scholarly journals PROFESSIONAL AND BUSINESS ORIENTATION OF FOREIGN LANGUAGE TEACHING AT A HIGHER EDUCATION INSTITUTION OF CULTURE

2019 ◽  
pp. 265-270 ◽  
Author(s):  
Svetlana Aleksandrovna Tikhonova ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Teaching ◽  
Education Institution ◽  
Foreign Language Teaching ◽  
Higher Education Institution ◽  
Business Orientation

Challenges of Foreign Language Teaching and Sustainable Development Competence Implementation in Higher Education

2018 ◽  
Vol 29 (1) ◽  
pp. 44-56 ◽  
Author(s):  
Balčiūnaitienė Asta ◽  
Teresevičienė Margarita
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Foreign Language ◽  
Language Teaching ◽  
Competence Development ◽  
Foreign Language Teaching ◽  
The Sustainable Development ◽  
Language Studies ◽  
Empirical Level ◽  
Language Classes

Abstract The article aims to emphasize the role of foreign language teaching in fostering sustainable development competence in higher education. Foreign language classes enable students to analyze actual topics about sustainable development, to discuss problems, to share personal emotions and experiences. English as a foreign language curriculum aims to build students’ basic language communicative skills with the focus on sustainability, communication for the enhancement of sustainable development competence. The present paper aims to analyze the correlation of sustainable development competence between English as a foreign language studies in the system of higher education. The article overviews the importance of the sustainable development competence development on the theoretical level as well as introduces the practices of the importance of sustainable development competence elements in foreign language classes on the empirical level. The research was planned and performed in 5 universities of Lithuania, in which the respondents studying English (average age of participants was 22 years old) expressed their opinions on the sustainable development topics and usefulness of sustainable development competence. The results of the research demonstrate that students are more engaged in topics and materials on sustainable development and it is challenging for pedagogues to constantly update their materials, to apply innovative English as a foreign language teaching strategies related to sustainable development in foreign language classroom. Therefore, the research findings with the embedded elements for sustainable development competence development encourage educators to search for innovative ways of English as a foreign language teaching in higher education.

PROBLEM-BASED SITUATIONS USE IN THE PROCESS OF FOREIGN LANGUAGE TEACHING AT LAW HIGHER EDUCATION ESTABLISHMENTS

2018 ◽  
pp. 18-22
Author(s):  
Galina Grigor’evna Korsakova ◽  
◽  
Natal’ya Vyacheslavovna Zinevich ◽  
Zhanna Petrovna Popadina ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Teaching ◽  
Foreign Language Teaching

scholarly journals Digital educational environment as a factor of foreign language competences development

2021 ◽  
Vol 49 (1) ◽  
pp. 232-248
Author(s):  
Marina V. Rybakova ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Professional Learning ◽  
Teaching Practice ◽  
Language Teaching ◽  
Digital Technologies ◽  
Teaching Experiment ◽  
Foreign Language Teaching ◽  
Educational Resources ◽  
Foreign Languages

The modern era of digital economy lays new claims to the system of education and professional learning. Digitation of higher education reveals new prospects for using digital resources to ensure accessibility, continuity and quality of education. The purpose of our investigation is to assess the effectiveness of the use of digital educational resources by students studying foreign languages. Principal methods of our research are as follows: bibliographic method of studying regulatory documents and scientific and methodological literature; the analysis of foreign language competences, mastering of which is the aim of foreign language teaching in a University; the study and generalization of working experience using digital technologies in foreign language teaching; experiment involving 24 students from MIREA – Russian Technological University. As a result of the study frequency of thematic terms and notions use in scientific-teaching literature and Internet search requests was defined; the analysis of modern digital educational technologies forming students’ foreign language competences was made; foreign language competences analyzed in the experiment were described; an experiment involving the comparison of application efficiency in using traditional and digital techniques for forming foreign language competences was carried out. The experiment showed the following: absence of statistically important differences in the level of formed foreign language competences in control and experimental groups at the beginning of the experiment as t = -0.99, p = 0.43. At the end of the experiment p < 0,05: t = -5.19, p = 0,000014. It testifies that the compared groups significantly differ that proves the effect of web-quest technique in teaching foreign languages. Digital educational resources contribute to mastering a foreign language as a means of professional communication and increase the motivation of students to study this subject. Prospects for further research can be related to the development of new forms and methods of applying innovative digital technologies with the aim to put them into foreign language teaching practice at the higher education level.

English instructors’ motivation levels in Islamic higher education

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammad Fauzan Ansyari ◽  
Fabio Oliveira Coelho ◽  
Kalayo Hasibuan ◽  
Dodi Settiawan ◽  
Masni Kamallia
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Sampling Technique ◽  
Education Institution ◽  
Working Environment ◽  
Higher Education Institution ◽  
Content Type ◽  
Schedule Flexibility ◽  
Financial Benefits

Purpose The purpose of this paper is to investigate the motivation levels of non-permanent English instructors (lecturers) in a university language centre (LC) and the factors with regard to what elements sustain their motivation to teach English and to remain in the Teaching English as a Foreign Language (TEFL) profession at an Islamic higher education institution. Design/methodology/approach An exploratory case study with a purposive sampling technique was employed in this study. Ten instructors (seven females and three males) aged between 26 and 40 years old participated (M = 29.6 year olds). The selected participants in the sample were instructors who had taught between three to nine years at the LC (M = 3.9 years), and interviews were the tools used to collect data. Findings Overall, LC instructors’ motivation is not internalised or less internalised into their self-concept. This can be seen from the results that show, respectively, instructors’ levels of no internalisation (42 per cent), less internalisation (40.5 per cent), more internalisation (11 per cent) and full internalisation (6.5 per cent). In total, 11 factors were identified: the influence of others, financial benefits, professional development opportunities, schedule flexibility, supportive working environment, social status and acceptance, a stepping stone for career advancement, networking, dedication, challenge and teaching as a calling. In general, it has been found that instructors are more externally than internally regulated or motivated. Research limitations/implications This study only employed interview to collect data and had only ten respondents. Originality/value Data were collected at the LC of an Islamic institution of higher education institution where instructors are non-permanently employed. The LC is a TEFL environment serving about 12,000 students a year. This study, therefore, allows for an understanding of instructors’ motivation in such context.

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