scholarly journals New Challenges Imposed by the Pandemic on a Ukrainian University

2021 ◽  
pp. 136-146
Author(s):  
Olga Matvienko ◽  
Svitlana Kuzmina ◽  
Tamara Yamchynska ◽  
Yevhenyi Kuzmin ◽  
Tamara Glazunova
Keyword(s):  
Higher Education ◽  
Technology Integration ◽  
Distance Learning ◽  
English Language ◽  
Language Education ◽  
Positive Outcomes ◽  
English Language Education ◽  
Face To Face ◽  
Student Opinions ◽  
New Challenges

The article’s main aim is to highlight the challenges English language education faced in Ukraine after the outbreak of the pandemic. Since Ukrainian education had traditionally been face-to-face before the crisis, and technology integration was slow, the lack of online infrastructure and distance learning methodologies in Ukrainian universities aggravated uncertainty and anxiety regarding learning quality. The authors show how the Vinnytsia State Mykhailo Kotsiubynskyi Pedagogical University (VSPU) withstands the challenge of reflecting on the experience, which might be typical of higher education institutions. The research engages 321 future teachers of English and applies mixed methods. The significance lies in consolidated effort and capacity to modernize that yield positive outcomes, despite insufficient experience and funding. It also states that student opinions count.

scholarly journals REFLECTIONS ON PEDAGOGICAL PRACTICES DURING COVID-19 PANDEMIC

2021 ◽  
Author(s):  
Ahmad Madkur ◽  
Abdullah Farih ◽  
Ahmad Ridho Rojab ◽  
Andini Linarsih ◽  
Beny Hamdani ◽  
...  
Keyword(s):  
English Language ◽  
Language Education ◽  
Educational Theory ◽  
Theory And Practice ◽  
Pedagogical Practices ◽  
Great Effort ◽  
English Language Education ◽  
Face To Face

This is a great effort to summarize bright ideas about educational theory and practice, especially English language education and teaching, during the COVID-19 pandemic. This anthology book will be very useful for teachers, lecturers, students, and education practitioners, especially language education, to gain experience that can be directly practiced in online, face-to-face classes, or a combination of online and faceto-face. Hopefully, this small effort that has great benefits can be continued by IELA (Indonesian English Lecturer Association) in particular and seminar organizers in general to produce important writings containing theoretical and practical ideas that are useful for the advancement of education, especially language education in Indonesia. By sharing this knowledge and experience, we can transfer these smart ideas to fellow teachers and lecturers, researchers, and practitioners to be able to solve some teaching problems with this solution.

scholarly journals Neoliberal Policies and English Language Education in Turkey

2020 ◽  
Vol 13 (9) ◽  
pp. 63
Author(s):  
Omer Gokhan Ulum
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
British Council ◽  
Medium Education ◽  
Turkish Higher Education ◽  
English Medium Instruction ◽  
Neoliberal Policies ◽  
Education In Turkey

Turkey has adopted a new trend regarding English-medium education in recent decades. The development of capitalism has also affected Turkey and the Turkish education system. The Turkish Council of Higher Education has aspired to make higher education in Turkey more global and international. Therefore, the British Council has prepared a report to show the situation of English in Turkey. It has been found that Turkey needs serious ameliorations in many ways in the sphere of English-medium instruction. The report findings show that Turkey can develop economically more if it can endorse English-based education. The popularity of neoliberalism has shown its effects in Turkish higher education. Therefore, English has been prioritized as a result of neoliberalism. In the future, the situation of English can be evaluated by teachers, scholars, students, policymakers, and international organizations. The findings also show that The Turkish Council of Higher Education believes that the British Council has contributed to the development of English in Turkey following neoliberal policies.

scholarly journals Learn from Home with a Simple Think Pair Share

2021 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Luh Ketut Sri Widhiasih
Keyword(s):  
Distance Learning ◽  
Teacher Training ◽  
English Language ◽  
Language Education ◽  
Learning Model ◽  
English Language Education ◽  
Study Program ◽  
Writing Skill ◽  
Education Study ◽  
Academic Year

When learn from home becomes a new normal, teachers should switch the class to online. Meanwhile, mastering writing skill is still important in online class because the subjects will be able to express their ideas, feeling and experiences in the written form appropriately. The objective of this study was to find out whether or not writing skill of second semester students of English Language Education Study Program, Faculty of Teacher Training, Mahasaraswati Denpasar University in Academic year 2019/2020 could be improved trough Think Pair Share with distance learning model. The study was designed in the form of classroom action research. Based on the result of the pre-test, post-test, and questionnaire, it could be concluded that writing skill of the second semester students of English Language Education Study Program, Faculty of Teacher Training, Mahasaraswati Denpasar University in Academic Year 2019/2020 could be improved trough Think Pair Share with distance learning model.

scholarly journals Mapping Out the Future: A Proposal of A CLIL Research Agenda in China

2021 ◽  
Vol 3 (9) ◽  
pp. 01-12
Author(s):  
Hengzhi Hu
Keyword(s):  
Higher Education ◽  
Conceptual Model ◽  
Research Agenda ◽  
English Language ◽  
Language Education ◽  
Evidence Based ◽  
English Language Education ◽  
Diverse Context ◽  
Almost All ◽  
And Task

This paper sets out to place the research on Content and Language Integrated Learning (CLIL) within the border of Chinese academia. In considering the limited amount of empirical research in China, the author problematises the construction of a shared CLIL research agenda aimed at extending the scope of the current academic scenario. A conceptual model is formulated based on the constructive proposal brought forward by Coyle et al. (2010) that CLIL research should involve the examination and understanding of performance evidence, affective evidence, process evidence and materials and task evidence. Given that almost all the reviewed CLIL studies were conducted in the scope of English language education in higher education, this model is positioned within a broad multilingual and educationally diverse context in China. A more comprehensive, rich and evidence-based research scenario is expected from Chinese researchers whose work is not only to extend the CLIL research agenda but also to probe into it in the long way ahead.

scholarly journals A Call for Greater Quality Assurance in Postsecondary English Language Education in Japan

2021 ◽  
Vol 45 (4) ◽  
pp. 11
Author(s):  
Davey Young
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
English Language ◽  
Language Education ◽  
Organizational Factors ◽  
English Language Education ◽  
Language Programs ◽  
Japanese Higher Education ◽  
Lesson Delivery ◽  
English Language Programs

Quality assurance (QA) is a necessary component of language education that is too often overlooked or absent in Japanese higher education institutions. This paper discusses the notion of QA in language education generally, briefly outlines the landscape of QA in postsecondary English language programs in Japan, and discusses some organizational factors that may help or hinder QA in such contexts. The paper concludes with recommendations for how postsecondary English language programs in Japan can offer more robust QA measures in order to provide a uniform standard of course and lesson delivery to all students. 質保証は言語教育になくてはならない一要素であるが、日本の高等教育機関においては、あまりにも見過ごされたり、欠けていたりしている。そこで本論は言語教育一般の質保証の観念について述べる。まず、日本の高等教育の英語教育プログラムにおける質保証の状況を簡単に概観し、その中で質保証の助けまたは妨げになるようないくつかの組織的な要因について論じる。最後に、日本の高等教育における英語教育プログラムが、全ての学生に対し、コースや授業の統一された基準を提供するべく、いかにより堅ろうな質保証の対策が講じられるかを提案する。

scholarly journals English-Language Education Programmes at Universities

2018 ◽  
Vol 28 (4) ◽  
pp. 595-601
Author(s):  
Sergey Kurgansky
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Current State ◽  
Educational Programmes ◽  
Metropolitan Universities ◽  
The Russian Federation ◽  
The University ◽  
Russian Universities

The need to implement priority projects of the Ministry of Science and Higher Education of the Russian Federation, to internationalize Russian universities and increase their competitiveness on the global educational products and services market requires a creation of educational programmes taught in the English language. The article analyzes the current state and prospects of development of English-language education programmes at Russian universities, especially at Irkutsk universities. It was found that a number of metropolitan universities are leading in this area, but so far, despite the significant expenses of leading universities on promotion in international rankings, there are few programmes and individual disciplines taught in English, and publications that reveal the experience of their implementation are few. The paper shows the importance of English-language education programmes for both the university and the region, identifies problems arising from their launch and development, summarizes the experience of implementing such programmes, and offers recommendations for their promotion at the university. The author makes a conclusion that English-language programmes contribute to the development of universities, improving the quality, competitiveness and prestige of higher education in the region and in Russia.

scholarly journals ‘Teacher! Teacher! I want “A”, teacher!’

2011 ◽  
Vol 17 (2) ◽  
pp. 130-147 ◽  
Author(s):  
Philip Cass
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Education ◽  
Media Education ◽  
Education Policies ◽  
English Language Education ◽  
Language Of Instruction ◽  
Current Form ◽  
Higher Education Policies

This article broadly examines the teaching of journalism and media studies in the countries of the Gulf Co-operation Council and focuses specifically on the authors’ experiences of teaching these subject areas in the Colleges of Applied Science in Oman. Written partly in response to O’Rourke and Belushi (2010) and drawing on earlier work by Quinn (2001) and Al Hasani (2006), the paper addresses a number of broader questions about journalism and media education in the GCC countries. It asks whether the use of English as a language of instruction is sustainable in countries like Oman and whether its use is based on considerations of practicality or because of its perceived prestige. The article draws on debates about higher education language policy and questions about the viability of teaching ‘Western-style’ journalism in non-democratic societies raised by Josephi (2010) and others. The article argues that higher education policies which affect journalism and media education too often appear to be based on ideas about what will make the country look good or ‘modern’ while ignoring what might be its actual needs. The article argues that in some cases English language education in these subjects is not viable in its current form and that students themselves see the role of journalism in an utterly different light to that of their ‘Western’ or ‘Western’-educated instructors.

scholarly journals The Question of Transformation in the English Language Education Classroom

2020 ◽  
Vol 3 ◽  
pp. 76-83
Author(s):  
Netra Prasad Sharma
Keyword(s):  
English Language ◽  
Language Education ◽  
Kathmandu Valley ◽  
English Language Education ◽  
Student Opinions ◽  
Course Of Action ◽  
The Future ◽  
Teachers And Students ◽  
Informal Discussion

Have we transformed ourselves? The question that frequently arises in the discourse pertaining to the reintroduction of the semester system in the different faculties of Tribhuvan University has taken the shape of this paper that attempts to probe into the demeanour of both teachers and students in the English language education classrooms in the Kathmandu valley. The data collected through a brief survey of student opinions and informal discussion with concerned teachers portray the classroom scenarios that are difficult to differentiate from the ones that usually characterize the classrooms in the “annual system” of teaching and testing. This portrayal suggests the future course of action on the part of teachers and students both.

Debates in English Language Education

2020 ◽  
Vol 10 (4) ◽  
pp. 33-50
Author(s):  
Soraya García-Sánchez
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Collaborative Work ◽  
Language Education ◽  
Multimodal Communication ◽  
Education Students ◽  
English Language Education ◽  
Communicative Skills ◽  
Face To Face ◽  
21St Century Learners

Discussing and reasoning remain essential activities in a 21st educational and professional ecosystem, which are often supported by multimodal communication. This paper links learning English as a Foreign Language (EFL) to a professional and communicative approach through the debate task, which is supported by a ubiquitous CALL/MALL environment. This study will show the proposed structure of the debate in order to establish interdependent and collaborative work that can be successfully planned by means of combining 21st cognitive and communicative skills that will enhance students' EFL performance in Higher Education. Students' decisions to explore target content, role positions, and the production of well-linked communicative messages in EFL will be shown at upper intermediate level B1+/B2. The empirical data suggests that interactive patterns and argumentative rebuttals in English encourage a multimodal educational and professional ecosystem for 21st century learners, who use face-to-face and technological devices to interact with each other and to access ubiquitous information.

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