scholarly journals A Digital Education Made Personal: An Examination of the Impact of Personalized Business English Education at Bayer Korea

2020 ◽  
Vol 3 (2) ◽  
pp. 112-121
Author(s):  
Nam Hee Kim
Keyword(s):  
English Education ◽  
Business English ◽  
Digital Education ◽  
The Impact

The Strategies and Response of Internalizing Islamic values in English Learning

2019 ◽  
Vol 2 ◽  
Author(s):  
Aswir Aswir ◽  
Hasanul Misbah
Keyword(s):  
Qualitative Study ◽  
Education Program ◽  
Role Model ◽  
English Education ◽  
Moral Values ◽  
English Learning ◽  
Preparation Process ◽  
The Impact ◽  
Islamic Values ◽  
Descriptive Qualitative

This study is aimed at describing lecturers’ strategies to internalize Islamic values and students’ response toward the strategies. This a descriptive-qualitative study. The participants were 40 students of English education program and 3 English lecturers. All participants were given questionnaire and 3 students and 3 lecturers were interviewed. The data showed that all lecturers did internalize the Islamic values such as aqidah, worship, and moral values in the English learning preparation, process, and evaluation. However, students requested that the lecturers should consistently became the role model, performed positive habit, and gave best learning service so that the impact of internalizing Islamic values would be significantly and positively received.

College Business English teaching in the context of multimedia network

2021 ◽  
pp. 002072092110077
Author(s):  
Yan Liang
Keyword(s):  
Language Learning ◽  
English Education ◽  
Classroom Teaching ◽  
Business English ◽  
Teaching Mode ◽  
College English ◽  
English Teaching ◽  
Multimedia Network ◽  
English Classroom ◽  
Reform Model

With the advent of the Internet age, network information technology is rapidly entering college English classes, which fundamentally changes the mode of college English teaching. In college English classroom teaching mode, as a brand teaching form, College English multimedia network teaching environment has brought advantages to classroom teaching, but also brought about impacts on teaching concepts, teaching models, teaching methods and other aspects. There are some phenomena that are inconsistent with the reform model at the students, teachers and the environment. The balance of traditional English classroom teaching has been broken, which has affected the smooth progress of college business English classroom teaching mode reform. It is very important to analyze and resolve these imbalances and find ecological methods for optimizing university English education. In this context, the advent of multimedia-assisted education technology has provided better conditions for the implementation of Business English classroom education in universities. Multimedia-powered business English education allows teachers to create a better language learning environment in class more conveniently and quickly, helping students acquire grammar knowledge and achieve their educational objectives.

scholarly journals FACTORS INFLUENCING TEACHERS’ INTEGRATING INTERCULTURAL COMMUNICATIVE COMPETENCE (ICC) INTO BUSINESS ENGLISH TEACHING

2020 ◽  
Vol 129 (6B) ◽  
Author(s):  
Duyen Thi Phung Ho ◽  
Huong Nu Nhu Ton
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Influential Factors ◽  
Global Integration ◽  
Intercultural Communicative Competence ◽  
Business English ◽  
English Teaching ◽  
Factors Influencing ◽  
English Textbooks

<p>Globalization has triggered the need to teach ICC in Business English education for effective communication and interaction across cultural diversity.<strong> </strong>This case study was carried out at a college specializing in International Trade in Vietnam with six Business English teachers as participants. The study aims to explore factors influencing the teachers’ integrating ICC into their Business English teaching (BET). The data were collected through 1/ in- depth interviews; 2/ analyses of two syllabi and two Business English textbooks in current use; 3/classroom observations. Inductive analysis was used to analyze the data. The findings revealed that the teachers hesitated to teach ICC due to multiple influential factors. The results of the study were a good source of data for more efficient policies to develop ICC teaching and learning in the global integration.</p>

A new model for assessing the impact of ICT and digital knowledge on students’ thoughts and beliefs

2019 ◽  
Vol 17 (5) ◽  
pp. 943-959 ◽  
Author(s):  
Lila Rajabion ◽  
Karzan Wakil ◽  
Arshad Badfar ◽  
Shahrzad Mojtabavi Naeini ◽  
Batool Zareie
Keyword(s):  
Technology Acceptance ◽  
Conceptual Model ◽  
Digital Technology ◽  
Focal Point ◽  
Vital Role ◽  
Content Type ◽  
Digital Education ◽  
Digital Knowledge ◽  
The Impact ◽  
Digital Training

PurposeThis study aimed to examine the impact of ICT and digital knowledge on students’ thoughts and beliefs. Using Information and Communication Technology (ICT) in learning and teaching processes can improve the interpretation of knowledge, not only in the learning process but also for thoughts and beliefs. Beliefs and thoughts as propositional content are understood to be a subjective manner of knowing and becoming a focal point of education process. In addition, ICT plays a vital role in enhancing the efficiency of the teaching process which can change the thoughts of learners. So, in this paper, the usage of ICT in education was considered as a key factor for improving students’ thoughts and beliefs. In addition, a conceptual model was proposed to evaluate this impact.Design/methodology/approachData were collected from 384 students from secondary schools in Iran. For assessing the elements of the model, a complete questionnaire was designed. For statistical analysis of questionnaires, SPSS 22 and SMART-PLS 3.2 software package was used.FindingsThe obtained results showed the high strength of the proposed model. The outcomes indicated that digital technology acceptance positively affects students’ thoughts and beliefs. In addition, the findings showed that the role of digital knowledge, digital training facilities and digital education content on students’ thoughts and beliefs was significant.Research limitations/implicationsThe authors deal with one experiment and so the results cannot be generalized. The trail should be repeated with many groups and in diverse contexts.Originality/valueDespite the importance of the investigating the impact of ICT and digital knowledge on the students’ thoughts and beliefs, the relationship among these factors was not examined well in previous research. Thus, the investigation of the impact of ICT and digital knowledge on the students’ thoughts and beliefs is the main originality of this research. For this goal, a new conceptual model is proposed, which has 11 sub-indicators within four variables: digital technology acceptance, digital knowledge, digital training facilities and digital education content.

An Empirical Study of Business English Reflective Teaching in Colleges

2016 ◽  
Vol 6 (10) ◽  
pp. 1988
Author(s):  
Junqiu Wu ◽  
Yongpeng Wu
Keyword(s):  
Quantitative Research ◽  
English Education ◽  
Reflective Teaching ◽  
Business English ◽  
Business Elites ◽  
Teaching Activities ◽  
Qualitative And Quantitative ◽  
Belt And Road ◽  
And Behavior ◽  
The Belt And Road

With the initiative of “the belt and road”, China pays more and more attention to the business English education due to the abundant need of the business elites. The traditional business English education no longer meets the need of the international competition. To reform the business English education, we start from the teachers and through their reflective teaching to explore the points that needed to be changed. By employing the theory of reflective teaching, adopting methodology of qualitative and quantitative research, the author studies whether reflective teaching will bring about changes to the teacher's teaching concepts and behavior, what changes will be brought about to them and what the effective and practical forms of reflective teaching activities are.

scholarly journals Vulnerable and Forgotten: The Impact of the COVID-19 Pandemic on Autism Special Schools in England

2021 ◽  
Vol 6 ◽  
Author(s):  
Laura Crane ◽  
Freddie Adu ◽  
Francesca Arocas ◽  
Rachel Carli ◽  
Simon Eccles ◽  
...  
Keyword(s):  
Young People ◽  
English Education ◽  
Good Practice ◽  
Essential Elements ◽  
Special Educational Needs ◽  
Special Schools ◽  
Children And Young People ◽  
Educational Rights ◽  
The Government ◽  
The Impact

The COVID-19 pandemic has caused, and continues to cause, unprecedented disruption in England. The impact of the pandemic on the English education system has been significant, especially for children and young people with special educational needs and disabilities (SEND). While it was encouraging that the educational rights of children and young people with SEND were highlighted during the COVID-19 pandemic, Government decision-making appeared to be centered around the needs of pupils in mainstream schools. In this article, co-authored by an academic researcher and senior leaders from the Pan London Autism Schools Network (PLASN; a collective of special schools in London and the South East of England, catering for pupils on the autistic spectrum), we reflect on the impact of the COVID-19 pandemic on special schools in England. We document and discuss a range of challenges experienced by PLASN schools, including the educational inequalities that were exposed and perpetuated by the COVID-19 pandemic, as well as the manner in which the needs and realities of special schools were overlooked by the Government. We also detail the creative and innovative solutions implemented by PLASN schools to overcome barriers that they encountered. These solutions centered on facilitating holistic approaches to support, ensuring clear and regular communication with families, providing effective support for home learning, and promoting collaborative ways of working; all of which align with good practice principles in autism education more generally, and are essential elements of practice to maintain post-pandemic. We additionally reflect on how the COVID-19 pandemic could be a catalyst for much-needed change to the SEND system: leading to better educational provision, and therefore better outcomes, for pupils with SEND.

scholarly journals English K-12 Teacher Experiences in Saudi Arabia in the Pandemic Era: A Follow-up Study of One Khbrat University Program

2021 ◽  
pp. 3-20
Author(s):  
Ahlam Daraghmeh ◽  
Hilary Mead ◽  
Kathleen Copeland
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
English Education ◽  
Research Question ◽  
Development Program ◽  
Integrated Analysis ◽  
English Teacher ◽  
Teacher Experiences ◽  
K 12 ◽  
The Impact

A mixed-methods study examines the impact of the pandemic-driven move to virtual learning on K-12 (kindergarten through twelfth grade) English teacher experiences in Saudi Arabia to inform future development of the teaching of English in the country. Research is limited in K-12 English instruction in the country, and it is just emerging on the pandemic’s impact on education in the MENA region. The 35 subjects were English educators who completed the Saudi government-sponsored professional development program, Khbrat, at one U.S. university. Contextualized within the literature on technology in instruction, leadership frameworks, and Vision 2030 education reforms, the study explores the convergence of technological, institutional, and socio-cultural factors affecting innovation in English education to address the research question of how the pandemic has impacted Khbrat graduates as EFL teachers and as change agents in their country. Integrated analysis of survey and interview data reveals patterns of both acceleration and constraint. Findings suggest pathways to leverage virtual technology and acquired knowledge and skills of Khbrat English teacher graduates to deliver EFL professional development with a more pedagogical focus and to build coalitions among EFL educators to sustain the forward movement of innovation in English education in post-pandemic Saudi Arabia. The study concludes with recommendations for future applications.

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