scholarly journals Barriers to Speaking in English Among Maritime Students

2019 ◽  
Vol 8 (12) ◽  
pp. 5577-5584
Keyword(s):  
English Learners ◽  
English Language ◽  
Female Students ◽  
Contributing Factors ◽  
Tertiary Institutions ◽  
Speaking Proficiency ◽  
Language Courses ◽  
Oral Skills ◽  
Survey Questionnaires

This study analyses the contributing factors to problems with regard to speaking in English among maritime students at two tertiary institutions in Malaysia. This study looks at five paradigms: learners’ personality, amount and quality of exposure to English, learners’ attitude, learners’ motivation, and pedagogical management of the English Language courses at the campus. The study also compares the causes of the speaking problems in English between male and female students. Survey questionnaires are distributed to 150 final-year maritime students. Data were analysed descriptively via SPSS. It is found that the main causes of the students’ speaking problems stem from the teachers’ pedagogical management of the English subjects, exposure to English, and personality which contribute moderately to the learners’ predicaments. However, motivation and attitude are identified to have contributed the least to the students’ oral skills inadequacies. Several ensuing implications for initiatives to help enhance students’ speaking proficiency in the English Language are also discussed.

scholarly journals An Analysis of the Assessment of English Grammar Courses in Five Tertiary Institutions in Viet Nam

2021 ◽  
Vol 04 (09) ◽  
Author(s):  
Duyen Pham
Keyword(s):  
English Learners ◽  
English Language ◽  
Real Life ◽  
Target Language ◽  
Language Performance ◽  
Teacher Interview ◽  
Tertiary Institutions ◽  
English Grammar ◽  
Teaching Objectives ◽  
Response Task

English language assessment should be aligned with teaching objectives; therefore, if the teaching goal is that English learners are able to use their target language in their real life, the learners’ language performance should be assessed. By analysing the course syllabi, grammmar tests and teacher interview, this study aims to investigate the assessment of grammar courses of four tertiary institutions in Vietnam in connection to Purpura’ s (2014 & 2005) grammatical assessment theories regarding assessed grammatical ability aspects, test tasks and grammar assessment approaches. The results should that (1) only learners’ grammatical forms and semantic meanings are assessed; (2) Selected-response task types and The Discrete-Point Approach are mainly used to assess learners.

scholarly journals The use of MOOCs in learning English: Rwaq as an example: مدى استفادة المتعلمين من منصات التعلم الإلكترونية في تعلم اللغة الإنجليزية – رواق نموذجاً

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Sultan Saleem Althubaiti ,  Ahmad Zaid Almasaad
Keyword(s):  
English Learners ◽  
English Language ◽  
Education Level ◽  
Knowledge And Skills ◽  
Language Tests ◽  
Number Of Factors ◽  
Gender Education ◽  
Language Courses ◽  
Open Courses ◽  
Learning English

  This study aimed to examine how effective using MOOCS in learning English, and how a number of factors, such as age, gender, education level, occupation and number of courses taken, can influence this effect, if any. In particular, this study sought to answer the following question: To what extent the use of MOOCS can enhance English learning? A number of English learners (n = 336) were recruited from an online English course initiative (English Mastery) at Rawq (An Arabic online platform offering open courses). Two sets of questionnaire were distributed among the learners. The first set was designed to obtain some demographic information from the participants (age, gender, education level, occupation, and number of Rwaq English Mastery courses taken). The second set contained 33 items designed to examine whether the learners benefited from the offered online English courses in terms of both: knowledge and skills. The results indicate that the use of the online English courses provided by the English Mastery Initiative at Rawq was effective in increasing the learner’s knowledge and skills of the English language. The factors age, gender, education level, and occupation were found not to have any effect on the results. Only the number of online courses taken was found to be effective in enhancing the learners’ knowledge and skills of the English language (from 3 to five courses). The study recommends the following: 1) online English language courses at Rwaq should be increased in number, 2) Rwaq should survey English leaners’ needs before offering their courses, 3) Rwaq should offer courses specialized in training English learners for taking standardized English language tests (e.g., IELTS, TOEFL, STEP), and 4) Saudi Universities should have their own MOOCs.

scholarly journals REVISITING ENGLISH LEARNERS' ACADEMIC WRITING NEEDS

2021 ◽  
Vol 6 (41) ◽  
pp. 172-182
Author(s):  
Wan Hurani Osman ◽  
Sabariah Abd. Rahim ◽  
Anna Lynn Abu Bakar ◽  
Nor Dawirah Rahman
Keyword(s):  
Quantitative Study ◽  
Academic Writing ◽  
English Learners ◽  
English Language ◽  
Public Universities ◽  
Language Skills ◽  
Public University ◽  
Undergraduate Level ◽  
Language Courses

Unlike Malaysian schools that use syllabi issued by the Education Ministry, Malaysia's public universities have full autonomy of their syllabi. English language courses and curricula in public universities are usually based on the needs of stakeholders; government, community, academicians, learners, and also parents (Avci, Ring, and Mitchelli, 2015). Traditionally, most English language courses focus on learners’ proficiency and aim to equip learners with general, social, academic, and employment language skills. In this century, there is a need to keep up with the learners’ latest needs and requirements which are closely related to technology and globalisation. This present quantitative study attempts to tap into the current needs, perceptions, and views related to academic writing in English of one of the stakeholders in a public university in Malaysia. A group of learners in a public university was given a questionnaire that contained questions related to academic writing and the English language at the undergraduate level. The findings of this study will help syllabus designers first identify the value and importance of the existing syllabi and then, if necessary, craft the syllabus based on the current needs and views of one of the university’s stakeholders.

scholarly journals Can the teacher be taken out of the teaching? A pilot project on intensifying a course in English and its implications for results, motivation and workload

2009 ◽  
Vol 15 ◽  
pp. 17
Author(s):  
Martine Swennen
Keyword(s):  
English Language ◽  
Pilot Project ◽  
Classroom Teachers ◽  
Digital Learning ◽  
Exchange Students ◽  
Regular Form ◽  
Digital Learning Environment ◽  
Language Courses ◽  
Oral Skills ◽  
Regular Students

<p>The increasing number of master's degree courses taught in English has created a rising demand for English language courses at our university. These courses last one semester, which presents problems for exchange students, who sometimes arrive when the semester has already started, but also for regular students, who experience clashes in their schedules in the second quarter of the semester as most other courses are organized in a period of seven weeks. To cope with these problems we decided to change a 14 week-course into an intensive 7-week course with a prominent role for ICT. In the new course we decided to use the standard digital learning environment at our university (Blackboard) for instruction and a wiki for interaction and collaboration, with both tools taking over part of the teacher's role. We ran two pilot projects with a total of 19 students. The course was also offered in its regular form to a group of 15 students. After the course, all the students were asked to fill in a questionnaire in which we asked their opinion about the use of ICT and the general usefulness of the course. The questionnaire showed that the students liked using the wiki and Blackboard but some indicated that they would have liked more time to practise their oral skills. Students from the pilot group on average reported to have spent less time on the course than students from the regular course, although they still thought of the course as having a heavy workload. When it comes to teaching hours, contact time in the classroom was decreased to 14 hours, but outside the classroom teachers put in just as many hours marking work and communicating with students as they did in the regular course.</p>

scholarly journals BLENDED LEARNING INTEGRATION AT SABAH’S TERTIARY INSTITUTIONS, MALAYSIA

2021 ◽  
Vol 6 (43) ◽  
pp. 309-319
Author(s):  
Tracy Joann Stanlee ◽  
Wardatul Akmam Din ◽  
Chelster Sherralyn Jeoffrey Pudin ◽  
Suyansah Swanto
Keyword(s):  
Blended Learning ◽  
21St Century ◽  
English Language ◽  
Review Paper ◽  
Teaching Quality ◽  
Physical Contact ◽  
Traditional Teaching ◽  
English As Second Language ◽  
Tertiary Institutions ◽  
Language Courses

21st Century era marks where internet and technology become a necessity throughout every aspects of life; added with current Covid-19 pandemic situation which hinders physical contact between humans to prevent the virus keep spreading. Eventually, traditional teaching approach requires to shift towards new norm that integrates technology in all courses, including English Language Courses, as well as to adhere the Standard Health procedure. This paper enlightened the benefits and challenges when implementing Blended Learning in the classroom efficiently among ESL educators and learners. This review paper was administered through appropriate vicarious data in previous studies form conducted by various researchers in English as Second Language (ESL). The findings revealed that Blended Learning incorporation brought advantages for both ESL educators and students when this 21st Century teaching strategies being incorporated in ESL classrooms. In addition, this paper may help students improve their learning achievement, as well as increase ESL educators’ self-efficacy to fully employ Blended Learning that leads to their advancement of their teaching quality skills, especially during Covid-19 pandemic era.

Students’ Speaking Proficiency and Self-efficacy Theory

2021 ◽  
Vol 8 (2) ◽  
pp. 318-325
Author(s):  
Abdelaziz Mohammed
Keyword(s):  
Self Efficacy ◽  
English Language ◽  
Female Students ◽  
Intellectual Ability ◽  
Important Conclusion ◽  
Warm Up ◽  
Speaking Proficiency ◽  
Efl Students ◽  
Speaking Skill ◽  
Social Persuasion

This study is aiming at investigating the possible source of Saudi EFL students' speaking self-efficacy that effect on their speaking proficiency. The investigation used Banduras' theory of self-efficacy as this theory has great effective factors and role in student’s ability in mastering any task. The study sample included 10 male and female students. Their proficiency was observed and analyzed collectively to find the real behaviors in real EFL classroom settings; and using Bandura's theory of self-efficacy in speaking component as appropriate criteria to study its expected source. The most important conclusion is that not only all the sources in Bandura's theory were found among Saudi EFL students, but also, they differ greatly according to each one’s proficiency experience and social persuasion. Additionally, it was found due to other factors as self-employed strategies and intellectual ability. Thus, the study recommended that it is important to warm-up students with advance activities to ease the positivity and overcome their negativity towards speaking skill. Finally, the study recommends conducting further research targeting a largest number of students for the purpose of studying speaking skill preferences in relation to other English language skills.   

Evaluating Web Content for Self-Directed Language Learning

2010 ◽  
pp. 179-193 ◽  
Author(s):  
Yoko Hirata
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Web Content ◽  
Web Based ◽  
Tertiary Institutions ◽  
Japanese Students ◽  
Language Courses ◽  
Information And Communication

Recently, information and communication technology (ICT) in Japanese tertiary institutions have begun to play an increasingly important role in teaching and learning of foreign languages. This technology helps students have access to various kinds of language learning materials and resources through the websites any time and anywhere. Online or web-based language courses provide Japanese students with the variety and flexibility to work at their own level and pace through this technology. However, a major issue to be considered when implementing these courses is the fact that traditionally Japanese students are not culturally self-directed or autonomous language learners. The purpose of this study was to examine how Japanese students perceived two different approaches of self-directed language learning projects through the evaluation of English language websites. The findings suggested that the students’ perceptions of the research-based project using websites were positive and they were able to regulate their own learning process.

Kecerdasan Emosi Mahasiswi Bercadar Serta Implikasinya Bagi Pelayanan Bimbingan dan Konseling di Perguruan Tinggi

2020 ◽  
Vol 3 (1) ◽  
pp. 1-9
Author(s):  
Rizky Andana Pohan ◽  
Dika Sahputra
Keyword(s):  
Emotional Intelligence ◽  
Sampling Technique ◽  
Female Students ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Tertiary Institutions ◽  
The Government ◽  
The Veil ◽  
Full Face ◽  
University Leaders

This study aims to determine the emotional intelligence of female students who wear the full face veil. This research uses a quantitative approach with descriptive methods. The sampling technique was carried out with a total sampling of 38 students who wore the veil from several universities in Indonesia. The research instrument uses a Likert-shaped Emotional Intelligence Scale owned by Dika Sahputra. Questionnaires are distributed online through the Google Forms application from November 2019 to January 2020. The results showed that in general the emotional intelligence of students who wore the full face veil was in the high category. These results can be used as a basis for making programs for guidance and counseling services in tertiary institutions, as well as being the basis for policy making for university leaders and the government towards female students and women who use the full face veil

Food procurement in English-language Canadian public schools: Opportunities and challenges

2019 ◽  
Vol 6 (1) ◽  
pp. 75-99
Author(s):  
Shawna Holmes
Keyword(s):  
Public Schools ◽  
Food Environment ◽  
Nutritional Quality ◽  
English Language ◽  
Nutrient Content ◽  
Food Environments ◽  
School Food ◽  
Provincial Level ◽  
School Food Environment

This paper examines the changes to procurement for school food environments in Canada as a response to changes to nutrition regulations at the provincial level. Interviews with those working in school food environments across Canada revealed how changes to the nutrition requirements of foods and beverages sold in schools presented opportunities to not only improve the nutrient content of the items made available in school food environments, but also to include local producers and/or school gardens in procuring for the school food environment. At the same time, some schools struggle to procure nutritionally compliant foods due to increased costs associated with transporting produce to rural, remote, or northern communities as well as logistic difficulties like spoilage. Although the nutrition regulations have facilitated improvements to food environments in some schools, others require more support to improve the overall nutritional quality of the foods and beverages available to students at school.

Sign in / Sign up

Export Citation Format

Share Document