scholarly journals Language Assessment in Higher Education: Challenges and Consequences

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Almas Ashraf ◽  
Dr. Sajida Zaki
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Practices ◽  
Strong Impact ◽  
Learning And Teaching ◽  
Multiple Challenges

Several research studies have reported that language assessment carried out at higher education institutes in Pakistan are far from satisfactory. However, they have not addressed the challenges causing these weaknesses. The present research, therefore, is an attempt to gain insight into the reasons of and the resulting consequences for these unsatisfactory assessment practices. The study followed a qualitative approach to develop a detailed understanding of the challenges and the ensuing consequences. Thirty teachers from higher education institutes were selected as a sample using purposive sampling. The data were collected through semi-structured questionnaires, in-depth interviews and examination papers. The findings indicate that teachers-cum-assessors face multiple challenges in language assessment. These challenges arise from various factors such as practicality, learners, test design, institutional obligations and teachers themselves. Although, the teachers employ several strategies to cope with the challenges, their negative impact is evident on the assessment practices in terms of selective skills and subskills as well as limited choice of test tasks. Assessment has a strong impact on language teaching and learning and the challenges in assessment hamper the language teachers from designing useful assessment. Therefore, by addressing the potential barriers, language assessment practices can be reshaped for conducive language learning and teaching. The results also emphasize the need to enhance language teachers’ assessment literacy through training and professional development programs.

scholarly journals Case Study of the Commercially Published ELT materials in Foundation of English Course Books 1 & 2

IIUC Studies ◽  
2016 ◽  
pp. 173-182
Author(s):  
Md Yousuf Uddin Khaled Chowdhury
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Global Markets ◽  
Local Market ◽  
Learning And Teaching ◽  
Language Classrooms ◽  
The Right

Brumfit (1979) has suggested that many commercially published ELT materials are little more than ‘masses of rubbish, skilfully marketed’. He perhaps rejects most of the published materials. However, in reality, it is observed that these ELT resources are the only available alternatives in the contexts where infra-structural limitations of language classrooms and the inefficiency of the language-teachers make the goal of language learning and teaching unreachable or unattainable for many of the learners. This paper, through a case study, aims at justifying the use of commercially published ELT coursebooks that are designed and used, considering the limitations and problems of the personally produced materials by untrained teachers. Nevertheless, these materials must consider the local market rather than the global markets so that they meet the needs of the local language learners and instructors. The case study implies that it is the selection or adaptation of the right materials for the specific learners that makes them effective or ineffective. It also suggests that the personally designed or locally produced materials too may make teaching and learning difficult and impossible sometimes.IIUC Studies Vol.10 & 11 December 2014: 173-182

Teaching and learning French – A tale of desire in the humanities

2016 ◽  
Vol 16 (2) ◽  
pp. 127-140
Author(s):  
Catriona Cunningham
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
Personal Perspective ◽  
Learning And Teaching ◽  
Arts And Humanities ◽  
The Arts ◽  
Close Textual Analysis ◽  
The Uk ◽  
French Language Learning

This article considers the way we talk about learning and teaching the humanities in higher education in the UK. By using the tools of the arts and humanities within the scholarship of learning and teaching, and examining a personal perspective, the author explores the transformational impact of French language learning and teaching. Close textual analysis of literary language learning memoirs highlight the sensual and physical effects of language learning that can remain muted in our everyday conversations. As a result, the author suggests that rather than lament the death of the humanities in 21st century higher education, learning and teaching a language offers a pedagogy of desire that embodies the transformation aspect of our disciplines, as we deal with the business of being human.

Becoming a process drama practitioner: An exploratory study of higher education language teachers in Japan

2021 ◽  
pp. 136216882110609
Author(s):  
Kim Murray ◽  
José Reis-Jorge ◽  
Julie-Anne Regan
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Process Drama ◽  
Educational Approach ◽  
Japanese Higher Education

Research in language learning indicates that process drama (PD), an educational approach where students and teachers work in and out of role to explore themes and issues, can be well suited to the Japanese higher education (HE) context. Despite the benefits highlighted in the literature, PD remains a niche approach to language teaching and learning, with a limited number of practitioners in Japan. This study seeks to uncover language teachers’ experiences of becoming Process Drama Practitioners (PDPs) and using and sharing PD as an English language teaching approach in Japanese HE. Data were collected via in-depth interviews with six experienced PDPs. The findings indicate that prior positive experiences with drama was an encouraging factor of the adoption and self-directed initial use of PD in their teaching practices. Positive student outcomes and feedback were primary motivators for continued use of PD. Experiences of sharing PD led to a perceived need to distinguish PD from theatre-based approaches and establish connections to familiar approaches to language teaching.

scholarly journals A Review of Computer-Assisted Language Learning (CALL): Development, Challenges, and Future Impact

2019 ◽  
Vol 5 (1) ◽  
pp. 37
Author(s):  
Javed Iqbal Mirani ◽  
Shokat Ali Lohar ◽  
Abdul Razaque Lanjwani Jat ◽  
Muhammad Faheem
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Cognitive Learning ◽  
Language Teachers ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Learning And Teaching ◽  
Audio Video ◽  
Language Teaching And Learning

The use of computer technology has become compulsory in education particularly in foreign language teaching and learning. It is known as Computer Assisted Language Learning (CALL). Language teachers and learners usually take more interest to utilize technology like mobile phone, computer, and internet in their teaching and learning. CALL has unlocked innovative dimensions in learning. Further, CALL offers advanced learning and teaching methods such as Audio–Video, Cognitive and Communicative approaches. Learning with help of CALL improves students’ cognitive and communicative abilities more as compare to traditional methods of teaching and learning. Cognitive learning makes learner responsible for his own learning and communicative approach improves learner communication skills in the language. It is necessary to consider major aspects of CALL. This paper discusses detail information about Computer Assisted Language Learning (CALL). The overview focus is especially on the development of CALL, Challenges and Future Impact on language teaching and learning.

scholarly journals Review of doctoral research on second language teaching and learning in Spain (2008–2010)

2012 ◽  
Vol 46 (1) ◽  
pp. 87-107
Author(s):  
Raquel Serrano ◽  
Imma Miralpeix
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Teaching And Learning ◽  
New Technologies ◽  
Language Teachers ◽  
Learning Context ◽  
Learning And Teaching ◽  
Doctoral Research ◽  
Immigrant Populations ◽  
Selection Of

This paper reviews a selection of doctoral theses on language learning and teaching completed in Spain between 2008 and 2010. A total of 16 theses have been identified as representative – in terms of the topics under investigation and the methodology employed – of the doctoral research undertaken in Spain. Current topics include the development of speaking skills, motivation, learner autonomy, pragmatics, learning context, Content and Language Integrated Learning (CLIL), language learning by immigrant populations and, especially, classroom teaching. A variety of research methods were employed in the theses under review, and while most of them focus on adult learners, some also consider children. The interest of researchers in these topics is consistent with the challenges faced by language teachers in Spain, as well as with the new realities of teaching in this country, with its recently-arrived immigrant population, the expansion of CLIL programmes and the use of new technologies.

A closer look at blended learning — parameters for designing a blended learning environment for language teaching and learning

ReCALL ◽  
2005 ◽  
Vol 17 (2) ◽  
pp. 163-178 ◽  
Author(s):  
PETRA NEUMEIER
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Systematic Investigation ◽  
Language Teachers ◽  
Optimal Basis ◽  
Learning And Teaching ◽  
Definition Of ◽  
The Individual

In the course of designing, writing and implementing CALL-supported material, it has become evident to me that a systematic investigation into the factors that shape the Blended Learning (BL) experience in the context of language learning and teaching is missing and urgently needed. The core question when designing a BL environment is: Which combination of modes provides the optimal basis for language learning and teaching given the particular conditions at hand? In order to tackle this question, course designers need a framework of parameters that help them decide on the individual, context-related implementation of BL. It is the purpose of this paper to put forward a definition of BL and a framework of parameters for designing a BL environment. In order to achieve a better understanding of the factors that shape the practice and the experience of BL, the main parameters which form a BL environment will be listed and specified. These parameters evolved from the experience of designing Jobline LMU (www.jobline.lmu.de) and will hopefully prove to be helpful for the process of designing other BL environments. If applied successfully, the idea of BL could serve as a bridge between the broader community of language teachers and learners and CALL experts and practitioners. BL offers the potential of broadening the scope and influence of CALL and of (re-)establishing it as an innovative component of general language teaching.

Computer Literacy: Sine Qua Non for Digital Age of Language Learning & Teaching

2017 ◽  
Vol 7 (9) ◽  
pp. 716 ◽  
Author(s):  
Dara Tafazoli ◽  
Mª Elena Gómez Parra ◽  
Cristina A. Huertas Abril
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Daily Lives ◽  
Learning And Teaching ◽  
Electronic Literacy ◽  
Information And Communication ◽  
The One

With the widespread and development of Information and Communication Technology (ICT) in our daily lives, technology provides numerous opportunities and challenges for language teachers and learners. The popularity of learning a foreign language and integrating technology for educational purposes showed the demand for computer or electronic literacy for both language teachers and learners. The literate teacher and learner is the one who can use different technologies as educational devices in their teaching and learning processes. This paper reviews the related literature on new literacies, as well as the relationships between computer/electronic literacy and language learning and teaching.

Exploring Emotions in Language Teaching

RELC Journal ◽  
2020 ◽  
pp. 003368822092753
Author(s):  
Jack C. Richards
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Teacher Development ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Learner ◽  
Language Teachers ◽  
Learning And Teaching ◽  
The Impact ◽  
Affective Dimensions

Emotions are an important part of the experiences of both language teachers and language learners, however their role has often been marginalized as a result of the focus on cognitive rather than affective dimensions of language learning within the discipline of Second Language Acquisition. The ‘affective turn’ in applied linguistics has refocussed on how teachers’ and learners’ emotions influence how they manage teaching and learning. This survey article explores the kinds of emotions teachers and learners experience, the causes of these emotions, and the impact they can have on teaching and learning. Theory and research is reviewed relating to emotions and the teacher, emotions and the language learner, and emotions in teacher development. Suggestions are given as to how teachers and learners can develop emotional competence, that is, the ability to understand and productively manage emotions in language learning and teaching.

scholarly journals Self-assessment Practices: an empowering Tool in the teaching and learning EFL Processes

2011 ◽  
pp. 229
Author(s):  
Edgar Orlando Rodríguez Ochoa
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education Institution ◽  
Assessment Practices ◽  
Educational Context ◽  
Self Assessment ◽  
Efl Learners ◽  
Preliminary Results

Evaluating the students’ language learning process requires a lot of analysis and reflection. Although some research has been conducted to observe the way teachers use assessment practices in diverse educational contexts, I consider there needs to be more research in order to examine how assessment practices are carried out in our educational context. This article presents a pedagogical project carried out in a higher education institution with EFL learners. It focuses on the implementation of self-assessment practices conducted in the context of the project followed by some preliminary results that I have encountered.

scholarly journals Exploring the principles of English assessment instruments

2021 ◽  
Vol 29 (111) ◽  
pp. 461-483
Author(s):  
Claudio Díaz Larenas ◽  
Alan Jara Díaz ◽  
Yesenia Rosales Orellana ◽  
María José Sanhueza Villalón
Keyword(s):  
Language Learning ◽  
Peer Assessment ◽  
Authentic Assessment ◽  
Language Assessment ◽  
Vocabulary Knowledge ◽  
Language Teachers ◽  
Assessment Instruments ◽  
Learning And Teaching ◽  
Traditional Assessment ◽  
Language Communication

Abstract The instruments language teachers employ to assess student learning are rarely studied and they constitute a significant source of input of how learning and teaching are conceived. The aim of this research is to analyze 205 assessment instruments created by English teachers. This is an exploratory case study, in which the assessment principles of Authenticity, Validity, Fairness, Reliability and Practicality were analyzed within the context of the assessment instruments. The 205 assessment instruments were analyzed by using an analytic rubric, which considered the language assessment principles as criteria. Through the different analyses, it is possible to conclude that traditional assessment was favoured over authentic assessment and four different clusters reveal that language assessment principles manifest in different degrees in each type of instrument. Interestingly, although language learning is mainly about how people try to communicate with others, teachers are still stressing the assessment of grammar and vocabulary knowledge instead of helping students develop the skill of foreign language communication through key authentic assessment, self-assessment and peer-assessment techniques and procedures.

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