scholarly journals Implementing Assessment literacy in ESL/EFL at Undergraduate Level in Bangladeshi Universities: Imperativeness and Challenges

2020 ◽  
Vol 4 (3) ◽  
pp. 348-367
Author(s):  
Protiva Rani Karmaker
Keyword(s):  
English Language ◽  
Learning Objectives ◽  
English Language Teaching ◽  
Survey Method ◽  
Assessment Literacy ◽  
Self Assessment ◽  
Undergraduate Level ◽  
Assessment Techniques ◽  
Effective Assessment ◽  
The University

The paper concentrates on investigating the implementation of assessment literacy at the tertiary level of Bangladesh. It also tries to explore the existing challenges which the teachers face in ELT classroom while implementing effective assessment techniques in evaluating academic examination scripts. In this regard, a survey method involving a questionnaire survey was used to obtain a quantitative insight of the study. After studying the responses from 10 respondents of two public universities of Bangladesh, the researcher attained the findings that demonstrated respondents’ experience and suggestions regarding assessment literacy in English language teaching at undergraduate level in the respective university, which include a number of barriers, like lack of training in achieving assessment literacy, insufficient support from the university, and disparity between learning objectives and assessment techniques. To ensure bonafide assessment literacy, the findings also provided some feasible suggestions, like offering students an opportunity to convert test into learning experiences, ensuring appropriate math between assessment and learner ability and regulating self-assessment on regular basis.

scholarly journals Britain’s new language testing powerhouse: An interview with Professor Anthony Green, University of Bedfordshire

2014 ◽  
Vol 38 (5) ◽  
pp. 46
Author(s):  
Daniel Dunkley
Keyword(s):  
Language Learning ◽  
Collaborative Research ◽  
English Language ◽  
Language Education ◽  
Language Testing ◽  
Research Programme ◽  
Assessment Literacy ◽  
Learner Corpus ◽  
The University ◽  
Learner Language

In this interview Professor Green explains the work of CRELLA (the Centre for Research in English Language Learning and Assessment at the University of Bedfordshire), and its role in the improvement of language testing. The institute contributes to this effort in many ways. For example, in the field of language education they are partners in English Profile (EP: www.englishprofile.org), a collaborative research programme directed towards a graded guide to learner language at different CEFR (Common European Framework of Reference) levels, based on the 50 million word Cambridge Learner Corpus. Among other things, the EP has helped to inform the development of the CEFR-J in Japan. In this interview, Professor Green also outlines his own work, especially in the areas of washback and assessment literacy.

Fostering Critical Thinking Using Instructional Strategies in English Classes

2019 ◽  
pp. 299-316
Author(s):  
Şenol Orakcı ◽  
Mehmet Durnali ◽  
Osman Aktan
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Language Learners ◽  
Critical Literacy ◽  
English Language ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
English Language Teaching ◽  
Self Assessment ◽  
English Classes

The aim of the chapter is to provide both theoretical and practical ideas about critical thinking development within English language teaching contexts. Encouraging language learners to be critical thinkers is important in teaching English as a foreign language. However, achieving the goal remains a challenge. Using various strategies together seem to be effective when properly implemented. Therefore this chapter outlines these strategies which include communicative language tasks, using authentic meaningful texts, using critical literacy, being aware of whole-brain learning, adopting a reflective teaching, enabling students to become autonomous, using explicit instruction, teacher questioning, using active and cooperative learning strategies, using literature in English classes, using creative drama, and adopting self-assessment. Teachers can enable learners to have critical thinking skills and more efficient English lessons by combining these strategies in a new way or by designing critical thinking activities in the classroom.

English Language Learning as Intercultural Experience

2021 ◽  
pp. 1-16
Author(s):  
Hamza R'boul ◽  
M Camino Bueno-Alastuey
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
English Language ◽  
English Education ◽  
Language Teaching ◽  
English Language Teaching ◽  
Intercultural Relations ◽  
Intercultural Experience ◽  
The University ◽  
Teaching In Higher Education

Teaching English in higher education entails additional factors and considerations that exemplify the complexity of accounting for the diverse population in modern higher education institutions. In particular, the increasing flow of international students and the employment demands of functioning in multicultural contexts render helping students to develop a critical understating of intercultural relations an important aspect of English language teaching. With the increasing adoption of English as a medium of instruction and its use as a lingua franca in intercultural communication, it is important to structure English education in a way that accounts for intercultural relations both in and outside the university. In addition to the postmodern conceptualizations of interculturality that emphasize the fluidity of culture, language and identity intercultural relations are characterized by power imbalances. That is why this chapter makes a case for the necessity of considering sociopolitical realities in intercultural English language teaching in higher education.

scholarly journals Promoting teacher–learner autonomy through and beyond initial language teacher education

2010 ◽  
Vol 44 (1) ◽  
pp. 118-121 ◽  
Author(s):  
Ema Ushioda ◽  
Richard Smith ◽  
Steve Mann ◽  
Peter Brown
Keyword(s):  
Teacher Education ◽  
Curriculum Design ◽  
English Language ◽  
Teaching Experience ◽  
English Language Teaching ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Research And Practice ◽  
Language Studies ◽  
The University

With the growing international market for pre-experience MA in ELT/TESOL programmes, a key curriculum design issue is how to help students develop as learners of teaching through and beyond their formal academic studies. We report here on our attempts at the University of Warwick to address this issue, and consider wider implications for research and practice in initial language teacher education. At the Centre for Applied Linguistics at the University of Warwick, we run a suite of MA programmes for English language teaching professionals from around the world. Most of these courses are for students with prior teaching experience, but our MA in English Language Studies and Methods (ELSM) programme is designed for students with less than two years’ experience and, in fact, the majority enrol straight after completing their undergraduate studies in their home countries.

scholarly journals Blended Learning Mobility Approach and English Language Learning

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Mazen Ismaeel Ghareb ◽  
Saman Ali Mohammed
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Teachers ◽  
English Language Teaching ◽  
Kurdistan Region ◽  
English Language Teachers ◽  
The University

Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility program for teaching and learning English language and using their language skills in an ongoing business project using several software for communication and management of their projects. Results will show the framework for new blended learning and blended mobilities of many different English language teaching (ELT) aspects.

scholarly journals Status of English language teaching in secondary level under different school interventions

2019 ◽  
Vol 24 (1-2) ◽  
pp. 162-177
Author(s):  
Deepika Adhikari
Keyword(s):  
English Language ◽  
West Bengal ◽  
Language Teaching ◽  
School Curriculum ◽  
Language Teachers ◽  
English Language Teaching ◽  
Survey Method ◽  
The Status ◽  
Official Languages ◽  
English Language Teachers

Language is the primary medium of communication and expression of thoughts and ideas. In India, there are two official languages- Hindi and English. English has-been occupying a dominant position since independence. There have been serious attempts to integrate English language in the school curriculum since 1980s. In the schools of West Bengal, English is taught either as a first language or second language. The present study intends to find the status of teaching English language in the secondary schools of Siliguri (West Bengal) where the schools with three different boards, ICSE, CBSE and state boards are chosen. The sample consisted of 50 teachers and 50 students from a total of 25 schools. A survey method and observation inventory was used for collection of data. The conclusion is that English language teachers need to abreast themselves with the latest developments in the context of language teaching. The co-operation from the school, teachers, parents and students yield fruitful results in improving the status of English language teaching.

scholarly journals use of ‘I-Do’ methodology in integrating moral characters into the development of ELT materials for transactional speaking skills

2021 ◽  
Vol 6 (1) ◽  
pp. 1-29
Author(s):  
Kaharuddin Kaharuddin ◽  
Ismail Ismail
Keyword(s):  
English Language ◽  
English Language Teaching ◽  
Needs Analysis ◽  
Teaching Materials ◽  
Moral Value ◽  
Language Program ◽  
Materials Development ◽  
Speaking Skill ◽  
The University

This study is aimed at improving the quality of teaching English at the university level by aligning the students’ needs and the expectations of the lecturers (a needs analysis) with moral values in developing moral character-based English language teaching materials. Development research method is used to carry out this research by employing the ‘I-DO’ methodology which contains three distinct phases namely; 1). The input phase which is passed by a needs analysis involving 60 participants (55 students and 10 lectures). The participants were purposively selected. Questionnaires were used to collect the data which were analyzed by using descriptive approach. 2). The development Phase which is passed by formulating goals and objectives based on the information gathered from the needs analysis. 3) The output phase which is completed by making lesson plans, and producing prototype of the moral value-based teaching materials. This research has built one prototype of a well-developed ELT material for transactional speaking skill. We believe that our findings on the use of ‘I-DO’ methodology could have a profound impact on the way ELT materials is developed in language program.

scholarly journals SCIENTIFIC APPROACH OF 2013 CURRICULUM: TEACHERS� IMPLEMENTATION IN ENGLISH LANGUAGE TEACHING

2017 ◽  
Vol 6 (1) ◽  
pp. 33 ◽  
Author(s):  
Sri Ratnaningsih
Keyword(s):  
Junior High School ◽  
English Language ◽  
Teaching Practice ◽  
Language Teaching ◽  
Lesson Plan ◽  
Project Based Learning ◽  
Lesson Plans ◽  
Learning Objectives ◽  
English Language Teaching ◽  
Scientific Approach

The research is aimed at investigating the teachers� implementation of scientific approach in English Language Teaching in one state junior high school in Bandung Regency. In addition, this research discusses the conformation of the Scientific Approach implementation and the lesson plans based on the 2013 curriculum. This research employs a case study qualitative research design. The data were obtained from classroom observation and teachers� lesson plan analysis and interview. The findings showed that the teachers implemented the scientific stages in English Language Teaching. They conducted observing, questioning, experimenting, associating and communicating in the sequence activities. Besides, the teachers can demonstrate the student-centered learning strengthened by collaborative, cooperative, active and meaningful learning. However, concerning the conformation of the implementation with lesson plans, based on the indicators, learning objectives, learning materials, learning media, scientific stages and Scientific Approach model (discovery learning, inquiry leaning, problem based learning and project based learning), the teachers still have to underline and mention the Scientific Approach model and state learning objectives. Furthermore, the other components have been presented well in both teaching and lesson plans.Keywords: English language teaching, lesson plan, scientific approach, teaching practice, the 2013 curriculum

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