scholarly journals Experience and Teaching at Polytechnic University of Tirana

2020 ◽  
Vol 6 (1) ◽  
pp. 17
Author(s):  
Fatmir Vrapi
Keyword(s):  
Language Proficiency ◽  
Teaching Methods ◽  
English Language ◽  
Technical Skills ◽  
Knowledge And Skills ◽  
Language For Specific Purposes ◽  
Technology Students ◽  
Engineering And Technology ◽  
Future Work ◽  
Certain Answers

This paper is based on treating several issues related to observing proficiency of English Language for Specific Purposes at Polytechnic University. It presents the findings and analysis on how English for Engineering and Technology Students can be taught so that to develop not only language proficiency, but also technical skills and competences. The research provides certain answers to some of the relevant questions: How can they acquire their knowledge and skills for their future work? Do students have the required professional competences for the market? Do the programmes and content of the curricula meet the standards and requirements of the development for the new on-going technology? The research aims to differentiate between these potential determinants by asking respondents on their needs in order to link the findings to technological specifics and impact within ESP education. The research concludes, into some recommendations linked with implementation of the principles on ESP competence and skills at the Polytechnic University for further improving teaching methods, materials and techniques in order to develop the professional competences in parallel with linguistic and technical skills.

scholarly journals The Effect of Class Size on Achievement of English students

2019 ◽  
Vol 3 (9) ◽  
Author(s):  
Hanan Hassan Al Sarraf -  Mozah Alhammad
Keyword(s):  
Secondary School ◽  
Secondary Students ◽  
Language Proficiency ◽  
Teaching Methods ◽  
Class Size ◽  
English Language ◽  
Discipline Problems ◽  
Post Secondary ◽  
Descriptive Approach ◽  
English Students

    The aim of the research was to study the study to identify the effect of the size of the classroom on the achievement of English language students after secondary school in Kuwait. The researcher used a descriptive approach. The tool was in a questionnaire to measure the degree of practice, which was applied to 50 post-secondary students in Kuwait. The main results of this study were: • English students receive more individual attention and interact more with the teacher. • Teachers have more flexibility to use different teaching methods in language proficiency. • Fewer students are less distracted to each other than a large group of students. • Teachers have more time to teach English because of fewer discipline problems. • English students are likely to participate in class and become more involved.      

scholarly journals Investigating The Approaches of English Teachers in Fostering EFL Students’ Language proficiency

Al-Lisan ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 34-43
Author(s):  
Anita Anggraeni ◽  
Cynantia Rachmijati
Keyword(s):  
Language Proficiency ◽  
Teaching Methods ◽  
English Language ◽  
Direct Method ◽  
Western Culture ◽  
English Teachers ◽  
Usual Practice ◽  
Teachers And Students ◽  
Negative Perceptions ◽  
The Right

This research is qualitatively descriptive, intending to define the efforts of English teachers at Boarding school and hereinafter referred to as Pesantren (al-Fatah) to develop students’ English language proficiency. Subjects of this study are two English teachers and Students at Pesantren al-Falah. This study also investigates the way of English teaching methods or strategies in the classroom. There are two main instruments to collect data, those are Observation and interview guidelines. The result of the study indicates that the most teaching methods used are still a teacher-centered, direct method and habituation. This is due to the influence of the traditional Arabic learning model which is still largely focused on what is conveyed by the teacher in the classroom. But this Pesantren also implemented a communicative approach to develop the speaking skill of the students. One of the challenges faced is students' negative perceptions of English which assume that English is a western culture that is synonymous with negative things. Therefore, to further strengthen the development of English language skills, English teachers need to be more exposed to English by offering their students even more usual practice and the right media and literature to minimize negative perceptions of Western culture.

scholarly journals STUDENT TEACHERS’ PERCEPTION OF THEIR TEACHING COMPETENCY ASSESSED BY A FRAMEWORK FOR ASSESSING STUDENT TEACHERS’ ENGLISH TEACHING COMPETENCY (FASTETC)

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Tran Quoc Thao
Keyword(s):  
Student Teachers ◽  
Language Proficiency ◽  
English Language ◽  
Professional Standards ◽  
Teaching Methodology ◽  
Knowledge And Skills ◽  
English Teaching ◽  
Self Evaluation ◽  
Course Outcomes

Training teachers to meet the professional standards is one of the top missions prioritized by teacher training institutions. Nevertheless, how student-teachers’ teaching competency is assessed is considered as one of the most concerns by teacher trainers and educators. This study, therefore, aims at examining student teachers’ perception of their teaching competency assessed by a framework for assessing student teachers’ English teaching competency (FASTETC) in the TESOL methodology course at a Ho Chi Minh City-based university, Vietnam. The study involved 85 student teachers majoring in TESOL methodology in answering a self-evaluation questionnaire. The results indicated that the research participants realized they could meet the course outcomes and professional standards in terms of attitudes, knowledge and skills of English teaching methodology (ETM) and English language proficiency. Furthermore, student teachers were aware that their knowledge and skills of ETM outperformed their attitudes of ETM. Such preliminary results can encourage the use of a teaching competency framework for assessing and assuring the quality of student teachers’ teaching competency in similar contexts.  

scholarly journals Blended Learning Multimedia Development to Support English Training at Bina Nusantara University

2013 ◽  
Vol 7 (2) ◽  
pp. 92
Author(s):  
Melania Wiannastiti
Keyword(s):  
Blended Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
Development Programs ◽  
Knowledge And Skills ◽  
Multimedia Development ◽  
Post Test ◽  
Present Tense ◽  
English Training

In 2011, Bina Nusantara University put developing its people as the first priority, including developing English language proficiency. This development programs had been carried out since then. Some types of English trainings were given for the lecturers and staffs for some certain of times. Since the time provided for the trainings was limited, it was needed to support their language development by providing an autonomous learning through a website multimedia. This article aims to first describe the steps and result of the multimedia and second to find out whether the designed multimedia was useful for learners to develop their English. The multimedia focused on learning tenses which were needed in their field of work. The process was started by designing the objectives and the level of the target learners’ English proficiency. The process was continued by designing pre-test, the material, and the post test of each tense. To find out whether the designed multimedia was useful to develop the learners English the multimedia on simple present tense was tested to random respondents. By the end of applying this multimedia, a questionnaire was given to the respondents. The result was then analyzed qualitatively. The result shows that the multimedia on simple present tense is easy to follow and useful to develop their knowledge and skills in English.

scholarly journals An Investigation into Hufi English-Majored Students’ Issues with Translation and Interpretation

2021 ◽  
Vol 3 (6) ◽  
pp. 72-79
Author(s):  
Nguyen Thanh Hien
Keyword(s):  
Language Proficiency ◽  
Teaching Methods ◽  
English Language ◽  
Language Skills ◽  
Simple Task ◽  
Language Programs ◽  
Word Translation ◽  
Translation Methods ◽  
English Language Skills ◽  
English Language Programs

English Language programs that seek to offer learners adequate English skills and translate strategies to conduct in multilingual environments include translation and interpretation. However, translating effectively is not a simple task because English language skills are not the only factor to consider; other factors also play a role. Owing to their poor language proficiency and comprehension of translation methods, many HUFI English-majored students have no experience with translation and interpretation. Therefore, this paper looked at how HUFI English-majored students approach translation and interpretation tasks and how successful those translated versions are in relation to the original Vietnamese documents. The results showed many incorrect translated items caused by “word-by-word” translation or meta-phrase technique and the influence of the Vietnamese language on two translated texts and talks from ten participants. Teachers of translation and interpretation subjects and students will get advice on improving the curriculum and teaching methods.

Attitudes toward the use of TELL tools in English language learning among Vietnamese Tertiary English majors

2019 ◽  
Vol 5 (5) ◽  
pp. 581-596
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
English Language Learning ◽  
Guided Learning ◽  
Positive Attitudes ◽  
Significant Difference ◽  
English Majors ◽  
Very High ◽  
Different Levels

Technology plays a crucial role in the self-guided learning of a second language in general and English in particular. Nevertheless, many students in different contexts still ignore the application of technology-enhanced language learning (TELL) tools in enhancing their foreign language proficiency. Therefore, this study is conducted to investigate the attitudes towards the use of TELL tools in English-language learning (ELL) among English majors at one university in Vietnam. To collect data, 197 English majors participated in finishing the questionnaire, and 20 students were invited to join the interviews. The findings are that the majority of students have positive attitudes towards the use of TELL tools and the frequency of using these tools is very high. In addition, the results also reveal that there is no significant difference in attitudes towards and frequency of using TELL tools in learning English in terms of the year of study. However, students of different levels of academic achievements have different attitudes towards using TELL tools and use TELL tools to learn English differently. Received 2nd May 2019; Revised 16th July 2019, Accepted 20th October 2019

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

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