scholarly journals THE IMPACT OF COVID-19 ON STUDENTS’ WILLINGNESS TO COMMUNICATE IN ENGLISH IN HIGHER EDUCATION INSTITUTIONS IN A DIGITAL CONTEXT (HEIs)

2021 ◽  
Vol 6 (23) ◽  
pp. 21-33
Author(s):  
Anna Lynn Abu Bakar ◽  
Irma Wani Othman ◽  
Saifulazry Mokhtar ◽  
Mohd Sohaimi Esa
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Teaching And Learning ◽  
English Language ◽  
Focus Group Interview ◽  
Education Institution ◽  
Qualitative Approach ◽  
Willingness To Communicate ◽  
Teachers And Students ◽  
The Impact

The outbreak of the Covid-19 Pandemic has brought a shift in the way the teaching and learning process has been conducted in the education field. Most of the lessons are conducted in a digital context for the safety of both teachers and students. Thus, this study aims to look into the impact of the pandemic on students’ willingness to communicate (WTC) in English in a digital context in a local higher education institution (HEIs) in Sabah, Malaysia. A qualitative approach was employed in this study involving 25 pre-university students. The data was obtained from a focus group interview and was later transcribed and coded into dominant and sub-dominant themes. The findings revealed that the students unanimously agreed that having classes in a digital context does affect their WTC in English. It is hoped that these findings would give a better insight to English language instructors (ELIs) to plan a conducive learning environment that could facilitate students' WTC in a digital context.

Integrating E-Learning in the Teaching of English Language Classes

2019 ◽  
pp. 227-253
Author(s):  
Shimey Shawna Masters
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
School Level ◽  
Learning Approaches ◽  
High School Level ◽  
Language Classes ◽  
Teachers And Students ◽  
E Learning ◽  
The Impact

The purpose of this research was to investigate how the integration of e-learning in the teaching of English Language could benefit teachers and students at the high school level. This study was done using mixed methods in the form of an exploratory sequential action research where an exploration of teachers' experiences who used e-learning strategies in the teaching of English Language classes was observed and assessed to identify successes and challenges. A total of 15 teachers were trained to use e-learning approaches to improve the teaching and learning process and provided with a training manual after revising the literature relating to the problem. This was accomplished in the study, and an evaluation of the impact was conducted. The findings revealed that the teachers commenced integrating the technologies in their classes and that they are utilizing the strategies that they were exposed to in the training process.

scholarly journals PERSPECTIVAS DO COMPARTILHAMENTO DO CONHECIMENTO ENTRE OS DOCENTES PARA VIABILIZAR A METODOLOGIA ATIVA

2018 ◽  
Vol 7 (2) ◽  
pp. 20-32
Author(s):  
Meline Vitali Duminelli ◽  
Karoline Brasil de Oliveira Ezequiel ◽  
Cristina Keiko Yamaguchi
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Knowledge Sharing ◽  
Interdisciplinary Research ◽  
Focus Group Interview ◽  
Research Data ◽  
Traditional Teaching ◽  
Exploratory Research ◽  
Teaching Models ◽  
Teachers And Students

Alguns docentes insatisfeitos com a abordagem de ensino tradicional no ensino superior, buscam alternativas para inovar no processo de ensino e aprendizagem, e dentre as técnicas existentes, destaca-se a metodologia ativa. Esse estudo buscou compreender as práticas de compartilhamento do conhecimento entre os docentes que aplicam a técnica de metodologia ativa na educação superior. Os procedimentos metodológicos adotados foram: pesquisa de caráter interdisciplinar e quanto aos fins de investigação: descritiva e exploratória. A coleta de dados ocorreu por meio de entrevista com quatro professoras que estudam e aplicam a metodologia ativa. Percebeu-se que adotando a técnica de metodologia ativa, ocorre maior interação entre professores e alunos, promove o compartilhamento do conhecimento com os professores durante o planejamento das aulas e na instituição durante as capacitações docentes, quando o tema abordado trata das diferentes técnicas e modelos de ensino a serem praticados na sala de aula.Palavras-Chave: Metodologias ativas. Compartilhamento do conhecimento. Aprendizagem. Perspectives of Knowledge Sharing Between Teachers to Viabilize Active MethodologyAbstract: Some teachers dissatisfied with the traditional teaching approach, seek alternatives to innovate within the classroom, and highlights here the active methodologies. This study sought to understand the practices of knowledge sharing among teachers who apply the techniques of active methodologies in higher education. This interdisciplinary research was used for the purposes of descriptive and exploratory research. Data collection took place through a focus group interview, with four teachers who study and apply the active methodologies. It was noticed that adopting the techniques of active methodologies, there was a greater interaction between teachers and students, as well as, it was evidenced that the active methodologies promote the sharing of knowledge with other teachers in the moments of class planning and within the institutions when they offer training on the different techniques and teaching models that can be practiced in classrooms.Keywords: Active methodologies. Sharing knowledge. Learning.

scholarly journals THE ESTABLISHMENT OF THE ARABIC LEARNING ENVIRONMENT IN ISLAMIC HIGHER EDUCATION INSTITUTION IN NORTH SUMATERA

2020 ◽  
Vol 7 (1) ◽  
pp. 1-12
Author(s):  
Sahkholid Nasution ◽  
Zulheddi Zulheddi
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Education Institution ◽  
Qualitative Approach ◽  
Key Factors ◽  
Language Understanding ◽  
Supportive Environment ◽  
Supportive Learning Environment

This study aims to highlight the establishment of supporting environment to Arabic learning in some PTKIs (Islamic Higher Education Institutions) in North Sumatera Indonesia. It could be contended that the supporting environment to Arabic learning could enhance the quality of learning the language itself. Concerning some challenges in teaching and learning Arabic as a foreign or second language, one of major strategies which could be applied is to establish the supportive learning environment which could facilitate the process of learning the language becoming more attractive and optimizing. This study is conducted by qualitative approach which the data were obtained from series of observations, interviews, and documentations. The result of this study depicts that there are some key factors which could conform the establishment of supportive environment to the teaching and learning Arabic in those Islamic Institutions and also the level of language understanding which could be endorsed by how established the environment itself.

scholarly journals THE IMPACT OF PODCASTS DESIGNED THROUGH AUDACITY ON IMPROVING GRAMMAR SKILLS

2020 ◽  
pp. 1-7
Author(s):  
Olha Chaikovska
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Education Institution ◽  
Practical Experience ◽  
Content Management ◽  
Educational Process ◽  
Teachers And Students ◽  
Post Test ◽  
The Difference ◽  
The Impact

The situation with the pandemic in the world showed that education in Ukraine will never be the same. Isolation turned out to be a big challenge for both teachers and students. This is explained primarily by a lack of theoretical knowledge and practical experience in providing distance learning. According to the EU recommendations, the education institution will work effectively if it provides the best use of digital technology for teaching and learning and develops teachers' and students' digital competences and skills. Educational technology tools include content management systems, language learning apps, podcasts, and electronic discussion boards. The features of free, open-source, cross-platform audio software Audacity are described in the study. The paper analyzes how a university teacher can record, edit and export in MP3 format the language learning podcast through Audacity. To answer this question, we created 5 bilingual grammar podcasts based on the audio platform. The designed podcasts can be used as learning activities outside the class with the university students. The obtained results showed that even a beginner in the sphere of ICT can design a good-quality foreign language podcast. The difference between the scores in pre and post-test results suggest that self-designed podcasts can be used in teaching EFL to improve grammar skills. This study emphasizes the need for implementing ICT tools in the educational process to improve the quality of teaching and learning and to share the gained experience with the colleagues. Further research could determine the role of self-designed podcasts in an online language course for the students of technical universities.

scholarly journals The Impact of Digitalization in Higher Educational Institutions

2022 ◽  
Vol 11 (2) ◽  
pp. 7-11
Author(s):  
Shailaj Kumar Shrivastava ◽  
◽  
Chandan Shrivastava ◽  
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Digital Technology ◽  
Teaching And Learning ◽  
Education Institution ◽  
Educational Institutions ◽  
Internet Connectivity ◽  
Teaching And Learning Research ◽  
Learning Research ◽  
The Impact

Digital Technology has changed the education scenario in the educational institutions by enhancing teaching and learning, research and governance. There is great need of adequate infrastructure, better internet connectivity, up to date digital equipment’s, safe platform and digitally competent professionals. In India, higher education institution is evident with the increasing use of ICT, cloud computing, artificial intelligence, robotics and virtual reality in day-to-day practices which enhances competencies and help in aligning with industry-based skills. This article presents the issues related to implementation of digitalization process in higher education institutions.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

The Use of Multimedia and its Impact on Bangladeshi EFL Learners at Tertiary Level

2020 ◽  
Vol 4 (2) ◽  
pp. 150
Author(s):  
Farzana Sharmin Pamela Islam
Keyword(s):  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
English Language ◽  
Capital City ◽  
Tertiary Level ◽  
Language Classroom ◽  
The Difference ◽  
The Government ◽  
The Impact

As 21st century is the era of modern technologies with different aspects, it offers us to make the best use of them. After tape recorder and overhead projector (OHP), multimedia has become an important part of language classroom facilities for its unique and effective application in delivering and learning lesson. Although in many parts of Bangladesh, a South Asian developing country, where English enjoys the status of a foreign language, the use of multimedia in teaching and learning is viewed as a matter of luxury. However, nowadays the usefulness and the necessity of it are well recognized by the academics as well as the government. The study aims to focus on the difference between a traditional classroom void of multimedia and multimedia equipped classrooms at university level by explaining how multimedia support the students with enhanced opportunity to interact with diverse texts that give them more in-depth comprehension of the subject. It also focuses on audio-visual advantage of multimedia on the students’ English language learning. The study has followed a qualitative method to get an in-depth understanding of the impact of using multimedia in an English language classroom at tertiary level. For this purpose, the data have been collected from two different sources. Firstly, from students’ written response to  an open ended question as to their comparative experience of learning  lessons with and without multimedia facilities; and secondly, through  observation of English language classes at a private university of Dhaka, the capital city of Bangladesh. The discussion of the study is limited to  the use of multimedia in English language classroom using cartoons, images and music with a view to enhance students’ skills in academic writing, critical analysis of image and critical appreciation of music. For this purpose, cartoons in English language, images from Google and music from You Tube have got focused discussion in this paper.

scholarly journals Perspectives of organizational identity in a health higher education institution: a mixed-method analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Ubirajara José Picanço de Miranda Junior ◽  
Maria Rita Carvalho Garbi Novaes ◽  
Henrique Batista Araújo Santos ◽  
João Fellipe Santos Tatsch ◽  
Rafael Sanches Ferreira ◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Organizational Identity ◽  
Mixed Method ◽  
Teaching And Learning ◽  
Education Institution ◽  
Early Years ◽  
Common Interest ◽  
Public Higher Education ◽  
Higher Education Institution

Abstract Background Among the processes to be experienced by any organization during its establishment is the formation of an organizational identity. This process can be understood as the activity and event through which an organization becomes unique in the mind of its members. An organizational identity leads to an identification and both are directly associated with the success of an institution. This study is about a public higher education institution in health in its early years, with distinctive characteristics in the country where it is situated. In spite of having been successful in the graduation of its students it has fragile institutional bases, lack of autonomy and internal problems common to other institutions of this type. Thus, this study was conducted to understand how this institution defined itself among its own members, the elements of its identity and what justified its relative success despite its weaknesses. Methods A mixed-method approach was used to evaluate how a representative portion of this organization identifies with it. For the qualitative study two focus groups were conducted with transcripts submitted to content analysis proposed by Bardin, culminating in results from which a Likert scale-based questionnaire was elaborated and applied to 297 subjects. Results There were six central elements of the organizational identity made evident by the focus groups: political / ideological conflict; active teaching and learning methodologies; location / separation of campuses; time of existence; teaching career; political-administrative transformations. The quantitative analysis revealed in more detail the general impressions raised in the focus groups. Most results were able to demonstrate distinct identifications of the same identity with its exposed weaknesses. Conclusions Lack of autonomy, administrative and structural shortcomings and ideological or political conflicts presented themselves as problems capable of destabilizing the identity of a public higher education institution. On the other hand, one way to combat such problems is through the development of the institution itself, particularly by becoming more active and useful to the community and seeking in a common interest to the higher administration agencies.

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