scholarly journals Intercultural Awareness and Writing through the Use of WebQuest: Iraqi Students at Al- Awsat Technical University as a Case Study

2020 ◽  
Author(s):  
Shahad Saleh Al Asadi
Keyword(s):  
English Language ◽  
Writing Skills ◽  
English Language Teaching ◽  
First Year ◽  
Cultural Dimension ◽  
Intercultural Awareness ◽  
Post Test ◽  
E Learning ◽  
Learning Platforms ◽  
Technical University

E-Learning platforms offer plenty of opportunities, pedagogies, and challenges in English Language Teaching (ELT). It is already being applied partially in most parts of the world, and certificates are issued from well-known universities. The cultural dimension in ELT has gained in importance. As long as English is a lingua franca, the needs of English foreign learners (EFL) are far from obtaining the skills or accent of the language. This study is significant because it tries to check to what extent can the intercultural awareness and writing through the use of WebQuest help the Iraqi learners to better up their writing skills. They need to understand the similarities and differences between their own culture and the targeted language culture, English. Iraqi learners are part of the EFL students, and it is time to start getting the intercultural awareness. This study is aimed to pay the Iraqi learners' attention to the intercultural awareness issues in order to improve their writing skills. Accordingly, an experimental research is conducted on forty-three first-year participants of Al-Furat Al-Awsat Technical University. The data of both the Pre-test and Post-test were analyzed by using the SPSS) statistical editor. Results have shown the following: First, the progress of more than (0.05≤) has been detected as far as students' understanding and using some intercultural concepts in their writings. Second, students show unique enthusiasm in surfing the net for assigning their homework about intercultural awareness's props.

scholarly journals A Study of the Grading of English Language Scripts of Technical University Students in Ghana

2021 ◽  
Vol 1 (1) ◽  
pp. p1
Author(s):  
Edward Owusu
Keyword(s):  
Communication Skills ◽  
Mixed Method ◽  
English Language ◽  
Corrective Feedback ◽  
First Year ◽  
Questionnaire Item ◽  
Test Stage ◽  
Test Items ◽  
Post Test ◽  
Technical University

This paper assesses how English language texts of Technical University (TU) students in Ghana are graded. In their quest for their certificates, Higher National Diploma (HND) students are required to write Communication Skills I and II papers in the first year. Nonetheless, most HND students do not normally perform well in these two courses. The objectives of the paper were, therefore, to find out the type of errors TU students make; and the influence that Direct Corrective Feedback (DCF) has on their texts. The paper was grounded in Noticing Hypothesis theoretical framework. The design of the research was sequential exploratory mixed method (Note 1). The participants for the study were selected from four technical universities – Ho, Koforidua, Kumasi, and Sunyani Technical Universities. From each of the technical universities, 20 participants were randomly selected. Therefore, the sample size, in terms of the participants, was 80. However, 240 raw data were collected. That is each of the 80 participants composed one letter at the pre-test stage. After grading their scripts with DCF technique, the participants were, again, asked to compose another letter at the post-test stage. Also, the participants were made to fill questionnaire item each. SPSS and BLAF were used in analyzing the questionnaire items and the scripts respectively (Note 2). The findings of the study showed that DCF treats written errors effectively. The study, therefore, recommends that assessments of letter-based tasks of TU students should be made up of both pre- and post-test items, and DCF should be used in assessing HND students’ letter or essay-based scripts.

scholarly journals Utilizing Process Approach through IELTS Essay Practice in Teaching Writing for Medical Students through Online Teaching

2021 ◽  
Vol 4 (10) ◽  
pp. 79-87
Author(s):  
Dina Zanaty
Keyword(s):  
Medical Students ◽  
Academic Writing ◽  
Online Teaching ◽  
English Language ◽  
Writing Skills ◽  
Academic Progress ◽  
Process Approach ◽  
English Language Teaching ◽  
Teaching Writing ◽  
First Year

Mastering the skill of writing means mastering a very powerful tool of expression. Hence, English language teaching is an integral part of training medical students in Egypt. Developing ‘writing skills’ is essential for their future career after graduation. Due to smartphones, autocorrect devices, and pre-prepared writing templates available online; students lack the competence in a very indispensable skill in their academic progress which is ‘writing’. The main goal of this study is to investigate how ‘writing’ could be developed through the process approach in an academic semester during the period of quarantine in Egypt from 15th of March, 2020 to 30th of May, 2020, which coincidentally became an online teaching semester due to Covid-19 circumstances, an experiment involved (230) students in Oral and Dental Medicine Faculty at Delta University in their first year of study. There was a variety of research methods involved in this paper which included the theoretical and the practical ones in addition to inductive-deductive ones, observation, and analyzing techniques to reach data and statistical values of students. The results revealed a great improvement estimated by more than 60% in students writing performance after the application of this approach and demonstrating an ability to use proper terms and conjunctions in academic writing.

scholarly journals EFL Teachers' Attitudes toward E-learning Platforms during the Covid-19 Pandemic

2021 ◽  
Vol 6 (2) ◽  
pp. 335-347
Author(s):  
Bambang Panca Syahputra ◽  
Erikson Saragih
Keyword(s):  
Information Exchange ◽  
English Language ◽  
English Language Teaching ◽  
Digital Learning ◽  
Health Crisis ◽  
Advantages And Disadvantages ◽  
Learning Platform ◽  
Efl Teachers ◽  
E Learning ◽  
Learning Platforms

This study investigates the features of three e-learning platforms: Moodle, Google Classroom, and Zoom. It provides an in-depth examination of the digital learning media efficacy during the COVID-19 pandemic. It outlines the advantages and disadvantages of e-learning platforms for English language teaching. The research highlights the potential of authentic e-learning platforms to motivate EFL teachers and students to step up to the challenge. A digital survey which consisted of 36 items, was distributed to determine EFL teachers' impressions of the effectiveness of these platforms. The researchers distributed three questionnaires for each e-learning platform. Each questionnaire consisted of six sections: availability and accessibility, efficiency, information exchange, teacher perception, teacher satisfaction, and E-learning insight during COVID-19. The researchers utilized the Minitab 16 Statistical software to analyze the elicited data and the Cronbach's Alpha values to assess the survey questions content validity. Other statistical techniques, such as mean, standard deviation, and agreeable level (AR), were used to depict the effectiveness of each platform. Google Classroom (Ave. AR = 72.92 percent and Ave. Mean = 3.887) was the most efficient e-learning platform based on the survey responses.  The next platforms were Moodle (Ave. AR = 68.09 percent, Ave. Mean = 3.694) and Zoom (Ave. AR = 61.85 percent, Ave. Mean = 3.544). The findings should motivate language learners to act and assist instructors and policy-makers in constructing e-learning environments that support learning during the global health crisis.

Analsis e-learning status in Palestinian universities, a case study of Palestine Technical University KadoorieTulkarm

2020 ◽  
Vol 8 (3) ◽  
pp. 154-178
Author(s):  
Heba Almbayed
Keyword(s):  
Learning System ◽  
Simple Random Sample ◽  
First Year ◽  
First Year Students ◽  
Academic Level ◽  
Computer Course ◽  
E Learning ◽  
Technical University ◽  
Palestinian Universities ◽  
The University

The study aimed to analyze the reality of e-learning at Palestine Technical University-Khudouri/Tulkarem, and to identify the most important challenges facing students when using the education system, as well as to analyze the extent to which university students interact with the e-learning system, and to show the differences between the average opinions of the study sample on e-learning according to the study variables due to the nature of the study, the descriptive analytical approach was used, in order to reach practical results, and to achieve and analyze the reality of e-learning  a questionnaire consisting of (34) paragraphs was designed, where the study community consisted of (6,559) students, and a simple random sample of (522) students was taken, and the questionnaire was distributed electronically because it was not able to be distributed manually due to the prevailing conditions _ the spread of the Corona pandemic- at the time of the preparation of the study. The results of the study showed that (63.136%) of the researched believe that the reality of e-learning at the university suffers from different problems. The study indicated that (87.97%) among respondents, complaints have increased in the e-learning system after the Corona pandemic and that (81.36%) among the researchers, the infrastructure was one of the most barriers in e-learning. While (63.934%)of the researched that e-learning has a role to play in achieving Interaction among students, as the results of the study showed no differences Statistically significant to the reality of e-learning according to the gender variable, and there are no differences depending on the variable of the scientific qualification except in the field of e-learning reality, there are also no differences Statistics according to the variable of the academic level ,except for the field of Interaction with students. In the light of the results of the study, a series of recommendations were made, the most prominent of which were: 1.Include an e-learning system item in The computer course assigned as a university requirement for first-year students 2. Provide opportunities to train and develop the capabilities of all educational parties to use and apply E-learning.

scholarly journals Book Reviews

2003 ◽  
Vol 21 (1) ◽  
pp. 102
Author(s):  
John Sivell ◽  
Ellen Pilon
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Writing Skills ◽  
English Language Teaching ◽  
Reading And Writing

Reviews of: 'How to Teach English: An Introduction to the Practice of English Language Teaching,' by Jeremy Harmer; and 'Focusing on IELTS: Reading and Writing Skills,' by Kerry O'Sullivan and Jeremy Lindeck.

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

scholarly journals Digital Transformation of English Language Teaching (ELT) at a Technical University: BMSTU Case Study

2020 ◽  
Vol 35 ◽  
pp. 01009
Author(s):  
Tatiana D. Margaryan ◽  
Liliya V. Kalugina
Keyword(s):  
Teaching And Learning ◽  
Best Practice ◽  
English Language ◽  
Essential Feature ◽  
Digital Transformation ◽  
English Language Teaching ◽  
Automatic Assessment ◽  
English Grammar ◽  
Digital Format ◽  
Technical University

In order to survive and evolve the humanity needs changes and transformation. Changes in education are of particular importance because education plays a crucial role in creating a sustainable future. Today, we are undergoing digital transformation in all areas of our life, but educational institutions are only taking the first steps to become digital. Digital transformation of education should involve not only using computers at classes but designing new methods of teaching and learning as well. Technologies should benefit education. The purpose of this work is to share the successful experience of educators of the English for engineering technologies department at Bauman University in designing a new multimedia two-year English course for undergraduates at technical universities. The course “English in the Digital Age” includes a Student’s Book in the digital format with integrated audio and video authentic materials, a Workbook with the key and mock tests, a Teacher’s Resource Book with detailed teaching notes and an online course for English grammar drilling with an answer reveal function and personalized testing with automatic assessment. The course essential feature is that an online self-study grammar course and face-to-face learning process are successfully combined and personalized. The benefit of the work is the best practice in creating a basis for digital transformation of learning and teaching English at a technical university.

scholarly journals Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Cicih Nuraeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Young Learners ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

scholarly journals DEVELOPING INTERCULTURAL COMMUNICATION AND INTERCULTURAL AWARENESS IN THE EFL CLASSROOM

2020 ◽  
Vol 1 (65) ◽  
pp. 30
Author(s):  
Lili Cavalheiro
Keyword(s):  
Student Teachers ◽  
Intercultural Communication ◽  
Cultural Awareness ◽  
English Language ◽  
English Language Teaching ◽  
Safe Place ◽  
Language And Culture ◽  
Intercultural Awareness ◽  
The World ◽  
International Role

<span lang="EN-US">Throughout multiples regions around the world, waves of migrants and refugees search for better and safer living conditions. As a result, classrooms are becoming increasingly multicultural and multilingual, with many teachers feeling challenged when faced with this ‘new’ reality. Being English the most commonly shared language around the world, the English as a Foreign Language (EFL) classroom can be a ‘safe’ place where dialogue and intercultural communication are fomented. Not only can it facilitate the integration of migrant/refugee students, but it can also contribute to expanding learners’ (inter)cultural awareness and knowledge of how English may be used by multiple speakers (native and non-native) in diverse settings. In light of this, it is imperative that educators develop more inclusive English-language lessons that help break down barriers and taboos, in terms of language and culture. In order to achieve this, however, it is vital that these issues be developed at the beginning of any teacher training. Bearing this in mind, this paper begins by presenting the concept of English as a Lingua Franca and intercultural communication and follows up by reflecting upon how the traditional EFL classroom should to be reconsidered in light of today’s international role of English. Taking into account the specific growing multicultural/multilingual Portuguese context, the last section of this paper presents how these issues are developed in two pre-service MA programs in English Language Teaching at the University of Lisbon, and also how student teachers have integrated ELF-related activities/resources in their practicum, along with a commentary on their learners’ reactions.</span>

scholarly journals Recursos Didácticos Comunicativos Y Audiovisuales Para La Enseñanza-Aprendizaje Del Idioma Inglés A Través De Aulas Virtuales

2017 ◽  
Vol 13 (25) ◽  
pp. 193
Author(s):  
Armas Pesantez Paul Rolando ◽  
Armas Pesantez Washington Geovanny ◽  
Salazar Calderón Edison Hernán ◽  
Guadalupe Bravo Luis Oswaldo ◽  
Orozco Yánez Gabriel Isaac
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Virtual Classroom ◽  
English Language Teaching ◽  
Curriculum Guidelines ◽  
Teachers And Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Didactic Material ◽  
Teaching Learning

The purpose of the current research was the implementation of didactic audiovisual and communicative resources through a virtual classroom for the teaching-learning of English language, aimed to the first level students Languages School at Universidad Nacional de Chimborazo due to the lack of didactic material helping in the development of activities and tasks into the classroom. This fact impedes teachers and students reaching a higher level in the English Language teaching-learning process, this situation made necessary the implementation of resources adaptive to the pedagogical context and planned through a content manager or virtual classroom. The current research is quasi experimental, bibliographic, documental and descriptive which was applied to a sample where it was necessary to consider an initial knowledge diagnose before applying the communicative and audiovisual resources, then it was necessary to carry out an evaluation at the end of it. It was also necessary to use a set of activities based on communicative and audiovisual resources framed within the micro curriculum guidelines with schedules and contents that were evaluated through questionnaires and a checklist. The instruments for collecting information allowed obtaining data in both pre-test and post-test. These qualifications were compared through a statistical test that allowed concluding that the use of the mentioned resources improved the English language teaching, at the same time it was possible to recommend its use within the curriculum for the First Level of the Languages Major.

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