scholarly journals Gaining in-demand skills in the ESP classroom: a case study in Oman

2020 ◽  
Vol 4 (2) ◽  
pp. 210-225
Author(s):  
Victoria Tuzlukova ◽  
◽  
Peter Heckadon ◽  
Keyword(s):  
Language Learning ◽  
21St Century ◽  
21St Century Skills ◽  
Creative Thinking ◽  
Tertiary Education ◽  
Special Focus ◽  
Sultan Qaboos University ◽  
Positive Attitudes ◽  
Business Course ◽  
Experiential Instruction

The most recent trends in education emphasize the importance of its strong focus on the learner’s job-readiness, a convergence of education with the world of work, and its adaptation to the needs of the learner and the employer. Ascribable to its far-reaching partnership with 21st-century educational thinking, demand-driven education and planning for the future, the English for Specific Purposes (ESP) classroom is no exception to this, seeing modifications and adaptations in its search for a deeper understanding of the reliable skill set introduction and development. While debating current global and local issues, changes, and challenges in the broad area of ESP, this paper focuses on Omani tertiary education students’ understanding of in-demand 21st-century skills and their development in the dimensions of these skills. The discussion is anchored in the personal feedback of students enrolled in English for Business course offered by the Centre for Preparatory Studies at Sultan Qaboos University in Oman. In terms of future employability, students were asked to rate twenty-three skill areas and how these skill areas were covered in the course in bilingual English and Arabic questionnaire administered online. The results demonstrate students’ understanding of the importance of 21st-century skills for future employability. They also show that effective in-demand skill instruction requires teacher initiative in the enhanced incorporation of learner-centered teaching approaches and more language learning activities and tasks with a focus on interactive and experiential instruction. This involves a synthesis of best practices in integrated language skills with a special focus on speaking, the application of different innovative tools and techniques of teaching, and enhancement of positive attitudes toward aligning skill areas, with an emphasis on idea development, content knowledge, critical and creative thinking.

scholarly journals EST for EMI: A Problem-Based Learning Approach to Domain-Specific Fluency

2015 ◽  
Vol 1 (1) ◽  
pp. 12-19
Author(s):  
Sharon Hannigan
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Creative Thinking ◽  
Expert Panel ◽  
Problem Based Learning ◽  
Medium Of Instruction ◽  
Learning Approach ◽  
Science Courses ◽  
Domain Specific ◽  
Visual Spatial

An English for Science and Technology (EST) course is offered as a potential bridge to English as a Medium of Instruction (EMI) in the sciences. Consisting of four modules, each organized around a “big problem” in science or technology, the course challenges students to collectively arrive at solutions through critical and creative thinking that ultimately finds expression in three modalities: verbal (e.g., expert panel discussions, debates) graphic (e.g., problem statements, action plans), and visual-spatial (e.g., graphs, models). It is suggested that Problem-Based Learning (PBL) approaches to language learning – especially ones propelled by critical thinking frameworks (e.g., SPRE) – not only ease the transition to science courses where English is the medium of instruction but promote the acquisition of general competencies thought vital to 21st century success.

scholarly journals Developing strategic plans for an aligned approach to 21st century skills integration

2021 ◽  
Author(s):  
Claire Scoular ◽  
Ian Teo
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Creative Thinking ◽  
Strategic Plan ◽  
Lessons Learned ◽  
Asia Pacific ◽  
Education Systems ◽  
Knowledge Based ◽  
The Pacific ◽  
Innovation And Technology

This report describes an online course developed to support education systems to build an aligned and sustainable approach to integration of 21st Century Skills (21CS). 21CS are those skills that are considered particularly important to succeed in today’s knowledge-based society in which innovation and technology are predominant. Prominent examples include critical thinking, creative thinking, and collaboration, and such skills need to be better understood in order for them to be integrated. While different countries may have their own frameworks or priorities surrounding 21CS, a consistent approach to integration can still be achieved with a shared understanding from all stakeholders within the system. The course objectives focused on supporting countries to develop a strategic plan for 21CS integration, providing resources to aid that plan, and building capacity to implement the plan. The specific learning objectives were to: Understand components and steps leading to 21CS alignment; Conduct a needs analysis, identifying which steps are currently being met, and which steps need more attention; Develop a strategic plan, identifying which steps are to be prioritized and in which order; Gain insights from other education systems from reflections on successful developments and lessons learned; and Engage in discussion within education systems and with other countries about the emerging area of skills integration, as well as identify future directions. Course participants joined from across 16 Asia Pacific countries and from the Education Quality and Assessment Programme for the Pacific Community (EQAP). The course comprised of eight modules that were spread over three weeks, with content hosted online through the Moodle platform.Each module consisted of pre-recorded video content (30-60 minutes) and team and/or individual activities. The modules were supported by three live sessions that allowed participants to ask questions and share reflections in real time. The course concluded with a webinar that consisted of presentations that were delivered by one member from each Core Strategy Team who shared their team’s strategic plan and reflections from this course.

scholarly journals Analysis of Problem Based Learning Model with Mind Mapping to Increase 21st Century Skills

2020 ◽  
Vol 9 (3) ◽  
pp. 321-326
Author(s):  
Assa Prima Sekarini ◽  
Wiyanto Wiyanto ◽  
Ellianawati Ellianawati
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Mixed Methods Research ◽  
Creative Thinking ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Mind Mapping ◽  
Student Collaboration

Education in the 21st Century is expected to produce human resources that have the ability to face the challenges in the development of science and technology so fast. 21st Century skills that need to be developed in students include critical thinking skills, creative thinking, collaboration, and communication. This research has purpose to determine the effectiveness of the model of Problem Based Learning (PBL) aided mind mapping to increase creative thinking skills and student collaboration. Type of research was mixed methods research design sequential exploratory. The sample of the research were 30 students of grade VIII D consisting of 16 male students and 14 female students. The analysis of the data in this research using qualitative and quantitative analysis techniques. The results showed that there is an increase in scores obtained by students in creative thinking and collaboration skills. The benefits of this research for educators are to provide effective learning model reference to be used in developing the creative thinking skills and student collaboration. Based on the result of the research, can be concluded that the PBL teaching model with mind mapping in motion and force effective to be applied in developing the creative thinking skills and student collaboration.  

scholarly journals TEACHERS’ PERCEIVED ATTITUDES TOWARD THE IMPLEMENTATION OF 21ST CENTURY SKILLS AT PRIMARY SCHOOL

2021 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Luh Putu Restu Adi Utami ◽  
Ni Nyoman Padmadewi ◽  
Luh Putu Artini ◽  
Ni Luh Putu Eka Sulistia Dewi
Keyword(s):  
21St Century ◽  
Mixed Method ◽  
21St Century Skills ◽  
Classroom Practice ◽  
Primary Schools ◽  
English Teachers ◽  
Depth Information ◽  
Teaching English ◽  
Positive Attitudes ◽  
The Subject

21st century education requires teachers to be able to understand the 21st century skills and apply them in daily classroom practice. Although necessary for teachers, research on investigating the teachers’ perceived attitudes toward the implementation of the 21st century skills for teaching English in primary schools in Bali is still limited. This study aimed to investigate primary school’s English teachers’ perceived attitudes toward the implementation of 21st-century skills. The design of this study was a sequential embedded mixed method with dominantly used qualitative design. This study used 3 English teachers and two headmasters from 2 primary schools in Tabanan regency as the subject. The data were collected by using a questionnaire and interview to gain the data of teachers’ perceived attitudes toward the implementation of the 21st century skills. From the data that have been obtained, primary English teachers gave positive attitudes toward 95,8% of the skills in the implementation of 21st century skills. The interview section showed that the teacher lacks understanding of 21st century skills because of a lack of in-depth information about 21st century skills. Moreover, the teachers have to be aware of 21st century skills in the assessment as one of the concepts that are adapted for Kurikulum 2013.

Meta-analysis of studies on the acquisition of receptive skills and vocabulary in CLIL

2020 ◽  
Vol 8 (1) ◽  
pp. 30-52
Author(s):  
Ivana Cimermanová
Keyword(s):  
Language Learning ◽  
Formal Education ◽  
Meta Analysis ◽  
Reading Performance ◽  
Special Focus ◽  
Area Of Interest ◽  
Positive Attitudes ◽  
Effect Model ◽  
Significant Difference ◽  
Meta Analyses

Abstract Content and language integrated learning (CLIL) is a major area of interest within the field of formal education. There are numerous studies presenting data and results of CLIL implementation. The positive impacts have been reported in building positive attitudes to language learning, to content subject learning, increasing efficacy of language learning. Questions have been raised about the factors that (may) affect research results and their interpretation. Many small studies bring statistically non-significant data as they use small convenience samples. Meta-analyses enable the researchers to synthesise data from research with the same characteristics. The present article analyses the studies that focus on CLIL implementation at primary and secondary schools with special focus on receptive skills and vocabulary gains. Out of 385 selected studies were 9 included and applying randomised-effect model evaluated. The analysis found no statistically significant differences between the CLIL and EFL groups in listening and reading performance. Concerning vocabulary the statistically significant difference in favour of CLIL (p<0,0001) with overall estimate effect 0,84 and confidence interval ranging from 0,56 to 1,11 was observed.

Investigating Learner Autonomy and 21st Century Skills in Blended Tech-Enhanced Language Learning

2020 ◽  
pp. 113-134
Author(s):  
Farhana Ahmed
Keyword(s):  
Language Learning ◽  
21St Century ◽  
Technology Use ◽  
21St Century Skills ◽  
Learner Autonomy ◽  
Secondary English ◽  
Student Centered ◽  
Student Centered Learning ◽  
Post Secondary ◽  
Research Findings

This chapter reports on a study that examines learners' beliefs towards technology use with specific focus on the development of learner autonomy in a blended context within a post-secondary English for academic purposes (EAP) program. The growth of post-secondary EAP programs along with the researchers' awareness and interest in leveraging technological tools in support of student-centered learning motivated this research. Findings reveal students' overall positive attitude towards technology use and adoption of some 21st century skills in learning English. When innovative pedagogical methods are supported by intervention in learning, a heightened critical awareness and movement towards learner autonomy was observed among students through fostering of some 21st century competencies. The chapter concludes with recommendations for teacher education in tech-enhanced pedagogy, teacher-intervention in educating students about the rationale for technology use, leveraging students' digital resources and ongoing critical and reflective teaching practices.

scholarly journals About "Learning" and "Analytics"

2016 ◽  
Vol 3 (2) ◽  
pp. 1-5 ◽  
Author(s):  
Arnon Hershkovitz ◽  
Simon Knight ◽  
Shane Dawson ◽  
Jelena Jovanović ◽  
Dragan Gašević
Keyword(s):  
At Risk ◽  
Early Detection ◽  
21St Century ◽  
21St Century Skills ◽  
Learning Analytics ◽  
Tertiary Education ◽  
Editorial Team ◽  
Multimodal Learning ◽  
Students At Risk ◽  
Multimodal Learning Analytics

This issue of the Journal of Learning Analytics features three special sections that look into topics of learning analytics for 21st century skills, multimodal learning analytics, and sharing of datasets for learning analytics. The issue also features a paper that looks at models for early detection of students at risk in tertiary education. The editorial concludes with a summary of the changes in the editorial team of the journal.

scholarly journals FOSTERING 21st CENTURY SKILLS USING THE ONLINE DISCUSSION FORUM IN AN ENGLISH FOR SPECIFIC PURPOSE COURSE

2021 ◽  
Vol 18 (Number 1) ◽  
pp. 219-240
Author(s):  
Mazura Jamalai@Jamali ◽  
Pramela Krish
Keyword(s):  
Language Learning ◽  
21St Century ◽  
21St Century Skills ◽  
English Language ◽  
Online Discussion ◽  
Learning Experience ◽  
Discussion Forum ◽  
English Language Learning ◽  
Reflective Journals ◽  
Online Discussion Forum

Purpose – This study was initiated to explore students’ utilisation of the online discussionforum (ODF) via the university Learning Management System to assist English for Specific Purpose (ESP) students to execute and construct their final group task project, namely the Company Profile (CP). Methodology – A case study guided by Socio constructivism theory and Partnership of the 21st Century Learning Framework was employed. A total of 26 undergraduate students participated voluntarily in the ODF. The group project was carried out virtually among group members in three online sessions. Prior to the project, students were briefed by the instructor and questions were posted to students via the portal in stages to carry out the discussion online. Besides the online postings in the platform, students reflected on their online learning experiences in their reflective journals and took part in the interviews. The findings were qualitatively analysed and reported. Findings – The findings indicated that students value the learning experience and perceived the virtual setting as beneficial in assisting English language learning, as well as fostering the 21st century skills. The data from the online postings, reflective journals and interviews were grouped into several themes which provided significant aspects of their positive inclination in using ODF for their language learning facilitation and fostering of skills. The positive insight and impact on how the ODF assisted the students’ English language learning were realised in students’ Linguistic Attainment. Meanwhile, the idea of Flexibility Trait, Reference for Documentation, Confidence Increase and Attentiveness Provision were identified as influential factors on the students’ optimistic views on the usage of ODF. The students value the learning experience and also view the online environment as an inclusive venue to develop critical thinking, leadership, discipline, time management, and digital skills. Overall, this study revealed that practice in the virtual environment using ODF should be implemented in the English classroom with the belief that such mode of learning would contribute to the development language and enhancement of important skills for their future. Significance: The ODF platform demonstrated the potential for convenience, flexibility, and linguistic advancement amongst students for discussing and sharing knowledge relative to their CP construction and its execution. The non-threatening learning and the conducive atmosphere of their group discussion experience also supported active participation, in which passive participants had more opportunities to express their opinions confidently. Keywords: Online discussion forum; English for Specific Purpose; language learning experience, 21st Century Skills.

Sign in / Sign up

Export Citation Format

Share Document