A Preliminary Analysis of Lecturers’ Empathy in Mitigating Challenges of Developing English for Specific Academic Purposes (ESAP) Assessment Materials

2021 ◽  
Vol 5 (1) ◽  
pp. 14-30
Author(s):  
Norkhairi Ahmad ◽  
◽  
Ahmad Mazli Muhammad ◽  
Syafini Ismail ◽  
Harmi Izzuan Baharom ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Engineering Students ◽  
Current Knowledge ◽  
Language Learner ◽  
Assessment Practices ◽  
Learning Context ◽  
Best Interest ◽  
Qualitative Approaches ◽  
Course Outcomes

Running English for Specific Academic Purposes (ESAP) courses at tertiary institutions is becoming more challenging due to a number of factors and it leaves impact on lecturers’ emotions. Emotional dimension is among the aspects that significantly influences the way lecturers view assessments and their choice of assessment practices. This paper specifically looks at empathy as one emotional aspects present within lecturers as they undertake tasks of developing assessment materials and mitigate the challenges that they encounter. Six senior ESAP lecturers teaching engineering students at two engineering related universities reflected on this scenario via interviews and self-reflections. Their empathy in planning and developing assessment materials were elicited and scrutinised via qualitative approaches. All the lecturers exuded empathy based on professional grounds and directed towards essential learner factors and the intended ESAP course outcomes attainment. Empathy was found to be consistently demonstrated towards language learner factors and their language learning context that comprise aspects like background of students, language proficiency level, familiarity with language materials, current knowledge and skills required for test-taking. Such empathy for the best interest of the learners have induced careful and selective practices among the lecturers when preparing assessment materials. The presence of empathy in assessment practices appeared to be second nature to the lecturers and it helps to complement assessment best practices and upholds quality delivery of the ESAP courses. Empathy at a positive level has enabled the lecturers to embrace the spirit of assessment for learning where more time and efforts were devoted towards planning suitable assessments that promote understanding and mastery of the language, before going for the assessment of learning or summative assessments.

scholarly journals Self-assessment based on language learning outcomes: a study with first year engineering students

2010 ◽  
pp. 133 ◽  
Author(s):  
Pilar Durán Escribano ◽  
Joana Pierce McMahon
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Bologna Process ◽  
First Year ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Self Assessment ◽  
Language Courses ◽  
The Bologna Process

As the Bologna Process moves forward, changes in European systems of higher education are expected. The introduction of the ECTS focussing on the students’ achievements described in terms of the learning outcomes and competences acquired is one of the innovations. This process, encouraged by Universidad Politécnica de Madrid, signifies a change in teaching focus, from an input model to an output one, which promotes self-assessment in a flexible curriculum, in this case adapted to student’s language profile. To illustrate this new approach in language learning, a pilot experience with Technical English mining engineering students is discussed, with special attention to learner reflection and self-assessment practices. Students’ progress in self-assessment, based on the introduction of learning outcomes in specific language courses, is analysed to conclude that personal engagement and clear purpose -specified in terms of learning outcomes- seem to have become relevant components to student's self-assessment practice.

scholarly journals The Struggling English Language Learners: Case Studies of English Language Learning Difficulties in EFL Context

2021 ◽  
Vol 14 (11) ◽  
pp. 108
Author(s):  
Sultan H. Alharbi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Learning Difficulties ◽  
English Language Proficiency ◽  
Point Of View ◽  
Language Learner ◽  
Language Courses

The term ‘struggling language learner’ is one that is usually ascribed to students who are trying, without much success to master the English language in an academic setting. As a case study, this study was carried out to gain insights into the ‘struggles’ of the struggling English as a foreign language (EFL) learners. Ten students were selected from those with the 20th least percentile in their English language courses. Observation of and discussion with these categories of learners revealed that many language learners had a point at which they began to take learning English language more seriously. In such positive or negative situations, their language learning journey improved therefrom. The findings showed that 80% of the participants believed that their English language proficiency was ‘very good’, while 20% of these participants believed that their English language proficiency was ‘average’. Also, the findings indicated that there was a statistically significant association (i.e., p < .05) between English language proficiency of the learners and the following observable attributes: willingness to learn for educational purposes; willingness to learn for career development; and students’ continuation without losing focus. The study proposes a fresh evaluation of the problems faced by EFL struggling learners by bringing to light a multifaceted, meaningful consideration of their learning attitudes from socio-psychological point of view, offering a comprehensive account of these learners and their learning difficulties as well as their attitudes and outlook while taking lessons as freshmen at the university.  

scholarly journals PROFICIENCY LEVEL AND LANGUAGE LEARNING STRATEGY CHOICE OF ISLAMIC UNIVERSITY LEARNERS IN INDONESIA

2018 ◽  
Vol 29 (1) ◽  
pp. 1
Author(s):  
Alfian Alfian
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Classroom Practice ◽  
Learning Strategy ◽  
Cognitive Strategies ◽  
Language Learner ◽  
Strategy Choice ◽  
Proficiency Level ◽  
Language Learning Strategy ◽  
Improving Student Learning

This study explores the relation between language proficiency level and language learning strategy choice of EFL learners at an Islamic university in Indonesia. Two hundred and eighty four participants classified based on their proficiency levels (high, medium, and low) as determined by their achievement results completed the Strategy Inventory for Language Learning (SILL) version 7.0 questionnaires. The findings indicated that there was a linear relationship between proficiency level and strategy use; the higher the proficiency level, the higher the number of strategies employed. Furthermore, it was also found that higher proficiency level learners tended to choose meta-cognitive strategies; they usually managed learning by conscientious planning, monitoring, and evaluating their own learning. The findings also demonstrated that low proficiency level learners were inclined to choose affective strategies, meaning that they were concerned with the emotional requirements such as confidence. The findings of this study provide contribution to further development of existing global theories about language learner strategies, and are beneficial for classroom practice in the Indonesian context, especially in raising EFL teachers’ awareness about ways in improving student learning.

scholarly journals Trayectorias: A new model for online task-based learning

ReCALL ◽  
2004 ◽  
Vol 16 (1) ◽  
pp. 145-157 ◽  
Author(s):  
CRISTINA ROS i SOLÉ ◽  
RAQUEL MARDOMINGO
Keyword(s):  
New Media ◽  
Language Learning ◽  
Language Learner ◽  
Small Scale ◽  
Learning Approaches ◽  
Learning Context ◽  
New Literacy ◽  
Reading Processes ◽  
The One ◽  
The Web

This paper discusses a framework for designing online tasks that capitalizes on the possibilities that the Internet and the Web offer for language learning. To present such a framework, we draw from constructivist theories (Brooks and Brooks, 1993) and their application to educational technology (Newby, Stepich, Lehman and Russell, 1996; Jonassen, Mayes and McAleese, 1993); second language learning and learning autonomy (Benson and Voller, 1997); and distance education (Race, 1989; White, 1999). On the one hand our model balances the requirements of the need for control and learning autonomy by the independent language learner; and on the other, the possibilities that online task-based learning offer for new reading processes by taking into account new literacy models (Schetzer and Warschauer, 2000), and the effect that the new media have on students’ knowledge construction and understanding of texts. We explain how this model works in the design of reading tasks within the specific distance learning context of the Open University, UK. Trayectorias is a tool that consists of an open problem-solving Web-quest and provides students with ‘scaffolding’ that guides their navigation around the Web whilst modelling learning approaches and new learning paradigms triggered by the medium. We then discuss a small-scale trial with a cohort of students (n = 23). This trial had a double purpose: (a) to evaluate to what extent the writing task fulfilled the investigators’ intentions; and (b) to obtain some information about the students’ perceptions of the task.

scholarly journals Practicing English Through Digital Devices: Practices and Perceptions of the EFL Undergraduate Students Majoring in English Language

2020 ◽  
Vol 2 (1) ◽  
pp. 21-37
Author(s):  
Khaled Elkotb Mahmoud Elshahawy
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
Digital Literacy ◽  
English Language ◽  
Literacy Skills ◽  
Computer Assisted ◽  
Digital Devices ◽  
Qualitative Approaches

This research paper briefly considers the significance of practicing English through digital devices for EFL Saudi undergraduate university students  majoring in English language. As the  Computer Assisted Language Learning (CALL) acronym is no longer suitable for investigating and describing EFL practices to improve the English language learners' macro skills, namely, listening, speaking, reading and writing .This is because we are now in a ‘post-CALL era’ of Mobile Assisted Language Use (MALU) with digital literacy skills as a defining characteristic for the 21st century English language learners.The current study highlighted the practices and perceptions of Languages and Translation Department students majoring in English Language at Tayma University College in Saudi Arabia. In order to collect the necessary data, the study used a four- point options Lekert scale questionnaire. The study used a mixed method of quantitative and qualitative approaches. The participants of the study were 40 students (20 males and 20 females). The study was conducted in the first semester of the academic year 2018/2019. The findings of the study proved that the students were highly motivated to use the digital devices to improve their English language proficiency macro skills. Based on these results, the study recommends implementing the digital devices in the EFL curricular to improve the EFL learners’ macro skills.

scholarly journals Developing the proficient language learner: motivation, strategies, and the learning experience of Irish learners of French in a university setting

2019 ◽  
Vol 22 ◽  
pp. 28-52
Author(s):  
Rachel Hoare
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Language Learner ◽  
First Year ◽  
Learner Motivation ◽  
Motivation For Learning ◽  
French Grammar

The purpose of this study is to simultaneously examine the relationships between motivation for learning French, preferences for class activities, language learning strategies, and language proficiency for a cohort of first-year Irish university undergraduate students of French. More specifically, it examines these relationships with reference to the attitudes of the learners towards, and their motivation for, learning French grammar. The research was stimulated by both practical and theoretical concerns.

English Language Proficiency And Its Challenges Among Students From Diploma Of Mechanical Engineering

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Hasnizam Bin Hasan ◽  
Suzilawati Binti Iberahim
Keyword(s):  
Language Learning ◽  
Racial Differences ◽  
Language Proficiency ◽  
21St Century ◽  
Mechanical Engineering ◽  
English Language ◽  
Engineering Students ◽  
Family Background ◽  
Language Usage ◽  
21St Century Education

21st century education (PA-21) aims to create integration between Malaysia’s multi races, ethnicities and building respect toward cultural, religion and racial differences. English language mastery among students in executing the 21st century education is very important so that they can communicate and collaborate with others. Despite that, English language usage among students is hard to reach its target due to psychological and attitude barrier. Through this research, it is hope to identify the challenges in English language usage among Diploma of Mechanical Engineering students and two factors were identified which are psycholinguistics and sociolinguistics. Psycholinguistic focuses on the study of attitude, personality and motivation towards the taught language while sociolinguistic focuses on the student’s family background towards their language learning and mastery. Questionnaire and observation are the methods used in gaining information from 72 students’ respondents. Research data is analysed descriptively using SPSS. The end results shows that both psycholinguistics and sociolinguistics factor is related to each other where mostly challenges comes from applied linguistics factor. Advices are given to the respective lecturers in facing the English language usage challenges and in order to raise their learning motivation so that they can stand to survive the 21st century education (PA-21) challenges.

scholarly journals Language testing

2004 ◽  
Vol 37 (3) ◽  
pp. 198-200
Keyword(s):  
Hong Kong ◽  
The Netherlands ◽  
South Korea ◽  
Language Learning ◽  
Language Proficiency ◽  
Language Testing ◽  
Teacher Assessment ◽  
Vocabulary Knowledge ◽  
Assessment Practices ◽  
Computer Based

04–378 Arkoudis, Sophie (U. of Melbourne, Australia; Email: [email protected]) and O'Loughlin, Kieran. Tensions between validity and outcomes: teacher assessment of written work of recently arrived ESL students. Language Testing (London, UK), 24, 3 (2004), 284–304.04–379 Cheng, Lyang (Queen's U. Canada; Email: [email protected]). Rogers, Todd and Hu, Huiqin. ESL/EFL instructors' classroom assessment practices: purpose, methods and procedures. Language Testing (London, UK), 24, 3 (2004), 360–389.04–380 Davison, Chris (U. of Hong Kong, China; Email: [email protected]). The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools. Language Testing (London, UK), 24, 3 (2004), 305–334.04–381 Edelenbos, Peter (U. of Groningen and The Netherlands Language Academy, The Netherlands; Email: [email protected]) and Kubanek-German, Angelika. Teacher-assessment: the concept of ‘diagnostic competence'. Language Testing (London, UK), 24, 3 (2004), 259–283.04–382 Laufer, Batia and Goldstein, Zahava (U. of Haifa, Israel; Email: [email protected]). Testing vocabulary knowledge: size, strength, and computer adaptiveness. Language Learning (Malden, Massachusetts, USA), 54, 3 (2004), 399–436.04–383 Lee, Soyoung (Inha U., South Korea; Email: [email protected]). A study on comparability of paper-based and computer-based reading tests scores. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 165–178.04–384 Leung, Constant (Kings College, London, UK; Email: [email protected]) and Mohan, Bernard. Teacher formative assessment and talk in classroom contexts: assessment as discourse and assessment of discourse. Language Testing (London, UK), 24, 3 (2004), 335–359.04–385 MacDonald, Kim (St Francis Xavier U, Canada; Email: [email protected]), Nielsen, Jean and Lai, Lisa. Selecting and using computer-based language tests (CBLTs) to assess language proficiency: guidelines for educators. TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 2 (2004), 93–104.

scholarly journals How Does She Learn English? A Case of a Successful Blind Language Learner

2020 ◽  
Vol 9 (2) ◽  
pp. 131
Author(s):  
Sakineh Jafari ◽  
Samaneh Jafari ◽  
Reza Kafipour
Keyword(s):  
Language Learning ◽  
Visually Impaired ◽  
Strategic Behavior ◽  
Language Learner ◽  
Learning Context ◽  
Learner Identity ◽  
High Motivation ◽  
Insight Into

<div><p class="StyleABSTRAKenCambria">This study reports on a case study of a blind EFL learner. The purpose of the study was to explore a detailed situated data to examine to what extent it is feasible to be a successful language learner despite being visually impaired and lacking some learning resources.  Interview data and the narratives of this EFL learner have revealed that her success was mainly based on her agentic interaction with the environment and learning context, her high motivation and strategic behavior, and her sustained efforts. The findings provide further insight into the role of learner in exerting control over contextual resources that frame learning and on how different factors interact with each other in the language learning process in the construction of learner identity and the strategies used by learners.</p></div>

scholarly journals GaeltechVR: Measuring the Impact of an Immersive Virtual Environment to Promote Situated Identity in Irish Language Learning

2019 ◽  
Vol 12 (3) ◽  
Author(s):  
Naoise Collins ◽  
Brian Vaughan ◽  
Charlie Cullen ◽  
Keith Gardner
Keyword(s):  
Language Learning ◽  
Best Practice ◽  
Language Learner ◽  
Small Scale ◽  
Learning Context ◽  
Irish Language ◽  
Design Based Research ◽  
Immersive Virtual Environment ◽  
Situated Identity ◽  
The Impact

This study investigates how a design-based research methodology is best suited to measuring the impact of a designed virtual reality experience to improve situated identity in Irish learners focusing on their attitudes, motivation, and confidence as Irish language learners. This paper describes the design of GaeltechVR: an immersive Irish language VR experience designed for the VIVE Pro. It also gives the results of a mixed-methods study to measure the impact in a local adult Irish language learner context. A questionnaire on situated attitudes and motivation to language learning (Ushioda & Dörnyei, 2009) was adapted for the Irish context to investigate a small scale sample of the local context’s attitudes to Irish language learning. The participant’s gameplay was recorded for analysis along with questionnaires on presence (Witmer & Singer, 1998), simulator sickness and an adapted questionnaire on their attitudes after the intervention.Using best practice in design-based research experiments (Nelson, Ketelhut, Clarke, Bowman, & Dede, 2013) the study had two main goals: To investigate the usability of the design of GaeltechVR and to measure the impact of the intervention on attitudes, identity and motivation in the local Irish language learning context.

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