scholarly journals USING TEST-TEACH-TEST APPROACH AT ENGLISH CLASSES

2019 ◽  
pp. 57-62
Author(s):  
Evgeniia Vladimirovna Artemeva ◽  
Varvara Sergeevna Golubeva
Keyword(s):  
Transport Processes ◽  
Test Method ◽  
State University ◽  
Teaching English ◽  
Teaching Process ◽  
Preliminary Testing ◽  
English Classes ◽  
Second Year ◽  
Characteristic Features ◽  
Classroom Time

The article focuses on the benefits of testing as a method in English teaching process and on its types and characteristic features. One of the effective methods of preliminary testing is the Test-Teach-Test method. The Test-Teach-Test method was applied during one semester among the first and second year students of the specialty “Technology of transport processes” at Admiral Makarov State University of Maritime and Inland Shipping. According to the results of the study, it was revealed that the experimental groups in which the Test-Teach-Test method was used demonstrated a better mastery of the material compared to those groups of students who were not taught with the use of this method. It is obvious that its application helps to optimize the process of teaching English, rationally distributing classroom time, applying an individual approach to students, and arranging the classes in a way that maximum attention is paid to the poorly studied material.

scholarly journals A study of the effectiveness of using games in teaching English for non-English major students at Ho Chi Minh City University of Food Industry (HUFI)

2021 ◽  
Author(s):  
Nguyen Thi Ngoc Hieu
Keyword(s):  
Food Industry ◽  
English Teachers ◽  
Ho Chi Minh City ◽  
Teaching English ◽  
Teaching Process ◽  
Significant Challenge ◽  
English Classes ◽  
English Majors ◽  
Teachers And Students ◽  
English Major

The aim of this research at the Ho Chi Minh City University of Food Industry was to see how successful it is to use games to teach English to non-English majors. Teachers' and students' opinions were collected through two questionnaires. The findings of this study revealed that many concepts were found in two questionnaires: a questionnaire for students in non-English majors and a questionnaire for English teachers. According to the study, the majority of teachers and students supposed that using games in English classes is an effective method, but it remains a significant challenge for teachers to both create a positive learning atmosphere and impart enough content in a lesson. The study’s conclusions help English teachers understand students’ feelings and desires in English when they apply, and do not apply English games in teaching. Besides, it helps teachers realize the effectiveness of the English teaching process through games.

scholarly journals A study of the effectiveness of using games in teaching English for non-English major students at Ho Chi Minh City University of Food Industry (HUFI)

2021 ◽  
Author(s):  
Nguyen Thi Ngoc Hieu
Keyword(s):  
Food Industry ◽  
English Teachers ◽  
Ho Chi Minh City ◽  
Teaching English ◽  
Teaching Process ◽  
Significant Challenge ◽  
English Classes ◽  
English Majors ◽  
Teachers And Students ◽  
English Major

The aim of this research at the Ho Chi Minh City University of Food Industry was to see how successful it is to use games to teach English to non-English majors. Teachers' and students' opinions were collected through two questionnaires. The findings of this study revealed that many concepts were found in two questionnaires: a questionnaire for students in non-English majors and a questionnaire for English teachers. According to the study, the majority of teachers and students supposed that using games in English classes is an effective method, but it remains a significant challenge for teachers to both create a positive learning atmosphere and impart enough content in a lesson. The study’s conclusions help English teachers understand students’ feelings and desires in English when they apply, and do not apply English games in teaching. Besides, it helps teachers realize the effectiveness of the English teaching process through games.

DEVELOPMENT OF SCIENTIFIC AND RESEARCH WORK OF STUDENTS OF THE UNIVERSITY IN ENGLISH CLASSES

2020 ◽  
pp. 141-149
Author(s):  
Tat'yana V. Baranova ◽  
Keyword(s):  
English Language ◽  
Research Work ◽  
Scientific Activity ◽  
Educational Process ◽  
State University ◽  
English Classes ◽  
Russian State ◽  
Objective Reasoning ◽  
Oriental Studies ◽  
The University

The present article is dedicated to the problems of the organization and planning of scientific and research work of students of the University in English classes, gives grounds for the purposes and tasks of such competence-forming activity as part of the “Oriental studies” speciality program, the Russian State University for the Humanities. The article analyzes these competences, as well as forms and methods of their formation and development. The author presents demarcation of scientific knowledge and gives its characteristics: using most general qualities of a subject, objective reasoning, argumentativeness, results verifiability and reproducibility, consistency, practicality, capability to change, anticipating the future, making forecasts, methodological reflection. The author tried to analyze the reflexive component of scientific and research work of students in more detail. The article presents possible reflexive positions in the interaction between the teacher and the student and shows the dynamics of this interaction, i.e. gives a hierarchy of positions which the student can occupy in the educational process depending on how independent they are in their activity. The article also highlights the content of scientific and research work of students of the University in English classes on the basis of work with foreign texts in the macro-discourse for the “Oriental studies” speciality. The given foundations of the organization and content of scientific and research work of students have been regularly used in English language classes, as well as in optional forms of scientific activity. The students have shown good results and passion for this kind of work, which confirms the correctness of this approach.

scholarly journals ՍՈՎՈՐՈՂՆԵՐԻ ՍՏԵՂԾԱԳՈՐԾԱԿԱՆ ՄՏԱԾՈՂՈՒԹՅԱՆ ԶԱՐԳԱՑՈՒՄՆ ԱՆԳԼԵՐԵՆԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / DEVELOPMENT OF THE LEARNERS' CREATIVE THINKING SKILLS IN THE PROCESS OF TEACHING ENGLISH

2021 ◽  
pp. 73-82
Author(s):  
SUSANNA ASATRYAN
Keyword(s):  
Creative Thinking ◽  
English Language ◽  
Thinking Skills ◽  
Teaching English ◽  
Teaching Process ◽  
Current Article

The current article touches upon the problem of the development of learners’ creative thinking skills at different stages of teaching the English language. Appropriate methods, techniques, as well as carefully elaborated language materials and practical tasks are clearly emphasized as the main prerequisite for the development of the learners’ creative thinking skills, thus making the teaching process more effective and goal-oriented.

scholarly journals The Autonomy of Indonesian EFL Students: A Mixed Method Investigation

2021 ◽  
Vol 20 (11) ◽  
pp. 422-443
Author(s):  
M Melvina ◽  
Nenden Sri Lengkanawati ◽  
Yanty Wirza
Keyword(s):  
Undergraduate Students ◽  
Mixed Method ◽  
Teaching Practice ◽  
Learner Autonomy ◽  
Independent Learning ◽  
Self Awareness ◽  
State University ◽  
Mixed Method Design ◽  
Efl Students ◽  
Second Year

The present study sought to scrutinize undergraduate EFL students’ learning autonomy in a state university in Indonesia. This study employed a triangulation study of mixed-method design by distributing questionnaires and conducting interviews to get quantitative and qualitative data. The questionnaire was distributed to 40 second year participants enrolled in listening, speaking, reading, and writing for academic purposes classes, whereas 15 participants were selected for the interview Descriptive statistics and thematic analysis were used to analyse the data collected from the questionnaire and the interview. Findings revealed that the level of students’ learner autonomy was classified as moderate level of autonomy. This indicated that Indonesian undergraduate students were considered somewhat autonomous learners. In addition, the Indonesian undergraduate students defined learner autonomy as independent learning with or without the teacher’s assistance, students responsible for their own learning, and learner autonomy was the student’s self-awareness and self-initiated to learn outside the classroom to find ways of learning and collaborate with others. The study recommended that teachers should consistently develop learner autonomy in their teaching practice.

scholarly journals Designing ESP Courses: Principles & Specificities

2021 ◽  
Vol 3 (1) ◽  
pp. 62-74
Author(s):  
D. Stoyanova
Keyword(s):  
Learning Outcomes ◽  
Online Courses ◽  
Project Based Learning ◽  
English For Specific Purposes ◽  
Professional Communication ◽  
Course Development ◽  
Teaching English ◽  
Specific Level ◽  
Characteristic Features ◽  
Step Algorithm

The article is aimed at specialists in teaching English for professional communication and is dedicated to development of courses of English for Specific Purposes (ESP). The author describes characteristic features of such courses, that need to be considered by methodologists, and describes an algorithm that has been successfully used in course development at Skyes University and Skyeng online school. Besides the step-by-step algorithm, the article describes tools that are needed to successfully develop an ESP course: tools to check the text CEFR level, tools to select learning outcomes, vocabulary and grammar functions for a specific level of language acquisition, goals and professional area. The article also lists tools to ensure the pragmatic value of the course being developed and reasons for using particular approaches and techniques in teaching, such as Task-based learning, Project-based learning, case studies. All the methods and techniques, described by the author, are illustrated with examples from online courses that have been designed and used by Skyeng and Skyes University platform. The algorithm and set of tools will be useful for development not only of online courses but also of textbooks of English for Specific purposes and professional communication.

Teaching the Sociolinguistics of Tourism

2018 ◽  
pp. 214-228
Author(s):  
Richard W. Hallett
Keyword(s):  
Second Language ◽  
Graduate Program ◽  
State University ◽  
Teaching English ◽  
Spring Semester ◽  
Graduate Course ◽  
Tourism Studies ◽  
Master Of Arts ◽  
Tourism Websites ◽  
First Time

In the spring semester of 2012 the author taught a new course in the graduate program in linguistics at a comprehensive state university in a large American metropolis: Language and Tourism. For the first time in at this university, a graduate course focusing solely on the analysis of tourism materials, e.g. official tourism websites, travel programs, brochures, etc., was offered as an elective to students who had taken a sociolinguistics course without such a narrow focus. Thirteen students pursuing their Master of Arts (MA) degrees – twelve in the MA Program in Linguistics and one in the MA Program in Teaching English as a Second Language (TESL) – enrolled in and successfully completed this course. This chapter, which provides an overview of a graduate level linguistics course in Language and Tourism based on the author's critical reflections on teaching (Brookfield, 2017), offers suggestions for how sociolinguistic concepts can be taught through the study of tourism and encourages more linguistic-based research in the instruction of tourism studies.

scholarly journals Applying Blended Learning Approach to Teaching English to Master's Students

2019 ◽  
Vol 69 ◽  
pp. 00061
Author(s):  
Anna Kirillova ◽  
Evgeniya Koss ◽  
Inna Usatova
Keyword(s):  
Blended Learning ◽  
Oral Communication ◽  
Learning Model ◽  
Educational Process ◽  
Learning Approach ◽  
State University ◽  
Teaching English ◽  
Master's Students ◽  
Face To Face ◽  
Face To Face Learning

The article focuses on the teaching English to Master's students using blended learning approach. To meet the demand of professional standards teachers at Togliatti State University are to form foreign language communicative competence having just a few academic hours for oral communication. The suggested Project-Based Blended Learning Model is considered to be a solution to this problem. This Model consists of four basic elements: face-to-face learning, a Web 2.0 application LearningApps, MOOC Coursera and Reading Science. The way to implement the Model into educational process is shown. The paper is based on the own unique survey that yields some interesting results which prove the effectiveness of this Blended Learning Model. It gives the opportunity to create the environment for providing a learning pathway and the learning process control.

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