scholarly journals Challenges of Teaching and Learning Business English in Ukrainian Universities

2020 ◽  
Author(s):  
Nataliia Avsheniuk ◽  
Nataliya Seminikhyna
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Professional Community ◽  
Business English ◽  
Language Competence ◽  
Business World ◽  
Course Content ◽  
Content Selection ◽  
National University ◽  
Considerable Experience

The English has been widely used and expanded with the globalization of the business world, notably ESP is considered a part of it. This study aims to seek out the challenges of teaching and learning Business English in Ukrainian universities. Considerable experience as Business English teachers at several Ukrainian universities and ongoing contact with colleagues in the professional community of ESP teachers, provides an opportunity to affirm that the results we found in the empirical study are typical for most Ukrainian universities. This assumption was also supported in the discussions with the ESP teachers from different regions of Ukraine during the British Council's “English for Universities” project (2015-2018). Data collection was done by conducting a questionnaire survey for the ESP practitioners that had the issues in teaching ESP course at the Faculty of Economics, Taras Shevchenko National University of Kyiv The findings revealed the challenges that ESP practitioners face, particularly: difference in students’ language competence, course content selection, lack of motivation, in-class hours etc. and possible solutions in overcoming the constraints in teaching. The study suggests that Business English practitioners should develop and improve practical tools for evaluation and certification of results following the requirements and further improvements should be implemented in the methodology and organization of ESP teaching, the content of the course, the course design, the development of course-books and supplementary teaching materials for each specialty.

scholarly journals Challenges of Teaching and Learning Business English in Ukrainian Universities

2020 ◽  
pp. 68-78
Author(s):  
Nataliia Avsheniuk ◽  
Nataliya Seminikhyna
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Professional Community ◽  
Business English ◽  
Language Competence ◽  
Business World ◽  
Course Content ◽  
Content Selection ◽  
National University ◽  
Considerable Experience

The English has been widely used and expanded with the globalization of the business world, notably ESP is considered a part of it. This study aims to seek out the challenges of teaching and learning Business English in Ukrainian universities. Considerable experience as Business English teachers at several Ukrainian universities and ongoing contact with colleagues in the professional community of ESP teachers, provides an opportunity to affirm that the results we found in the empirical study are typical for most Ukrainian universities. This assumption was also supported in the discussions with the ESP teachers from different regions of Ukraine during the British Council's “English for Universities” project (2015-2018). Data collection was done by conducting a questionnaire survey for the ESP practitioners that had the issues in teaching ESP course at the Faculty of Economics, Taras Shevchenko National University of Kyiv The findings revealed the challenges that ESP practitioners face, particularly: difference in students’ language competence, course content selection, lack of motivation, in-class hours etc. and possible solutions in overcoming the constraints in teaching. The study suggests that Business English practitioners should develop and improve practical tools for evaluation and certification of results following the requirements and further improvements should be implemented in the methodology and organization of ESP teaching, the content of the course, the course design, the development of course-books and supplementary teaching materials for each specialty.

Effectiveness of International Distance Education in High School between Thailand and Japan

2013 ◽  
pp. 336-349
Author(s):  
Natcha Pavasajjanant
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Student Feedback ◽  
Traditional Lecture ◽  
Course Content ◽  
Media Usage ◽  
Effective Learning ◽  
Three Stages ◽  
Self Learning

This article presents a view of the effectiveness of teaching and learning systems by focusing on how courses using ICT can be designed based on educational theories and evaluated using student feedback. This study analyzes a distance learning project in which Thai and Japanese (grade 10) students studied how to use MX Flash software for the creation of animations. In designing the course prior to implementation, the theoretical framework was examined and the Constructivism theory and the Bloom’s taxonomy were adopted. From these perspectives, effective learning-teaching methods are determined by course content, conditions of teaching processes, and media usage. The teaching processes were classified with the following three stages determined: (1) traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to respond to the course evaluation related to following the three domains: (1) comprehension; (2) cognitive load; and (3) motivation. These evaluations by the students were fully utilized in a regression analysis which examined whether the course design was appropriate for student understanding.

scholarly journals Students’ Soft Skills, Hard Skills, and Competitiveness (SHC): A Suggested Model for Indonesian Higher Education Curriculum

2021 ◽  
Vol 20 (2) ◽  
pp. 218-234
Author(s):  
Hadiyanto Hadiyanto ◽  
Noferdiman Noferdiman ◽  
Syamsurizal Syamsurizal ◽  
Muhaimin Muhaimin ◽  
Ina Krisantia
Keyword(s):  
Teaching And Learning ◽  
Development Process ◽  
Course Design ◽  
Soft Skills ◽  
Working Environment ◽  
Design Development ◽  
Study Objective ◽  
Course Content ◽  
Higher Education Curriculum ◽  
Hard Skills

This study develops a model for students and graduates of Soft Skills, Hard Skills, and Competitiveness (SHC) and seeks user validation after the development process. The development process uses the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. A quantitative survey using questionnaires and descriptive quantitative analysis was applied in obtaining user validation as the study objective. The development results validated the students' SHC Development model, which has 3 main phases, including Input, Process and Output. The Input phase comprises course content, SHC component, and strategy of students’ center approach. The Process phase consists of blended course design, instruction and students' engagement, and evaluation. The Output phase comprises soft and hard skills achievement, as well as students’ competitiveness level. Users perceived the model’s phases and components as wholly acceptable, appropriate, and applicable for implementation through curriculum, teaching, and learning at the university. This study contributes to graduate preparation for employability skills in the challenging and complex working environment in revolution industry 4.0.

The design of a writing course for the teaching of Business English in Guangzhou Institute of Foreign Trade in China

1989 ◽  
Vol 12 (2) ◽  
pp. 51-64
Author(s):  
Yu Shuhuai
Keyword(s):  
Foreign Language ◽  
Foreign Trade ◽  
Critical Review ◽  
Course Design ◽  
Foreign Language Teaching ◽  
Business English ◽  
Communicative Function ◽  
Course Content ◽  
Basic Criterion ◽  
Writing Course

Abstract This paper is an attempt to find an answer to the question of how to design a writing course for the teaching of Business English at Guangzhou Institute of Foreign Trade (GIFT) in China. Such a question implies a critical review of the practice of Business English teaching at GIFT and of some contemporary foreign language teaching theories. It is argued that the basic criterion for a Business English course design is that the specification of the language required by the learner defines the course content, and that the categories of the business communicative function can become the framework of a writing course in business English.

Effectiveness of International Distance Education in High School between Thailand and Japan

2012 ◽  
pp. 203-217
Author(s):  
Natcha Pavasajjanant
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Student Feedback ◽  
Traditional Lecture ◽  
Course Content ◽  
Media Usage ◽  
Effective Learning ◽  
Three Stages ◽  
Self Learning

This paper presents a view of the effectiveness of teaching and learning systems by focusing on how courses using ICT can be designed based on educational theories and evaluated using student feedback. This study analyzes a distance learning project in which Thai and Japanese (grade 10) students studied how to use MX Flash software for the creation of animations. In designing the course prior to implementation, the theoretical framework was examined and the Constructivism theory and the Bloom’s taxonomy were adopted. From these perspectives, effective learning-teaching methods are determined by course content, conditions of teaching processes, and media usage. The teaching processes were classified with the following three stages determined: (1) traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to respond to the course evaluation related to following the three domains: (1) comprehension; (2) cognitive load; and (3) motivation. These evaluations by the students were fully utilized in a regression analysis which examined whether the course design was appropriate for student understanding.

Effective of International Distance Education in High School between Thailand and Japan

2010 ◽  
Vol 6 (3) ◽  
pp. 11-24
Author(s):  
Natcha Pavasajjanant
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Course Evaluation ◽  
Student Understanding ◽  
Traditional Lecture ◽  
Course Content ◽  
Media Usage ◽  
Effective Learning ◽  
Three Stages ◽  
Self Learning

This paper presents a view of the effectiveness of teaching and learning systems by focusing on how courses using ICT can be designed based on educational theories and evaluated using student feedback. This study analyzes a distance learning project in which Thai and Japanese (grade 10) students studied how to use MX Flash software for the creation of animations. In designing the course prior to implementation, the theoretical framework was examined and the Constructivism theory and the Bloom’s taxonomy were adopted. From these perspectives, effective learning-teaching methods are determined by course content, conditions of teaching processes, and media usage. The teaching processes were classified with the following three stages determined: (1) traditional lecture; (2) self-learning; and (3) collaborative learning. At the end of each class, the students were asked to respond to the course evaluation related to following the three domains: (1) comprehension; (2) cognitive load; and (3) motivation. These evaluations by the students were fully utilized in a regression analysis which examined whether the course design was appropriate for student understanding.

scholarly journals Fusing the Jigsaw Method and Microsoft Teams: A Promising Online Pedagogy

2021 ◽  
Vol 20 (11) ◽  
pp. 272-287
Author(s):  
Malissa Maria Mahmud ◽  
Shiau Foong Wong
Keyword(s):  
Teaching And Learning ◽  
Course Design ◽  
Positive Impact ◽  
Methods Course ◽  
Course Content ◽  
Global Pandemic ◽  
Post Test ◽  
Jigsaw Method ◽  
Technological Tool ◽  
Student Centred Learning

The Covid-19 pandemic has triggered a universal disruption over the past year, and has caused unforeseen and formidable changes, but simultaneously has also enthused a digital transformation for educational institutions of all levels. With the upsurge in the usage of digital technologies, some potential caveats should be addressed, in particular, the speculative effective methods, course design and structure. A prodigious deal of reappraising and reimagining the philosophy of what is deemed to be the most familiar is imperative, not only to promote student-centred learning, but also encourage online engagement. Considering the suspension of all face-to-face classes due to the rapid spread of the global pandemic, the purpose of this study was to assess the usability and adoption of the jigsaw method on the web-based platform, Microsoft (MS) Teams for both synchronous and asynchronous teaching and learning. A pre-experimental research design was utilised with one post-test dataset obtained from the post-experiment learning analytics. Subsequently, the usability and adoption of the jigsaw method in MS Teams were evaluated based on the reciprocity of students’ responses towards the design. It is postulated that MS Teams stand out as a promising technological tool to facilitate the integration of the jigsaw method into an online learning environment. It advocates better students engagement and collaboration, and thus leads to the positive impact on students’ performance and enhanced comprehension of course content, specifically the availability of customized MS Teams features; channel and synchronous chat, which are recommended to support an engaged learning ecology.

Shine a Light Here, Dig Deeper Over There

2019 ◽  
pp. 75-88
Author(s):  
Amy M. Haddad
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Graduate Program ◽  
Course Design ◽  
Online Environment ◽  
Health Humanities ◽  
Online Programs ◽  
Course Content ◽  
Clinical Bioethics ◽  
Learning Challenges

There are numerous teaching and learning challenges in designing a fully online graduate program in bioethics. In order to ensure student success in any type of online graduate program, courses should be designed so that content is well organized and leads to enduring understanding of essential content. Student understanding in the online environment is uniquely dependent on clear communication of expectations. Content needs to be “chunked” into manageable components and organized so that learning builds throughout a course and program. Finally, online programs need to be humanized so that students are engaged in the course content and with peers and the faculty. One way to humanize online bioethics courses is to consistently integrate the health humanities such as poetry, literature, drama, and film as a means to highlight bioethics content in novel ways or encourage deeper exploration. This chapter describes program and course design for the online environment and uses a specific bioethics program to contextualize how the health humanities are woven through a graduate program. The chapter also provides specific examples of teaching and learning strategies in a clinical bioethics course that incorporates the health humanities. The chapter concludes with a description of emerging findings and broader significance for integrating the health humanities in bioethics education.

scholarly journals Using Production-Oriented Approach in Business English Courses: Perceptions of China’s English-Major and Non-English-Major Undergraduates

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110165
Author(s):  
Qing Xie
Keyword(s):  
Teaching And Learning ◽  
Implementation Strategies ◽  
Business English ◽  
Student Groups ◽  
Teaching Activities ◽  
Curriculum Adaptation ◽  
Chinese University ◽  
English Majors ◽  
English Major ◽  
Oriented Approach

In light of pedagogical innovation, this study reports a two-stage survey with 172 participants from English-major and non-English-major programs on their needs of production-oriented approach and perceptions of effective implementation strategies in business English courses at a Chinese university. The results of the study suggest that while the two student groups used different learning methods, both valued communication with native speakers. While the two groups had different needs in business English reading, writing, and speaking activities, they also preferred listening to business news broadcasts. The two groups liked learning in case studies and case-based methodology. Based on the needs, a production-oriented teaching procedure is designed. For teaching activities, the students preferred simulation and role-play. As to their favorite teaching and learning materials, English-majors mentioned English news reading and videos, whereas non-English-majors liked theme-based reading materials. For curriculum adaptation and post-course practice, they suggested using communicative activities and more recent cases. The majority of the groups considered the teaching activities, materials, and activities as effective. Based on the different needs and perceptions, effective and tailored implementation strategies for a production-oriented approach in business English courses for the two student groups at this Chinese university context are suggested. Informed by production-oriented pedagogical theories, the results of the study may have significant implications for business English teaching reform and theoretical development in Chinese universities as well as other cultural and education settings in further innovating and refining the teaching and learning process.

iMindMap as an innovative tool in teaching and learning accounting: an exploratory study

2016 ◽  
Vol 13 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Wan Noor Hazlina Wan Jusoh ◽  
Suraya Ahmad
Keyword(s):  
Technology Acceptance ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Accounting Students ◽  
Content Type ◽  
Course Content ◽  
University Of Technology ◽  
Conventional Teaching ◽  
Innovative Tool ◽  
The University

Purpose The purpose of this study is to explore the use of iMindMap software as an interactive tool in the teaching and learning method and also to be able to consider iMindMap as an alternative instrument in achieving the ultimate learning outcome. Design/methodology/approach Out of 268 students of the management accounting at the University of Technology MARA (Terengganu), 97 students have participated in this survey to evaluate the effectiveness of iMindMap in teaching and learning. Findings Results indicate that the majority of the students acknowledged that iMindMap is more attractive than conventional teaching methods and found that iMindMap shows clearly how the points are all associated and linked together. Students could find that learning is an exciting experience and were able to visualize the whole course content remarkably via iMindMap. Originality/value This study presents an alternative instrument, which is innovative and interactive in teaching and learning, especially for accounting students where the students’ technology acceptance could also be viewed.

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