scholarly journals Cloud Implementation to Assist Teachers of English to Speakers of Other Languages in HEI’s in Sultanate of Oman

2021 ◽  
pp. 169-183
Author(s):  
Anjum Zameer Bhat ◽  
Baldev Singh ◽  
Teba Fadhil Mohsin
Keyword(s):  
English Language ◽  
Learning Experience ◽  
Cloud Service ◽  
Native English Speakers ◽  
English Speakers ◽  
Teachers And Students ◽  
Speakers Of Other Languages ◽  
The Times ◽  
Cloud Implementation ◽  
Good Success Rate

Cloud Computing has been implemented in diverse fields and sector, including education sector with a very good success rate. The cloud deployments enhance the learning experience and provisions appropriate IT resources critical for a specific learning environment. This research study exploits a service model to deliver appropriate learning resources to foundation students and teachers that otherwise is not available with the current cloud service architectures. Language should not be a barrier to learning, teaching subjects in English to those who are not native English speakers, most of the times is a challenging job especially in circumstances where the English Language is introduced late in the school academic curriculum. There are several challenges faced by students, and teachers. Several mechanisms have been suggested and adopted to deal with such situations so that student learning experience is not affected in a significant manner, and at the same time, teachers are also not facing problems while explaining concepts or topics to students. This research paper is a study on helping teachers and students in these situations by providing cloud-based knowledge base related to TESOL (Teachers of English to Speakers of Other Languages), repositories, and apps that may help and assist teacher and students.

scholarly journals Cloud Implementation to Assist Teachers of English to Speakers of Other Languages in HEI’s in Sultanate of Oman

2021 ◽  
Author(s):  
Anjum Zameer Bhat ◽  
Baldev Singh ◽  
Teba Fadhil Mohsin
Keyword(s):  
English Language ◽  
Learning Experience ◽  
Cloud Service ◽  
Native English Speakers ◽  
English Speakers ◽  
Teachers And Students ◽  
Speakers Of Other Languages ◽  
The Times ◽  
Cloud Implementation ◽  
Good Success Rate

Cloud Computing has been implemented in diverse fields and sector, including education sector with a very good success rate. The cloud deployments enhance the learning experience and provisions appropriate IT resources critical for a specific learning environment. This research study exploits a service model to deliver appropriate learning resources to foundation students and teachers that otherwise is not available with the current cloud service architectures. Language should not be a barrier to learning, teaching subjects in English to those who are not native English speakers, most of the times is a challenging job especially in circumstances where the English Language is introduced late in the school academic curriculum. There are several challenges faced by students, and teachers. Several mechanisms have been suggested and adopted to deal with such situations so that student learning experience is not affected in a significant manner, and at the same time, teachers are also not facing problems while explaining concepts or topics to students. This research paper is a study on helping teachers and students in these situations by providing cloud-based knowledge base related to TESOL (Teachers of English to Speakers of Other Languages), repositories, and apps that may help and assist teacher and students.

scholarly journals PROVISION OF ENGLISH-MEDIUM INSTRUCTION: TRENDS AND ISSUES

2020 ◽  
pp. 11-21
Author(s):  
OLGA KVASOVA ◽  
CAROLYN WESTBROOK ◽  
KEVIN WESTBROOK
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
British Council ◽  
Current Trends ◽  
The World ◽  
Teachers And Students ◽  
English Medium Instruction

The article addresses the current trends of teaching subjects through the medium of English which has been boosting in the world and in Ukraine. Introduced due to globalization processes, teaching in English as a Medium of Instruction (EMI) has become an essential part of internationalization policies of universities. The increase in numbers of international students is viewed as an indication of quality of education provided by universities; it contributes to universities’ higher ratings and competitiveness. The introduction of EMI has been sustainably promoted by the British Council. Nonetheless, EMI providers across the world keep encountering similar issues and challenges. Amongst those, the most essential is low English language proficiency of non-native English speakers – both teachers and students. The article aims to examine the training provided to Ukrainian teachers who deliver EMI courses. The authors surveyed 28 EMI teachers in two universities in the country. The results imply the necessity to reprofile linguistic and pedagogical courses for EMI teachers, including training them in implementing innovative and interactive teaching techniques. The prospects of further research arouse from the need to develop a quality system of assessing students’ learning outcomes.

scholarly journals E-Learning in Dental Schools in the Times of COVID-19: A Review and Analysis of an Educational Resource in Times of the COVID-19 Pandemic

2020 ◽  
pp. 207-224
Author(s):  
Daniel Chavarría-Bolaños ◽  
Adrián Gómez-Fernández ◽  
Carmen Dittel-Jiménez ◽  
Mauricio Montero-Aguilar
Keyword(s):  
Learning Strategies ◽  
Learning Experience ◽  
Negative Consequences ◽  
Teachers And Students ◽  
Academic Courses ◽  
E Learning ◽  
The Times ◽  
Teaching Learning ◽  
Dental Schools ◽  
The Impact

While countries are facing different stages in their COVID-19 infection rates, worldwide there are millions of students affected by universities’ facilities closures due to the pandemic. Some institutions have enforced strategies to transfer some courses to a virtual modality, but many Dental Schools have been challenged to deal with a situation which requires emergency measures to continue the academic course in the middle of lock-downs and social distancing measures. Despite the fact that the number of online academic programs available, especially graduate programs, has increased in diverse modalities, this pandemic forced e-learning processes to develop abruptly. The likelihood of using e-learning strategies in dentistry was substantiated in the scientific literature and an overview of these opportunities is presented. Additionally, the experience of the University of Costa Rica Faculty of Dentistry is presented, as it was evident that some of the key elements in a e-learning environment needed a quick enhancement and initiation of some processes was required. First, it was necessary to categorize the academic courses depending on their virtualization's possibility (curricula analysis and classification), to better understand the extent of the impact and the work needed to contain, as far as the possibilities allowed, negative consequences on students learning process. Second, teachers needed further training in the application of virtual strategies which they hadn’t used before. do Third, an evaluation of the students’ conditions and needs was conducted in a form of a survey. Finally, teachers and students activated the available virtual platforms. For many Dental Schools, this virtualization process is an ongoing progress although it was abruptly imposed, but this moment indeed represents an enormous opportunity to move forward and get immerse in the virtualization environment as a teaching/learning experience.

scholarly journals Students’ view on supportive co-teaching in medical sciences: a systematic review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Afsaneh Dehnad ◽  
Maryam Jalali ◽  
Saeed Shahabi ◽  
Parviz Mojgani ◽  
Shoaleh Bigdeli
Keyword(s):  
Teacher Collaboration ◽  
English Language ◽  
Learning Experience ◽  
Data Extraction ◽  
Interdisciplinary Approach ◽  
Collaborative Teaching ◽  
Medical Sciences ◽  
Keywords And Phrases ◽  
Teachers And Students ◽  
Independent Review

Abstract Background Supportive co-teaching (SCT) is the practice of employing two or more experts whose knowledge and experiences are needed simultaneously to make a connection across different disciplines in a classroom. Although this interdisciplinary approach seems to be beneficial, there are many features which need further examination. This study was conducted to systematically review studies addressing the use of this approach and learners’ views on SCT in medical sciences. Methods We searched for the studies addressing students’ views on SCT in medical sciences from January1st 2000 to June 31st, 2019. All the studies, both quantitative and qualitative published in English language, investigating the students’ views on SCT, in non-clinical courses in the setting of medical sciences were included. We searched electronic databases of PubMed, Scopus, Embase, Web of Science, WHO Global Health Library, Health Systems Evidence, and ERIC with the keywords and phrases related to the topic which were: “co-teaching”, “team teaching”, “collaborative teaching”, “peer-to-peer co-teaching”, “partnership teaching”, and“ teacher collaboration”. Results By the initial search, 9806 studies were found and after deletion of duplicates and screening, 111 remained for selection. Upon the independent review by two researchers, we were able to discern 12 studies eligible to be included for data extraction. All the studies reported positive views of the students towards SCT although some identified concerns and drawbacks. The students stated that they could better perceive the relationship between basic and clinical sciences, were more engaged in the learning process, and their learning experience was optimized in a course directed by SCT. Conclusion Overall, the students showed positive views of this approach of teaching, and their grades indicated they learned better than expected. However, mismatch and lack of coordination between instructors would make the class distracting, confusing and even disturbing. Further studies investigating different variables related to teachers and students in SCT classes are suggested.

F0 patterns of tone versus non-tone languages: The case of Vietnamese speakers of English

2018 ◽  
Vol 36 (1) ◽  
pp. 97-121
Author(s):  
Anh-Thư T Nguyễn
Keyword(s):  
Standard Deviation ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Experience ◽  
Native English Speakers ◽  
English Speakers ◽  
Control Group ◽  
Tone Language ◽  
Australian English ◽  
Vietnamese Speakers

This article reports a study that aimed to find out whether F0 patterns of L2 English produced by Vietnamese speakers are different to those of native English speakers, whether the non-native F0 patterns are transferred from Vietnamese, and to what extent English and Vietnamese F0 profiles differ. Ten native/L1 Australian English speakers, 20 Vietnamese speakers of English (10 beginners and 10 advanced speakers) and a control group of four native/L1 Vietnamese speakers were included. The F0 profiles (F0 maximum, F0 minimum, F0 range, F0 mean and F0 standard deviation at three levels: utterance, syllable and phoneme) were obtained from a set of 10 English sentences and 20 Vietnamese utterances. The results showed that F0 patterns of beginning-level L2 English are systematically different from those of native English speakers, which can be transferred from their native tone language. Nevertheless, the advanced speakers’ ability to produce native-like F0 patterns indicates the effect of language learning experience on prosodic acquisition. The data and results of this study contribute to the understanding of the process and nature of second language acquisition.

The Production of New and Similar Vowels by Adult German Learners of English

1992 ◽  
Vol 14 (2) ◽  
pp. 131-158 ◽  
Author(s):  
Ocke-Schwen Bohn ◽  
James Emil Flege
Keyword(s):  
Second Language ◽  
English Language ◽  
First Language ◽  
Native English Speakers ◽  
English Speakers ◽  
Control Group ◽  
Language Experience ◽  
English Vowels ◽  
L1 English ◽  
Positive Effect

The study reported in this paper examined the effect of second language (L2) experience on the production of L2 vowels for which acoustic counterparts are either present or absent in the first language (L1). The hypothesis being tested was that amount of L2 experience would not affect L1 German speakers' production of the “similar” English vowels /i, l, ∈/, whereas English language experience would enable L1 Germans to produce an English-like /æ/, which has no counterpart in German. The predictions were tested in two experiments that compared the production of English /i, l, ∈, æ/ by two groups of L1 German speakers differing in English language experience and an L1 English control group. An acoustic experiment compared the three groups for spectral and temporal characteristics of the English vowels produced in /bVt/ words. The same tokens were assessed for intelligibility in a labeling experiment. The results of both experiments were largely consistent with the hypothesis. The experienced L2 speakers did not produce the similar English vowels /i, l, ∈/ more intelligibly than the inexperienced L2 speakers, not did experience have a positive effect on approximating the English acoustic norms for these similar vowels. The intelligibility results for the new vowel /æ/ did not clearly support the model. However, the acoustic comparisons showed that the experienced but not the inexperienced L2 speakers produced the new vowel /æ/ in much the same way as the native English speakers.

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