scholarly journals Using Pedagogic Video to Enhance English for Specific Purposes Teaching Program (ESP) for Saudi University Students: A New Prospective Approach

2020 ◽  
Author(s):  
Ali Albashir Mohammed Alhaj ◽  
Mohammed H. Albahiri
Keyword(s):  
Language Skills ◽  
English For Specific Purposes ◽  
Online Video ◽  
Main Question ◽  
Spoken Discourse ◽  
University Teachers ◽  
Saudi Students ◽  
Language Classrooms ◽  
Self Discovery ◽  
Visual Reception

The optimized use of authentic videos is integral in language classrooms. However, the research concerning the use of videos for developing audio-visual reception, four language skills, and vocabulary are found to be lacking. This study, therefore, reviews the developments related to the use of video in English for Specific Purposes (ESP). The main question of this study is: how does the pedagogic video contribute to improving English learner’s language skills? This study is beneficial for university teachers who teach content courses to Saudi students using specialized online video courses, science animations, presentations, and online video lectures. The review suggests that teachers must engage in continuous proficiency development as well as self-discovery for overcoming the challenges that impair their learning and development. The use of videos is important as it can increase students’ retention ability, through visual support and comprehension of the spoken discourse. ESP should not be regarded as an important aid to the teaching, rather it should be used as a component of an integrated skills package. Based on the findings, it has been reviewed that there is a need to integrate a collaborative strategy for teaching that assists in overcoming the learning issues based on the ESP course teaching. Teachers can monitor their speech to ensure a logical flow in the overall ESP content and its viable presentation.

scholarly journals Exploring ESP syllabi: Some implications for further pedagogical considerations

2016 ◽  
Vol 48 (1) ◽  
pp. 164-179
Author(s):  
Zeljka Babic
Keyword(s):  
Educational Level ◽  
English For Specific Purposes ◽  
Current Status ◽  
Educational Institutions ◽  
Teaching English ◽  
Job Market ◽  
Language Classrooms ◽  
Novel Approaches ◽  
Home Department ◽  
Pedagogical Goals

The necessity of including syllabi research into current teaching practices is of utmost importance due to the fact that current job markets not only dictate the need for differentiated instruction but also call for novel approaches towards glottodidactic and pedagogical goals within the tertiary educational level. The main aim of this paper is to examine the current status of English for Specific Purposes courses at one of the tertiary educational institutions in order to see whether English for Specific Purposes? practices are really implemented in language classrooms or whether they exist only on paper. The paper focuses on researching selected points in all the syllabi related to teaching English for Specific Purposes in order to establish the types of syllabi used, possible practices used prior to the syllabi design, focus in the syllabi on General English or English for Specific Purposes and the implementation of practices aimed at integrated skills. The research results call for viable systematic changes in the home department curriculum in the form of introducing courses at the 1st and 2nd cycle of studies, as well as master programmes in English for Specific Purposes, which will enable the provision of competitive teachers and practitioners in the current job market.

scholarly journals An Action Research on EFL Writing Dilemmas: A Case of Saudi Students and Instructors

2019 ◽  
Author(s):  
Miriam Alkubaidi
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
English Language ◽  
Sole Source ◽  
Saudi Students ◽  
Language Writing ◽  
Language Classrooms ◽  
Perceptions And Expectations ◽  
Writing Competence ◽  
Writing Curricula

Learning to write in a second language is a great challenge for students; however, certain factors might minimize these challenges. In general, the Saudi students face difficulty to develop the writing competence in a foreign language because they rely on instructors as a sole source of knowledge. Therefore, the study investigated the English language writing in a university in Saudi Arabia. It implemented an action research design based on three main phases; namely, exploration, intervention, and reflection stage. The main questions asked include how the instructors view the writing style of students within the setting and how they perceived the English language writing curricula among the students. The data drew several conclusions that provided insight into the Saudi Higher Education concerning English as a foreign language (EFL) classes. The first is the spoon-feeding of Saudi learners throughout their educational years; therefore, they find it challenging to gain hold of their learning. Second, writing in English is a challenging task for Saudi students. Third, some of the students memorize writing passages to pass their English course. Fourthly, teaching to write was done by focusing on form, writing mechanics, rather than communicative aspects of writing and genre. This study has contributed towards the understanding of Saudi learners in university language classrooms analyzing their perceptions and expectations.

scholarly journals Effect of Oral Corrective Feedback on Language Skills

2019 ◽  
Vol 9 (6) ◽  
pp. 672
Author(s):  
Radiah Alsolami
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Language Skills ◽  
Corrective Feedback ◽  
Teachers And Students ◽  
Oral Corrective Feedback ◽  
Language Classrooms ◽  
The Common ◽  
The Impact

Corrective feedback is an important element in the language learning process. The issue of corrective feedback in language classrooms has been investigated by numerous scholars who believe that the strategy can effectively be used to improve the language skills of students. Though many forms of feedback approaches are used in learning, oral corrective feedback is the commonly used strategy in teaching languages. This is mainly because it captures the diverse elements of language lessons such as pronunciations and spelling. Oral corrective feedback presents a broad field which assists both teachers and students in error identification and eradication. It mainly focuses on highlighting the common errors and mistakes and addressing them enabling the students to avoid them in the future. This paper mainly explores the impact of oral corrective feedback on the language skills of learners. It generally analyses articles that address the issue of oral corrective feedback and derives information regarding the impact of the strategy in language learning outcomes.

scholarly journals CHALLENGES IN TEACHING ENGLISH FOR SPECIFIC PURPOSES IN ESTONIAN UNIVERSITIES

2021 ◽  
pp. 249
Author(s):  
Merilyn Meristo ◽  
Francisco Javier López Arias
Keyword(s):  
Qualitative Research ◽  
Labour Market ◽  
Undergraduate Students ◽  
Educational Level ◽  
English Language ◽  
English For Specific Purposes ◽  
Teaching English ◽  
English Teaching ◽  
University Teachers ◽  
Insight Into

Due to the growing importance of globalization, the English language has acquired an even more influential role, and at the tertiary educational level it has provoked the necessity of teaching not just general English, but also English for Specific Purposes (ESP), which meets the demands of students' field of study. Moreover, the preparation of undergraduate students for both entering the labour market or continuing their academic path has prioritized the significance of ESP. This paper aims to investigate how ESP teachers working in Estonian state-funded HEI with General English teaching background perceive their work in the field of ESP. Specifically, this abductive qualitative research seeks to obtain a deeper insight into the challenges posed by teaching ESP and to detect problematic issues to better support university teachers to improve their work. The results highlight three major challenges: coping with changes through the lenses of professionalism; insufficient collaboration, and instability in conducting ESP courses.

scholarly journals NEEDS ANALYSIS OF ENGLISH FOR SPECIFIC PURPOSES AT POLITEKNIK GIHON

2021 ◽  
Vol 4 (1) ◽  
pp. 79-88
Author(s):  
Wiwik Damanik ◽  
Erika Sinambela ◽  
Arsen Nahum Pasaribu
Keyword(s):  
Language Learning ◽  
Curriculum Design ◽  
Language Skills ◽  
English For Specific Purposes ◽  
Needs Analysis ◽  
Teaching Material ◽  
Teaching Materials ◽  
English Teaching ◽  
Future Career ◽  
Need Analysis

The needs analysis cannot be separated from the development of materials and curriculum design for language learning, especially ESP. The research about ESP, especially the topic of need analysis still needs to be explored. Thus, this research aims to identify language skills needed and develop English teaching materials at Politeknik Gihon. The subjects of this study were 45 ongoing students and six former students. The result of the study revealed the perceptions of the students’ needs for their current studies and future career and how the English material should be designed in this institution. This study contributes in developing the teaching material and proposed a redesigned of ESP course.

scholarly journals STUDENTS’ PERCEPTIONS TOWARD TEACHER’S TALK IN EFL CLASSROOM OF INDONESIA SENIOR HIGH SCHOOL: A CASE STUDY

2021 ◽  
Vol 1 (1) ◽  
pp. 82-91
Author(s):  
ERLY MULFIAS YULI
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Skills ◽  
Research Question ◽  
Lessons Learned ◽  
English Teacher ◽  
Research Subject ◽  
Eleventh Graders ◽  
Language Classrooms

This study is a case study to investigate students’ perceptions toward teacher’s talk in EFL (English as a Foreign Language) classrooms. It is conducted for two months on a single entity as the research subject, ie on 35 Eleventh-graders with varying English language skills and an English teacher. Since it focuses only on a certain entity, the results of the study cannot be generalized to the broader context. This study uses a qualitative approach by showing data from the results of questionnaires, observations and interviews with research samples. The study focuses on a research question on how Eleventh graders' perception on a teacher’s talk in EFL classrooms. Regarding to the research question, it aims to determine the thoughts of students on teacher’s talk, so that the teacher can organize and modify the class based on the perceptions that can implicate the learning process by reducing students’ anxiety. It provides students opportunities to be able to process information or lessons learned more comfortably, thus it reduces obstacles in learning. The findings of the study show that the majority of students of Eleventh-grade want to fully use English although they still have difficulties in understanding and feel less confident in using English.

scholarly journals English for Specific Purposes: Designing an EAP Course for Computer Science Students

2018 ◽  
Vol 5 (1) ◽  
pp. 156
Author(s):  
Isra Irshad ◽  
Behzad Anwar
Keyword(s):  
Computer Science ◽  
English Language ◽  
Language Skills ◽  
English For Academic Purposes ◽  
Faculty Members ◽  
English For Specific Purposes ◽  
Academic English ◽  
Science Students ◽  
Academic Context ◽  
Language Needs

<p><em>The aim of this study was to design English for Academic Purposes (EAP) course for University students enrolled in the Computer Science Department. For this purpose, academic English language needs of the students were analyzed by using a 5 point Likert scale questionnaire. Additionally, interviews were also conducted with four faculty members of the department and the data were analyzed qualitatively. Thus, mixed methods were used for collection and analyses of data. The results of the analysis of questionnaire and interviews indicate that the four language skills, namely listening, speaking, reading and writing are frequently used in students’ academic context and among the four, speaking is the most frequently used skill. Students are deficient in writing and speaking skills as compared to listening and reading; therefore, speaking and writing should be given preference while designing the syllabus.</em></p>

scholarly journals Challenges of Teaching English for specific purposes in Algeria :the case of English in medicine

2018 ◽  
Vol 5 (11) ◽  
pp. 5072-5074
Author(s):  
Dr Farida Djaileb
Keyword(s):  
Key Words ◽  
Learning Process ◽  
Medical Staff ◽  
Scientific Research ◽  
English For Specific Purposes ◽  
Practical Training ◽  
Main Question ◽  
Teaching English ◽  
Trained Teachers ◽  
Materials Used

This paper investigates the challenges encountered in the teaching of ESP in Algeria, and the main deficiencies  encountered by the learners due to inadequate programmes used in the faculty of medicine.Medical students need English for various reasons since today scientific research is based on English.The implementation of such programmes requires a lot of effort and needs the contribution of the administration, the medical staff and both teachers and students.We suggest to offer English courses to students of medicine.Thus , we are trying to design a course directly related to the needs of medic’s students, and at the same time to provide a practical training so that to equip them with the necessary tools to communicate.Thus the main question is the following :What are main difficulties of teaching English for medical purposes ? And what are the problems encountered during both the teaching and the learning process ? In this paper,we will try to answer these questions.The findings reveal that inadequate preparation of the materials used, lack of well-trained teachers of ESP and lack of motivation are the main problems. Key words : ESP, medicine, needs, authenticity, syllabus,

scholarly journals STUDENTS’ EXPERIENCE OF LEARNING ESP: FINDINGS FROM A CASE STUDY IN LITHUANIA

2019 ◽  
pp. 489
Author(s):  
Nijolė Burkšaitienė ◽  
Jolita Šliogerienė
Keyword(s):  
Undergraduate Students ◽  
Team Work ◽  
English For Specific Purposes ◽  
Quantitative Methodology ◽  
Positive Experience ◽  
University Teachers ◽  
The University ◽  
Study Participants ◽  
Personal Engagement

This study explores undergraduate students’ experience of learning English for Specific Purposes (ESP) and aims to reveal their views regarding university teachers’ and peers’ feedback provided to them during the course of ESP as well as to establish the students’ views regarding their own learning ESP. The present article reports on the results of a case study from a Lithuanian university. The data were collected from feedback questionnaires of 111 students in 11 study programmes. To analyse the data, quantitative methodology was used. The main conclusion of the present study is that most study participants viewed their own learning ESP at the university as a positive experience, i.e. the students were satisfied with their engagement in learning this study subject and considered that learning was aligned with teaching and assessment. The results of the study also demonstrated that the study participants considered that collaboration and team work fostered meaningful learning, as well as that peer feedback helped them to understand how to improve in learning ESP. It was established that students valued their teachers’ patience and personal engagement and that the teachers’ feedback improved the ways of learning ESP, encouraged them to think and analyse the content of the study material, and helped them to clarify things they did not understand learning on their own. 

scholarly journals On Developing Transversal Competences of Modern Engineers for Coal Mining Emerging

2019 ◽  
Vol 105 ◽  
pp. 04032 ◽  
Author(s):  
Tatiana Dobrydina ◽  
Natasha Kersh ◽  
Valentina Kononova ◽  
Tatiana Shipilova ◽  
Nadezhda Usvyat
Keyword(s):  
Labour Market ◽  
Coal Mining ◽  
English Language ◽  
Language Education ◽  
Technical Skills ◽  
English For Specific Purposes ◽  
English Language Education ◽  
Mining Engineer ◽  
Language Classrooms ◽  
Low Efficiency

Currently, coal mining as well as practically all leading industries requires such management specialists who are able to solve new tasks in complex and constantly changing conditions. The paper highlights the ways to contribute to the formation of future specialists’ competencies to satisfy the demands of present-day labour market. The paper aims to uncover some underpinning competences of coal-mining engineers in addition to technical skills presented as a Top Ten Transversal Competences’ Checklist for Coalminers (TTTCCC). This paper takes the form of a discussion relating to the needs and requirements of English language education of a modern coal-mining engineer in Russia. Some examples of low efficiency in university English for Specific Purposes (ESP) teaching bring to a number of possible solutions in and outside the mining university language classrooms.

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