◽  
pp. 161-182 ◽  
Author(s):  
Norizan Abdul Razak ◽  
Amr Abdullatif Yassin ◽  
Tg Nor Rizan Tg Mohamad Maasum
Keyword(s):  
Adult Learners ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Educational Background ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
English Language Skills ◽  
Learning English

This chapter aimed at exploring how to formalize informal CALL in learning English language skills. The focus of the study was on learners' ICT skills and learning strategies and CALL elements. The data were collected through semi-structured interviews with four learners. The findings showed that adult learners in this age of technology do not need any training to use CALL to study English language. Moreover, adult learners have acquired the learning strategies needed for studying English informally through CALL. In terms of CALL elements, the findings showed that there is a need to integrate the elements of behaviorist CALL, cognitive CALL, and constructivist CALL to make informal CALL more effective. Therefore, the focus should be directed to providing professionally-designed CALL tools that suffice the needs of the learners by those who have educational background about language teaching and learning. This will enhance informal CALL learning and make self-directed learning more efficient.

The Benefits of Android Applications for an Independent Learning in Learning English Language

2021 ◽  
Vol 2 (2) ◽  
pp. 8-15
Author(s):  
Faiz Ushbah Mubarok ◽  
Atiqah Nurul Asri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Independent Learning ◽  
Android Applications ◽  
Motivation And Confidence ◽  
Learning Language ◽  
Affective Skills ◽  
Learning English

Due to the pandemic condition, we rely more on the technology usage. Technology presents us plentiful advantages and features in the teaching and learning. Specifically in smart phones, android nowadays offer numerous applications of language learning in Play Store. This article shows the benefits of Android applications namely Duolingo, Busuu, Rosetta Store, and Memrise in learning English language. These apps enhance the user’s four language skills mastery using games, riddles and other various ways. By learning language independently, students may also their cognitive, meta-cognitive and affective skills. It aids learners to gain their goals in a fun and enjoyable ways. Further, it is also beneficial in terms of improving students’ motivation and confidence, easy and simple, practical and entertaining, and sustainability. 

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

scholarly journals Creative teaching design in STEM: Using graduate learning outcomes to distribute students' existing knowledge in first-year biology practical work groups

2019 ◽  
Vol 16 (3) ◽  
pp. 4-17 ◽  
Author(s):  
Julia Savage ◽  
◽  
Jillian Healy ◽  
Keyword(s):  
Learning Outcomes ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Work Groups ◽  
Practical Work ◽  
First Year ◽  
Education Practice ◽  
Science Technology ◽  
New Learning ◽  
First Year University

In Australia, a significant number of students enrol in first-year university biology without the benefit of high school biology. In order to help students support each other, the authors of this paper (a central unit academic developer and a biology coordinator of first-year biology) created a classroom activity that facilitated the distribution of the more experienced students of biology throughout the practical work groups. An important feature of this creative design for forming groups, called the GLO Activity in this paper, was the embedding of two of the University’s key teaching and learning priorities within the activity. These were the University’s eight graduate learning outcomes (GLOs) and, inclusive education practice. We discuss creative pedagogies in STEM (Science, Technology, Engineering and Maths) and their link to supporting students in their first year of university study. We explain our scholarly thinking behind the GLO Activity and evaluate its impact. Finally, we reflect on how we, the educators, found satisfaction in thinking deeply to create a new learning structure for a biology practical class that solved one teaching challenge but also met a number of the University’s curriculum principles.

scholarly journals Using Pictionary Game to Increase Learners’ Vocabulary Mastery in English Language Instruction

2019 ◽  
Vol 2 (1) ◽  
pp. 43-51
Author(s):  
Welliam Hamer ◽  
Ledy Nur Lely
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Instruction ◽  
Smart Board ◽  
Unsatisfactory Result ◽  
Classroom Activities ◽  
English Language Instruction ◽  
Learning English

This article aims at sharing information on how pictionary game is used to increase the learners’ vacabulary mastery in the process of teaching and learning. It is clear that vocabulary is one of components of English language. When the learners are reading, they need to master vocabulary related to certain topic. Therefore vocabulary is important thing in learning English. However, mastering English vocabularies is not easy. English is foreign language in which learning English is often considered to be difficult to comprehend. This problem can be seen from the unsatisfactory result when learning English. The learning processs commonly used in the classroom just puts the teacher as a center of learning. It means that the teacher always dominates him/herself to teach, not to focus on how the learners learn effectively. This makes the learners passive and less interested in following the course of learning. In fact the learners’ interest is the most important factor in the study. Interest can be developed if the learning process run with fun, vary, and conducive athmosphere. There are many factors that can support the existance of an increase in the study, i.e. teachers, learners, materials, media, methods, and other learning sources. One factor that can help the learners learn vocabulary is the use of pictionary game. In this study, pictionary game is a classic game of drawing and guessing pictures. Pictionary game can also increase the imagination of learners, where learners are asked to draw according to the word given by the teachers. Things that are needed to play pictionary game are a list or card of vocabulary items, whiteboard, calkboard, or smart board and markers. Pictionary game will help learners to get involved in classroom activities. Other advantages of using pictionary game can be concluded that it provides fun language practice in the various language skills.

Language Skills Training through Mobile Apps

2017 ◽  
pp. 142-167
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

scholarly journals The Role of Psychological Strengths, Coping Strategies and Well-Being in the Prediction of Academic Engagement and Burnout in First-Year University Students [El papel de las fortalezas psicológicas, las estrategias de Afrontamiento y el bienestar en la predicción del engagement y del burnout académico, en estudiantes universitarios de primer curso]

2018 ◽  
Vol 15 (2) ◽  
pp. 51 ◽  
Author(s):  
Richard Merhi ◽  
Ángeles Sánchez-Elvira Paniagua ◽  
Francisco José Palací Descals
Keyword(s):  
University Students ◽  
Coping Strategies ◽  
Learning Strategies ◽  
Academic Engagement ◽  
Academic Motivation ◽  
Well Being ◽  
First Year ◽  
Personal Strengths ◽  
First Year University ◽  
Psychological Strengths

Two of the most significant challenges that higher education institutions are currently addressing are students' failure and drop-out prevention, as well as the promotion of students’ retention and success. The present study aimed at analysing the role that different variables play in the prediction of Academic Engagement and Burnout in first-year university students, under a multivariate perspective. The contribution of relevant psychological strengths in academic environments (Resilience, Personal initiative, and Academic Motivation), Procrastination and different coping strategies facing studies (Persistence, Avoidance and Anxiety) was explored. Also, the perception of academic demands and stress, students' affect (positive and negative) and the academic satisfaction was considered. Finally, an analysis of different engaged and burnt-out profiles of students was carried out. The contribution of the Efficacy subscale of Academic Burnout as an independent personal resource, and the consideration of the so-called Core Burnout, were subject of analysis. A sample of 172 first-year students of face-to-face universities, 68.8% women with a mean age of 22.99 years (SD = 7.62) volunteered to participate online in this study. The results showed, on the one hand, that Academic Engagement consisted mainly on a positive and intrinsic motivational construct, also characterised by academic efficacy, persistence as an active coping strategy, positive affect and satisfaction. On the other hand Core Burnout was mainly characterised by the perception of higher demands (e.g. academic overload), maladaptive learning behaviours and coping strategies such as procrastination and avoidance of difficulties, negative affect and dissatisfaction. Different profiles of engaged and burnt-out students were also analysed showing strong differences regarding personal strengths, coping with learning strategies, well-being and satisfaction with studies.These results could help us to set bases for the development of early support and prevention programs for students’ Burnout, as well as actions aiming at promoting students’ Engagement and well-being during their first academic year.

Sign in / Sign up

Export Citation Format

Share Document