scholarly journals Professional English Communication for Engineers in Nepal

2017 ◽  
Vol 3 (2) ◽  
pp. 14-21
Author(s):  
Santosh Agrawal
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Relevant Literature ◽  
Academic Research ◽  
The Other ◽  
Professional Communication ◽  
Engineering Profession ◽  
The Past ◽  
Research Article ◽  
Modern Context

This article is focused on the nature, needs and problems of the professional communications of the engineers in Nepal. It includes a number of significant aspects of the engineering professional communication with the use of English language. The study is an outcome of a survey of several aspects of the engineering profession, study of several relevant literature and the contact to a number of experts associated with the field of professional communication. The researchers in the field of professional communication require being more and more specific according to the changing specific needs of the professionals in the modern context today. It is necessary to pinpoint the nature of engineering professional skills, in order to save the time and other resources, if they are not properly utilized to achieve the set goals. The researchers in the past along with the students over here, are aware of the necessity of making more and more researches in the field of professional communication of the engineers in order to minimize the communicative problems of the engineers on one hand and to show a proper and adequate specific path in the areas of teaching and learning the specific skills of communication on the other. The sole purpose of the present research article is to indicate a number of measures to be applied to better the communicative situations of the engineers both during their study and at work. Hence a number of tentative suggestions and recommendations have been drawn following the conclusion of the article.Journal of Advanced Academic Research Vol. 3, No. 2, 2016, page: 14-21

scholarly journals Move Structure of Research Article Abstracts on Management: Contrastive Study (the Case of English and Russian)

2017 ◽  
Vol 3 (2) ◽  
pp. 63-72 ◽  
Author(s):  
Elena Zanina
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Russian Language ◽  
Research Articles ◽  
Linguistic Differences ◽  
Contrastive Study ◽  
Research Article ◽  
Linguistic Research ◽  
Academic Communication

Although a plethora of papers have proved a seminal role of move-based genre analysis in cross-linguistic research of academic communication and EAP/ESP teaching and learning, there is a lack of respective linguistic or pedagogically motivated studies of research articles (RAs) and their parts aimed at comparing English and Russian. Using Hyland’s (2000) 5-move model, the current research seeks to determine the most obvious cross-linguistic differences in the move structure of abstracts of research articles on management for these languages. Based on a move analysis of the English- and Russian-language corpora each comprising 20 unstructured RA abstracts, the research revealed conformity of most English-language abstracts to Hyland’s model, while the Russian abstracts principally displayed a three-move structure containing ‘purpose’, ‘method’ and ‘product’, and included the ‘introduction’ and ‘conclusion’ moves only occasionally. Other significant discrepancies comprised the English-language authors’ tendency to provide precise or detailed indication of research methods and results, in contrast to their brief indication or over-generalized mentioning by Russian writers, as well as greater length of the English-language abstracts and their stricter concordance to standard move sequence than those of the Russian abstracts. Though the research was conducted on relatively small corpora and was descriptive in nature, its findings might be of interest to genre analysts as well as to L2 theorists and practitioners.

scholarly journals Revisiting the Writing Assessment Process at a Saudi English Language Institute: Problems and Solutions

2018 ◽  
Vol 12 (1) ◽  
pp. 176
Author(s):  
Abdullah Alshakhi
Keyword(s):  
Writing Assessment ◽  
Teaching And Learning ◽  
English Language ◽  
Assessment Process ◽  
Literature Analysis ◽  
Efl Context ◽  
The Past ◽  
Problems And Solutions ◽  
English Language Institute ◽  
Holistic Rubric

Over the past several decades, writing assessment has evolved in an ever-growing attempt to provide contextual fairness to a student while maintaining standards across a larger community. This study analyzed writing assessment at a Saudi English Language Institute (ELI) by first discussing teaching and learning in an EFL context before examining the shortcomings of current Saudi methods in assessment. A universal rubric created by the Saudi ELI allows for consistency across the program and cross-grading between teachers ensures honesty in assessment, but this rigidity leads to a lack of trust between teachers and coordinators and disallows contextual-based learning. First-hand research and literature analysis show that an analytic, rather than holistic, rubric will allow greater contextual-based learning, and that elimination of cross-grading will empower a teacher to become more directly involved with each student. These changes ultimately benefit the students, teachers, and coordinators of the program.

scholarly journals Importance of English in Engineering for Professional Communication: A Study in the Nepalese Context

2017 ◽  
Vol 12 (1) ◽  
pp. 222-227 ◽  
Author(s):  
Rup Narayan Shrestha ◽  
Bharat Raj Pahari ◽  
Jai Raj Awasthi
Keyword(s):  
Present Article ◽  
English Language ◽  
Relevant Literature ◽  
Professional Communication ◽  
Wide Range ◽  
The World ◽  
Shed Light

This article attempts to highlight the importance of English in the professional communication in the field of engineering in Nepal. The main objective of the article is to shed light on the role English language plays in the communication related to engineering. Based primarily on the review of some relevant literature available, the present article reveals the fact that English being one of the global languages used in a wide range of communicative fields all over the world, it serves as an important tool for professional communication in engineering in Nepal.Journal of the Institute of Engineering, 2016, 12(1): 222-227 

scholarly journals Intervening Strategies to Cope with the Challenges of the Medium of Instruction of Instruction

2019 ◽  
Vol 3 (4) ◽  
pp. p312
Author(s):  
Eustard Rutalemwa Tibategeza
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Professional Communication ◽  
Medium Of Instruction ◽  
Large Classes ◽  
Course Content ◽  
Lecture Method ◽  
Basic Course ◽  
The Impact ◽  
Basic English

English is a medium of instruction in higher learning institutions in Tanzania. Some institutions put in place some strategies to help students improve their English. This paper is a result of the study conducted at Archbishop Mihayo University College of Tabora. The objectives of the study were to assess the impact of the Basic English course on the students’ English, to scrutinise the course contents and to analyse the teaching methods and techniques to see if they help students to outshine in the English language. The study employed questionnaire, interview, focus group discussions and documentary review as instruments of data collection. The findings indicate that Basic English course has not helped students to improve their English for academic and professional communication and the course content is beyond what ought to be included in a basic course. It was further established that due to large classes, Basic English course is taught through lecture method, which does not give the students an opportunity to interact. The paper recommends that a serious review for Basic English course be done and be taught by qualified staff with appropriate teaching and learning materials in manageable groups to allow meaningful interaction and language usage.

scholarly journals Integrating Facebook as a Platform of Discussion Among ESL Learners in International School

2021 ◽  
Vol 6 (4) ◽  
pp. 287-296
Author(s):  
Belvinna Kaur Ajaib Singh ◽  
Azlina Abdul Aziz
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Teaching And Learning ◽  
English Language ◽  
Positive Impact ◽  
Language Skills ◽  
International School ◽  
Future Directions ◽  
The Past ◽  
Esl Learners

This paper presents a systematic literature review of relevant published studies on integrating Facebook as a platform of discussion in the ESL classroom. The published studies are taken from the year of 2011 to 2019. The systematic literature review gives an overview about the positive impact of using Facebook as a platform of discussion for the ESL learners and the benefits of applying multimodality in teaching the ESL learners. The paper also investigates the challenges faced in integrating Facebook into the teaching and learning. The results of most published papers indicate that learners and educators are comfortable with the presence of Facebook as a platform of discussion and provides a positive feedback for the future ESL learners and educators to implement Facebook. The past studies indicate that Facebook plays a role in motivating the learners and promotes blended learning in improving the learner’s English language skills. The past studies also specify the challenges faced by both learners and educators in using Facebook. The limitations of past related studies and future directions for research were being further discussed.

scholarly journals Understanding Teachers’ Integration of Moodle in EFL Classrooms: A Case Study

2019 ◽  
Vol 12 (4) ◽  
pp. 1
Author(s):  
Yasir Al Yafaei ◽  
Rais Attamimi
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Case Study Research ◽  
Learning Processes ◽  
The Other ◽  
Factors Affecting ◽  
College Of Technology ◽  
Interpretive Approach ◽  
Working Mechanisms

The study explores the integration and implementation of the Moodle platform at the English Language Center of the Salalah College of Technology. To achieve this purpose, a qualitative, interpretive approach with a case study research design was used to collect the data and to deepen our understanding of the phenomena and how it was constructed in social reality of the school.Two teachers have been chosen to be the interviewees, to give their opinions and views on the topic under study, and the factors affecting both the implementation and integration of the Moodle programme. It was evident from the narratives of the two interviewees that the integration of Moodle was successful, and that it has proven to be a useful tool in the teaching and learning processes of English. In spite of some existing factors that may hinder the working mechanisms of the implementation and integration of Moodle, it may be concluded that this platform could be recommended to be extended to the other skills of the English language that it currently does not support. Following this process will inevitably improve the comprehension and production of the English language and related materials, online and real, respectively.

scholarly journals THEORY AND PRACTICE IN ENGLISH LANGUAGE TESTING

2021 ◽  
Vol 2 (2) ◽  
pp. 13-22
Author(s):  
Khalid Ahmed Hassan AHMED
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Testing ◽  
Theory And Practice ◽  
The Other ◽  
Learning Context ◽  
Future Studies ◽  
Methodological Procedures ◽  
Teaching Learning

Success in language teaching and learning is a multidisciplinary process in which language testing is an important pillar of success beside the other surrounding factors which range from the teaching learning context to the learners and teachers’ personal and educational factors. The aim of the present study is to identify to what extent there is a harmony between the teaching learning context on one hand and the theories and techniques of language testing on the other, and whether there is a matching between these theories of language testing and the practicality of these theories. We believe that there is a great mismatch between theories and practice of language testing as a result of the practices and the necessary expertise and knowledge needed in testing. This situation affects, to a great extent, the experience of language teaching learning process. This paper is a qualitative historical survey on language teaching learning context and theories of testing and language testing in particular. To process the study some related studies and literature will be explored, and some instances of language testing will be used to support this theoretical framework and to confirm our hypothesis that there is a gap between what is taught and what is examined. The study will include its importance, the methodological procedures that will be followed to attain the findings, recommendations and suggestions for future studies to let discussion in this area furthered in the future.

Working Toward a Socially Just Future in the ELA Methods Class

2019 ◽  
Vol 51 (2) ◽  
pp. 158-176 ◽  
Author(s):  
Michelle Fowler-Amato ◽  
Kira LeeKeenan ◽  
Amber Warrington ◽  
Brady Lee Nash ◽  
Randi Beth Brady
Keyword(s):  
Social Justice ◽  
Language Arts ◽  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
Historical Imagination ◽  
Secondary English ◽  
The Past ◽  
Secondary English Language Arts ◽  
Made In

This review of literature highlights the efforts teacher educators and researchers have made over the past 18 years to work toward social justice in secondary English language arts (ELA) preservice teacher (PT) education. Drawing on Dantley and Green’s framework for social justice leadership, we highlight the work that teacher educators have engaged in to support secondary ELA PTs in developing (a) indignation/anger for justice through exploring beliefs about students and themselves, (b) a prophetic and historical imagination through broadening understandings about teaching and learning, and (c) accountability to students and communities through university-to-classroom transitions. We close this article by drawing on this framework to honor what we, as a field, have accomplished while acknowledging the efforts that still need to be made in working toward justice in secondary ELA PT education and, ultimately, in the schools and communities in which our PTs teach.

scholarly journals Critical analysis of existing business process reengineering models: towards the development of a comprehensive integrated model

2013 ◽  
Vol 4 (1) ◽  
pp. 30 ◽  
Author(s):  
Bassam Hussein ◽  
Hassan Bazzi ◽  
Ayman Dayekh ◽  
Walid Hassan
Keyword(s):  
Business Process ◽  
Business Process Reengineering ◽  
Human Factor ◽  
Relevant Literature ◽  
Academic Research ◽  
Integrated Model ◽  
Process Reengineering ◽  
Industrial Practice ◽  
The Past ◽  
Efficiency And Effectiveness

Over the past two decades, business process reengineering (BPR) has been one of the most popular approaches to improving the efficiency and effectiveness of an organisation. However, a review of the relevant literature reveals that available BPR models that have been widely in use have some serious limitations and fail to take into consideration the human factor and change management. The theoretical gap identified in academic research is also reflected in industrial practice. This article analyses existing BPR models in order to set the stage for the development of a comprehensive integrated model to address their theoretical deficiencies. The article will provide an overview of the main issues, limitations and challenges of existing BPR models. The limitations will then be itemised, described and analysed to provide evidence for the need of a more systematic model that would help organisations to successfully carry out BPR initiatives and projects. 

Schooling Food in Contemporary Times: Taking Stock

2015 ◽  
Vol 31 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Deana Leahy ◽  
Emily Gray ◽  
Amy Cutter-Mackenzie ◽  
Chris Eames
Keyword(s):  
Health Education ◽  
Environmental Education ◽  
Professional Learning ◽  
Obesity Prevention ◽  
Teaching And Learning ◽  
The Other ◽  
School Food ◽  
Educational Discourse ◽  
The Past ◽  
Food Education

AbstractOver the past decade we have witnessed a proliferation and intensification of food pedagogies across a range of sites. This article begins by considering two pedagogical scenes that attempt to address food. They were enacted within educational settings in Australia; one a Year 8 (13 years of age) health education classroom, the other a professional learning seminar. Each were heavily imbued with the obesity prevention imperatives that have come to characterise social, political and educational discourse around food in contemporary times. Using these scenes as a springboard, we move to consider the place where we initially envisioned food might intersect with environmental education. We imagined that it would be a space with significant potential for approaching teaching and learning about food in new ways. Deploying menu as metaphor, the authors explore the possibilities for this new terrain and argue that bringing a Foucauldian inspired ‘ethics of discomfort’ to the table might help us take stock of contemporary approaches and their effects. Given the dominance of crisis-driven responses that tend to characterise school food education, we conclude by suggesting that we need to interrupt the dominant discourses that circulate around food and try to engage with some new possibilities for teaching and learning about food.

Sign in / Sign up

Export Citation Format

Share Document