scholarly journals LANGUAGE AS AN ENGINEERING LEARNING TOOL: INTEGRATION OF LANGUAGE AND ENGINEERING EDUCATION FOR FIRST-YEAR STUDENTS TO IMPROVE BOTH TECHNICAL LEARNING OUTCOMES AND COMMUNICATION SKILLS

2017 ◽  
Author(s):  
Mike Murphy ◽  
Gabriel Potvin
Keyword(s):  
Learning Outcomes ◽  
Communication Skills ◽  
Language Education ◽  
Integrated Approach ◽  
First Year ◽  
Language Training ◽  
Tool Integration ◽  
First Year Students ◽  
Core Content ◽  
Technical Content

Vantage College (VC) at UBC offers innovative specialized first-year programs for international students that integrate core content courses with complementary language education to allow participants to hone their communication skills while meeting their regular academic requirements. In the Applied Science stream of VC, each engineering course is linked to a complementary language course and the instructors collaborate closely. In this paper, three examples of writing tasks are presented that deal with the intersection of language training and technical engineering content, all in the context of writing lab reports for two engineering chemistry courses. A description of each task is provided, and the benefits to students both in terms of improved communication skills and enhanced understanding of technical content is provided from the perspective of language and engineering instructors, as well as from students based on feedback on each activity collected through surveys. The integrated approach was found to be quite effective in improving learning outcomes.

scholarly journals The Right Tools for the Job: Discipline-Specific Language-Learning for First-Year International Engineering Students

2018 ◽  
Author(s):  
John Pringle ◽  
Gabriel Potvin
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Engineering Students ◽  
Language Education ◽  
Integrated Approach ◽  
First Year ◽  
Specific Language ◽  
Language Courses ◽  
The Right ◽  
Error Types

Vantage College at UBC offers specialized first-year programs for international students that integrate core disciplinary courses with complementary language education to allow students to develop their communication skills before joining their direct-entry counterparts for the remainder of their studies. This paper builds on the partnership between two first year engineering chemistry courses and their adjunct language courses, in which the instructors work closely together to accomplish mutual learning objectives. As a measure of the effectiveness of this integrated approach on the development of discipline-specific communication skills, the frequency of specific language error types are tracked in student’s lab reports, across two terms, and students report through a survey their perception of how this integrated approach helped them develop their technical communication skills. Overall, as indicated by both significant reductions in the frequency of several error types, as well as the responses provided by students, this integrated approach is effective, and the data suggests key areas of focus for further improvement.

scholarly journals Motivational Teaching Strategies in Indonesian EFL Writing Classrooms

2017 ◽  
Vol 17 (1) ◽  
pp. 60
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Teaching Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Private University ◽  
First Year ◽  
Motivational Strategies ◽  
English Language Education ◽  
First Year Students ◽  
Efl Writing

This qualitative study explores motivational teaching strategies employed in English as a foreign language (EFL) writing classrooms and designs a sample of lesson plans elaborating the strategies that were reflected from open-ended questionnaires of sixty-five first-year students at English Language Education Program in a private university in Indonesia. The data analysis reveals possible motivational strategies that are classified into Dornyei’s (2001) framework of motivational teaching practice. Based on the analysis, the study reinforces a view that teachers can motivate their students to learn and they use particular teaching strategies to motivate their students. Eventually, this study hopes to provide insights for EFL teachers espousing similar teaching practices, so they can enhance their students’ motivation, particularly in their EFL writing classrooms.

scholarly journals The Impact of Feedback on Students’ Autonomous ESP Learning Outcomes

2021 ◽  
Vol 13 (2) ◽  
pp. 323-339
Author(s):  
Natalia Yevheniivna Dmitrenko ◽  
Iuliia Oleksiivna Budas
Keyword(s):  
Learning Outcomes ◽  
Educational Process ◽  
First Year ◽  
Written Feedback ◽  
Peer Observation ◽  
First Year Students ◽  
Self Regulated Learning ◽  
University Course ◽  
Learning Competence ◽  
The Impact

The present paper provides the results of the feedback influence on students’ autonomous ESP learning. It is aimed to study the impact of feedback on autonomous learning outcomes of first-year students, who are studying a two-year university course of “English for Specific Purposes (ESP)”, the significant part of which is dedicated to self-regulated learning. The aim of the course is to improve the students’ proficiency in professionally oriented English communication to the level of B2 according to the Common European Framework of Reference for Languages (CEFR). The investigation has proved the importance of teachers’ support in students’ autonomous ESP learning. The outcomes of those students who received the feedback regularly signify that even being self-sufficient, students strive for teachers’ or peer observation and feedback in the educational process. In the article, the interdependence between the level of students’ autonomous ESP learning competence and students’ feedback literacy is presented. The results of the study suggest that students’ autonomous ESP learning outcomes are considerably influenced by supportive external written feedback if it is sought, and their feedback literacy level is at least moderate or higher. A higher level of students’ feedback literacy is observed among students with a more advanced level of autonomous ESP learning competence and who demonstrate better academic achievements in professionally oriented English communication. The coherence of the elaborated levels of Ukrainian students’ feedback literacy and the ways of its enhancing can be significant for educators in other countries.

scholarly journals GEODETIC SURVEYING STUDIES FOR CIVIL ENGINEERING STUDENTS AT TALLINN UNIVERSITY OF TECHNOLOGY

2012 ◽  
Vol 38 (2) ◽  
pp. 86-91
Author(s):  
Nelli Ustinova ◽  
Vello Kala ◽  
Tarvo Mill ◽  
Artu Ellmann
Keyword(s):  
Learning Outcomes ◽  
Engineering Students ◽  
Field Survey ◽  
Civil Engineering ◽  
Modular System ◽  
First Year ◽  
First Year Students ◽  
University Of Technology ◽  
Optical Theodolite ◽  
Geodetic Surveying

Studies in the Tallinn University of Technology are based on a modular system, where geodetic surveying comprises a self-contained study module in the curricula of all civil engineering specialities. Due to geodetic surveying being taught to all first year students of civil engineering, it serves as a touchstone to test a student's suitability for an engineering specialism. Future civil engineers are taught basic geodetic measurements and how to use optical theodolite, levelling instrument and laser level. The paper gives an overview of geodetic surveying lectures, laboratory classes and field survey camp. Teaching and assessment are based on learning outcomes. Students who have passed the exam are allowed to participate in the summer field survey camp, the aim of which is consolidating the knowledge acquired throughout the year and practising teamwork.

scholarly journals First-Year Students’ EFL Reading Difficulties at a Greek Merchant Marine Academy: An Activity Theory Perspective

2019 ◽  
Vol 9 (3) ◽  
pp. 378
Author(s):  
Emmanouela Seiradakis
Keyword(s):  
Activity Theory ◽  
Engineering Students ◽  
Tertiary Education ◽  
Language Education ◽  
Division Of Labour ◽  
First Year ◽  
Structured Interviews ◽  
Merchant Marine ◽  
First Year Students ◽  
Marine Engineering

This paper explores how the transition from secondary to tertiary education influences Greek marine engineering students’ EFL reading behaviors and strategies from an activity-theory perspective. Data were gathered through individual semi-structured interviews with four first-year students who struggled with reading texts in English. Findings suggest that these students experience difficulties in reading lengthy discipline-specific texts such as technical manuals due to the fact they still use the same EFL reading strategies and have the same expectations they had before entering tertiary education. From an activity theory perspective, these students’ difficulties are associated with two distinct EFL reading activity systems which have diverse goals, tools, values, and division of labour. The first system is placed within the wider Greek foreign language education context these students belonged in high school. The second, involves the system that emerged after they entered the Merchant Marine Academy as tertiary education students. These two EFL reading systems clash and create obstacles in their discipline-specific reading which in turn slows down their disciplinary socialization in the marine engineering community.

scholarly journals BUILDING BRIDGES: AN APPROACH TO THE INTEGRATION OF ENGLISH LANGUAGE EDUCATION IN FIRST-YEAR APPLIED SCIENCE COURSES FOR INTERNATIONAL STUDENTS

2017 ◽  
Author(s):  
Mike Murphy ◽  
Gabriel Potvin
Keyword(s):  
International Students ◽  
Communication Skills ◽  
English Language ◽  
Language Education ◽  
Applied Science ◽  
First Year ◽  
Training Approach ◽  
Language Courses ◽  
Technical Material ◽  
Effective Development

Vantage College at UBC offers innovative specialized first-year programs for international students that integrate core content courses with complementary language education to allow participants to hone their communication skills while meeting regular academic requirements. In the Applied Science stream of the Vantage program, each first-year engineering course is paired with a language enrichment course, and their respective instructors collaborate, tailoring their content and delivery to improve both the learning of technical material and the effective development of communication skills. This paper outlines the partnership between two physical chemistry courses and their linked language courses. Insights into the nature and logistics of this type of collaboration are presented, and the effectiveness of this training approach is evaluated in relation to the students’ mastery of technical content and improvement of English communication skills. Specific challenges and future improvements of the program are also discussed.

The Impact of Academic Library Resources on First-Year Students’ Learning Outcomes

2017 ◽  
Author(s):  
Krista Soria ◽  
Kate Peterson ◽  
Jan Fransen ◽  
Shane Nackerud
Keyword(s):  
Learning Outcomes ◽  
Academic Library ◽  
First Year ◽  
First Year Students ◽  
Library Resources ◽  
The Impact

scholarly journals Teaching and Assessing Problem Solving: An Example of an Incremental Approach to Using IRAC in Legal Education

2016 ◽  
Vol 13 (5) ◽  
pp. 106-124
Author(s):  
Kelley Burton ◽  
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Journal Article ◽  
Legal Education ◽  
Legal Reasoning ◽  
Thinking Skills ◽  
First Year ◽  
First Year Students ◽  
Learning And Teaching ◽  
Incremental Approach

Legal reasoning is a type of problem solving, and is situated within thinking skills, one of the six threshold learning outcomes established under the auspices of the Australian Learning and Teaching Council’s Bachelor of Laws Learning and Teaching Academic Standards Statement. The threshold learning outcomes define what law graduates are ‘expected to know, understand and be able to do as a result of learning’ (Kift et al., 2010, p. 9). The assessment of legal reasoning, and thus problem solving, should receive greater attention in legal education discourse (James, 2011, p. 15, James, 2012, p. 88). The dominant approach for problem-based questions in the discipline of law over the last 40 years is IRAC (issue, rule, application and conclusion). The acronym IRAC is not offensive and potentially instils a positive professional legal identity and is a student-centred approach to problem solving. This journal article documents an incremental approach to IRAC in law where first year students answer a problembased law question using a grid format before preparing a barrister’s advice.

scholarly journals Persepsi mahasiswa terhadap pembelajaran daring pada masa pandemi Covid-19

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Dian Cahyawati ◽  
Muji Gunarto
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
First Year ◽  
Learning Effectiveness ◽  
Learning Tools ◽  
First Year Students ◽  
Mental Preparation ◽  
Self Regulated Learning ◽  
E Learning ◽  
To Receive

Artikel ini menguraikan hasil penelitian tentang persepsi mahasiswa terhadap pembelajaran daring pada awal masa pandemi Covid-19.  Metode yang digunakan adalah survey dengan angket yang dibagikan secara online kepada mahasiswa aktif semseter genap 2019/2020. Diperoleh responden sebanyak 91 orang. Responden mahasiswa laki-laki ada 38% dan perempuan sebanyak 62%. Sebanyak 46% adalah mahasiswa tingkat pertama dan sisanya ada 54% adalah mahasiswa tingkat kedua dan ketiga. Hampir 90% responden mengikuti lebih dari lima mata kuliah pembelajaran daring melalui aplikasi Google Classroom, Google Meet, Zoom, Edmodo, e-learning kampus, atau Whatsapp Group. Persepsi mahasiswa terhadap pembelajarn daring menunjukkan bahwa mahasiswa masih merasa terhambat dalam mengikuti pembelajaran daring, hanya 15% responden yang menyatakan kesetujuannya terhadap pembelajaran daring, berpendapat bahwa beban tugas lebih banyak, masih kesulitan menerima materi, masih sangat berkepentingan untuk bertemu dan mendapatkan penjelasan dari dosen. Upaya perbaikan efektivitas pembelajaran daring perlu dilakukan dan dipersiapkan oleh dosen dan mahasiswa. Khusus untuk mahasiswa, persiapan perangkat dan aplikasi pembelajaran daring, dan meningkatkan persiapan mental yaitu beradaptasi, mandiri, tangguh, dan bertanggung jawab adalah upaya untuk mencapai hasil pembelajaran yang maksimal.AbstractThis article outlines the results of research on students' perceptions of online learning at the beginning of the Covid-19 pandemic. The method used was a survey with a questionnaire distributed online to active students of even semester 2019/2020. Obtained respondents as many as 91 people. 38% of males and 62% female. About 46% were first-year students and the remaining 54% were second and third-year students. Nearly 90% of respondents attended more than five online learning courses through the Google Classroom application, Google Meet, Zoom, Edmodo, campus e-learning, or Whatsapp Group. The exploration of perception results showed that students still find some obstacles in participating in online learning, argue that the student's assignment was more, they were difficult to receive about the material, still very important to meet and get an explanation from the lecturer. Improving online learning effectiveness could be done and prepared by lecturers and students. Specifically for students, preparing the online learning tools and applications, and improving mental preparation namely adaptable, self-regulated learning, tough, and responsible are the efforts to achieve maximum learning outcomes.

scholarly journals Primary school pre-service teachers' competence level of computational concepts in programming using Dr. Scratch

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Theresia Yunia Setyawan
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
First Year ◽  
Learning Tools ◽  
First Year Students ◽  
Mental Preparation ◽  
Self Regulated Learning ◽  
Competence Level ◽  
E Learning ◽  
To Receive

This article outlines the results of research on students' perceptions of online learning at the beginning of the Covid-19 pandemic. The method used was a survey with a questionnaire distributed online to active students of even semester 2019/2020. Obtained respondents as many as 91 people. 38% of males and 62% female. About 46% were first-year students and the remaining 54% were second and third-year students. Nearly 90% of respondents attended more than five online learning courses through the Google Classroom application, Google Meet, Zoom, Edmodo, campus e-learning, or Whatsapp Group. The exploration of perception results showed that students still find some obstacles in participating in online learning, argue that the students' assignment was more, they were difficult to receive about the material, still very important to meet and get an explanation from the lecturer. Improving online learning effectiveness could be done and prepared by lecturers and students. Specifically for students, preparing the online learning tools and applications, and improving mental preparation namely adaptable, self-regulated learning, tough, and responsible are the efforts to achieve maximum learning outcomes.

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