scholarly journals An Analysis of the Listening Comprehension in CET-6——Illustrated by the CET-6 Test on June, 2018

2020 ◽  
Vol 3 (3) ◽  
pp. 5
Author(s):  
Hongying Liu
Keyword(s):  
Higher Education ◽  
Listening Comprehension ◽  
Item Analysis ◽  
Real Data ◽  
Test Method ◽  
Ministry Of Education ◽  
Listening Test ◽  
College English ◽  
The Real ◽  
Republic Of China

The College English Test Band Six (CET-6) is one of the most widely applied exam across China. As a national teaching test, CET-6 is sponsored by the Department of higher education of the Ministry of education of The People’s Republic of China and held twice a year. In this study, 77 sophomores of different majors were tested using the listening test in June 2018. It is ensured that the test method is exactly same as that of CET-6. The purpose of this paper is to analyze the content and specification of CET-6 listening comprehension test, and to evaluate this part in detail according to the real data, including score report and item analysis, trying to provide some enlightenment for the revision of the examination.

scholarly journals Benefits and Problems: Centralized Administration on College English Course in Chinese Higher Education Institutions

2019 ◽  
Vol 9 (2) ◽  
pp. 154
Author(s):  
Zeng Zhen
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Chinese Higher Education ◽  
Ministry Of Education ◽  
College English ◽  
Republic Of China ◽  
Goal Assessment

It’s arguable that more involvement of government with centralized policies causes less efficiency on education progresses. The article reviewed documents dedicated to or related to College English (CE), which have been released by Ministry of Education of People’s Republic of China (MOE)and other institutions / organizations after 1949. Exploring CE’s goal, assessment and national impacts, it's substantially analyzed the benefits and disadvantages of centralized governance conducted on CE, and proposed an integral strategy potentially developed: conducting centralized administration while highlighting and enhancing diversity and individuality on CE for reaching the goal of CE in China higher education.

Hindrances to the new teaching goals of College English in China

English Today ◽  
2015 ◽  
Vol 32 (1) ◽  
pp. 12-17 ◽  
Author(s):  
Hui Du ◽  
Hongdi Guan
Keyword(s):  
Higher Education ◽  
Mainland China ◽  
Chinese Students ◽  
Tertiary Level ◽  
Ministry Of Education ◽  
College English ◽  
Chinese University ◽  
Teaching Goals ◽  
English Textbooks ◽  
Listening And Speaking

College English refers to a type of English course offered to non-English majors at tertiary level in mainland China. In recent years, however, College English has been criticised as ‘deaf and dumb English’ (Wu, 2004; Zhang, 2002) because of Chinese students’ perceived weaknesses in listening and speaking. As Zhang (2002), Director of the Department of Higher Education in the Chinese Ministry of Education (MOE), explains, ‘Chinese university students can neither speak English nor understand it when they hear the language spoken’ (p. 4). To improve the situation, Zhang urges that ‘[w]hile reading has to be reduced properly, listening and speaking should be increased in College English textbooks’ (ibid.: 5). In other words, it is listening and speaking rather than reading that should be emphasised.

scholarly journals Peningkatan Kemampuan Literasi dan Numerasi Peserta Didik Melalui Program Kampus Mengajar Angkatan 2

2021 ◽  
Vol 5 (6) ◽  
pp. 1535-1541
Author(s):  
Bagus Ali Rachman Rachman ◽  
Firyalita Sarah Fidaus ◽  
Nurul Lailatul Mufidah ◽  
Halimatus Sadiyah ◽  
Ifit Novita Sari
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Higher Education Institutions ◽  
National Development ◽  
Ministry Of Education ◽  
The Real ◽  
Level Of Understanding ◽  
Education Culture

This service is motivated by the activities of Campus Teaching 2 which is a form of implementation of the Merdeka Learning Campus Merdeka (MBKM) program from the Ministry of Education, Culture, Research and Technology. This program is based on the ineffectiveness of the implementation of learning carried out during the Covid-19 pandemic. This can be seen from the decline in students' interest in learning, the level of understanding of students when learning, and the literacy and numeracy abilities of students. Based on these problems affect the effectiveness of the learning process, one of which is in SMP Negeri 2 Tanggulangin. One of the methods used in the service is literacy and numeracy habituation activities. The final result of this activity is the habituation of literacy and numeracy for students at SMP Negeri 2 Tanggulangin and increasing the real role and contribution of higher education institutions and students in national development

scholarly journals On Reform of College English Teaching Based on the FiF Smart Learning Platform

2019 ◽  
Vol 10 (5) ◽  
pp. 1067 ◽  
Author(s):  
Xiaoping Tan
Keyword(s):  
Flipped Classroom ◽  
Action Plan ◽  
Rapid Development ◽  
Ministry Of Education ◽  
Positive Role ◽  
College English ◽  
English Teaching ◽  
Republic Of China ◽  
Smart Learning ◽  
Learning Platform

The world’s educational reforms evolve dramatically along with the rapid development of science and technology, and promoting education informatization has become the national strategy of many countries. To implement the the Action Plan for Education Informatization 2.0 issued by the Ministry of Education of the People’s Republic of China and further integrate the information technology into classroom teaching to achieve innovations in teaching , Leshan Normal University has introduced the FiF (For Ideal Future) Smart Learning Platform , developed by iFLYTEK Co.,Ltd.. Giving a full play to the platform’s functions, teachers are actively practicing the graded and classified College English teaching reform, as well as flipped classroom model and blending teaching model, thereby having improved the efficiency in teaching. The teaching empirical research has suggested that the FiF Smart Teaching Platform plays a positive role in improving students’ oral English and comprehensive English ability.

English language ideologies and students’ perception of international English-Medium-Instruction (EMI) Master's programmes: A Chinese case study

English Today ◽  
2018 ◽  
Vol 35 (3) ◽  
pp. 22-28 ◽  
Author(s):  
Yang Song
Keyword(s):  
Higher Education ◽  
International Students ◽  
English Language ◽  
Higher Education Institutions ◽  
Chinese Higher Education ◽  
Ministry Of Education ◽  
Postgraduate Students ◽  
Republic Of China ◽  
English Medium Instruction ◽  
International English

To be engaged in the economic, political and technological processes of globalization, higher education institutions around the world have included internationalization as part of their long-term mission, and China is no exception. The number of international students on campus is a well-recognized index of the universities’ internationalized status. According to the Ministry of Education (MOE) of the People's Republic of China, in 2016 there were 442,773 international students studying in China, 209,966 of whom were enrolled in degree programmes in Chinese higher education institutions, and 63,867 (47.42%) studied as postgraduate students (MOE, 2017).

scholarly journals Improving the Students’ Listening Comprehension through Aural-Oral Language Approach

2020 ◽  
Vol 3 (2) ◽  
pp. 486-505
Author(s):  
Sujariati Sujariati
Keyword(s):  
Learning Process ◽  
Oral Language ◽  
Listening Comprehension ◽  
Real Data ◽  
Listening Test ◽  
Oral Approach ◽  
Teaching Learning

This research aimed to know the effectiveness of using Aural-oral approach to improve the students’ listening comprehension, and to know the students’ activeness toward teaching learning process through Aural-oral approach at the eleventh grade students of SMAN 1 Makassar. Two cycles had been conducted, where each cycle consisted of four meetings. It implemented Aural-oral approach as an approach to improve the students’ listening comprehension and employed listening test as instrument. A number of subjects of the research were 16 students. It is consist of 9 women and 7 men. The researcher took real data from the school to know the students’ listening comprehension. The students’ mean score of listening achievement at D-Test was 50.69, at the cycle I was 65.28 and at the cycle II was 75.93. The result of the student's listening test in cycle II had improved in significant score, where the means score of students in distinguish phonemes was 87.5, in understanding Statement was 50, and in understanding dialogue was 90.28. It means that the students’ mean score at the cycle II was 75.93 reached the target score 75 and the students’ activeness toward teaching learning process by using Aural-oral approach was improved. It can be seen from the observation result of the students’ activeness in the classroom from the first meeting at the first cycle until at the last meeting in cycle II always grow up. It could be stated that the research was successful. Keyword: Listening Comprehension, Aural-oral Approach, Student’ Listening, Student’s Activeness

scholarly journals Analisis Data Argumen Tentang Penerapan Kebijakan Sistem Zonasi Pada Pendaftaran Sekolah Dengan Menggunakan K-Means Clustering

2020 ◽  
Vol 11 (2) ◽  
pp. 1
Author(s):  
Ika Pusvitaningrum
Keyword(s):  
Real Data ◽  
Educational Reforms ◽  
Ministry Of Education ◽  
The Real ◽  
New Students ◽  
The Government ◽  
Academic Year

Abstract. Equality of the education in Indonesia is very essential. To pursue this equality, the government has strived for educational reforms comprehensively. One of the government’s efforts is applying the school zoning system which prioritizes the candidates in new students’ registration who have settled near the school. This system arises a controversy in the society. Therefore, this research aims to analyze parent’s argument towards this zoning based- registration. It can be used as an evaluation for schools and the ministry of Education to embrace the zoning system in the new academic year. In this research, the data used was the real data gathered from the questionnaire distributed to the society. There were 380 data taken from 181 male respondents and 199 female respondents from 2 sub-districts in Pati districts. They are Margoyoso sub-district and Tayu sub-district. The data were processed by clustering using K-Means method.Keywords: zoning, area, controversy, Clustering, K-MeansAbstrak. Pemerataan kualitas pendidikan di Indonesia sangat penting. Untuk mewujudkannya, pemerintah telah mengambil tindakan untuk mengupayakan reformasi sekolah secara menyeluruh. Salah satu upaya yang dilakukan pemerintah yaitu dengan menerapkan sistem zonasi yang memprioritaskan calon pendaftar peserta didik baru yang tempat tinggalnya lebih dekat dengan sekolah. Sistem ini menjadi faktor timbulnya kontroversi di kalangan masyarakat. Oleh karena itu, penelitian ini dilakukan untuk menganalisa argumen orang tua terhadap pendaftaran sistem zonasi. Penelitian ini dapat digunakan sebagai evaluasi bagi sekolah dan Dinas Pendidikan untuk siap menghadapi sistem zonasi pada tahun ajaran baru. Dalam penelitian ini, data yang digunakan merupakan data real yang didapat dari penyebaran kuesioner kepada masyarakat. Ditemukan ada 380 data yang terdiri dari 181 responden laki – laki dan 199 responden perempuan dari 2 kecamatan yang ada di kabupaten Pati, yaitu kecamatan Margoyoso dan Tayu. Data diolah dengan melakukan clustering dengan metode K-Means.Kata Kunci: zonasi, rayon, kontroversi, Clustering, K-Means

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

THE EFFECT OF METACOGNITIVE INSTRUCTION ON MAXIMIZING EFL LEARNERS’ METACOGNITIVE AWARENESS IN LISTENING

2018 ◽  
Vol 7 (1) ◽  
pp. 8-17
Author(s):  
Mahsa Assadi
Keyword(s):  
Experimental Research ◽  
Listening Comprehension ◽  
Intervention Program ◽  
Metacognitive Awareness ◽  
Listening Test ◽  
Efl Learners ◽  
Metacognitive Instruction ◽  
Before And After ◽  
Comprehension Ability ◽  
The Impact

This study reports a pre-experimental research on the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. To obtain the goal of the study, a group of 30 Iranian intermediate EFL learners, including 14 males and 16 females, were selected randomly. Their ages range from 20 to 24. The participants took part in 16 weeks’ intervention program based on metacognitive pedagogical sequence consisted of five stages. The metacognitive awareness listening questionnaire (MALQ), and a listening test were also used to find changes in metacognitive awareness and listening performance before and after the treatment. The results of comparing pre and posttests scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.

Sign in / Sign up

Export Citation Format

Share Document