Researching English as a Medium of Instruction in University Lecturers' Teaching Methodology

2020 ◽  
pp. 205-231
Author(s):  
María del Carmen Méndez-García ◽  
Gloria Luque Agulló
Keyword(s):  
Linguistic Competence ◽  
Teaching Staff ◽  
Teaching Methodology ◽  
Medium Of Instruction ◽  
Teachers Perceptions ◽  
Descriptive Research ◽  
Group Interviews ◽  
University Lecturers ◽  
And Training

There has recently been an increase in English as a medium of instruction (EMI) in higher education (HE). The growth of EMI has led to a proliferation of descriptive research on teachers' linguistic competence, learners' and teachers' perceptions of and attitudes toward EMI, the methodology implemented in English as a medium of instruction, and the support and training provided to EMI teaching staff. However, to date, this rise in EMI has not been accompanied by a plethora of research on pedagogical and linguistic considerations. This chapter sheds light on some of these factors, with a focus on lecturers' teaching methodology. Focus group interviews and case study analyses were conducted involving EMI lecturers from a university in southern Spain. The data obtained in this study have been used to establish a pedagogical proposal for in-service EMI teacher training.

scholarly journals Analysis of Difficulties of Spanish Teachers to Improve Students’ Digital Reading Competence. A Case Study within the PISA Framework

Pedagogika ◽  
2017 ◽  
Vol 125 (1) ◽  
pp. 175-194 ◽  
Author(s):  
Esteban Vázquez - Cano
Keyword(s):  
Secondary Students ◽  
Teaching Staff ◽  
Teaching Methodology ◽  
Quantitative Methodology ◽  
Digital Reading ◽  
Teachers Perceptions ◽  
Reading Competence ◽  
Teachers And Students ◽  
Effective Development

Digital technologies have changed the ways texts are produced and displayed, and those changes have a profound impact on how students read. In Spain, the results in digital reading competence are below the OECD average, which proves to be a handicap for Spanish students. This article presents a case study in which we investigate, through a quantitative methodology, teachers’ perceptions on the main constraints for the effective development of a teaching methodology to improve digital reading competence of secondary students in Spain. The findings show how learning processes based on digital reading are still underdeveloped and teaching staff in a large majority expresses lack of preparation, training, and resources available in the school for the effective development of a teaching that encourages successful digital reading proficiency of students. It is important for governments, teachers, and students to meet these challenges as they affect almost every aspect of our daily routines.

scholarly journals Automated Feedback Is Nice and Human Presence Makes It Better: Teachers’ Perceptions of Feedback by Means of an E-Portfolio Enhanced with Learning Analytics

2021 ◽  
Vol 11 (6) ◽  
pp. 278
Author(s):  
Pihel Hunt ◽  
Äli Leijen ◽  
Marieke van der Schaaf
Keyword(s):  
Learning Analytics ◽  
Electronic Portfolio ◽  
Human Interaction ◽  
Web Based ◽  
Teachers Perceptions ◽  
Use Of Technology ◽  
Group Interviews ◽  
Automated Feedback ◽  
Development Course

While there is now extensive research on feedback in the context of higher education, including pre-service teacher education, little has been reported regarding the use of feedback from teachers to other teachers. Moreover, literature on the potential advantages that the use of technology, for example electronic portfolios and learning analytics, has in improving feedback in the in-service workplace practices, is also sparse. Therefore, the aim of this exploratory case study was to explore how in-service teachers perceived the peer feedback they received and provided through a web-based electronic portfolio during a professional development course carried out in their workplace. Questionnaire and interview data were collected from 38 teachers who received feedback through a learning analytics enhanced electronic portfolio and from 23 teachers who received feedback only by the electronic portfolio. Additionally, one individual and four focus group interviews were conducted with 15 teachers who were the feedback providers. Several common topics were identified in the interviews with the feedback receivers and providers, involving the benefits and challenges of human interaction and the flexibility of the feedback process that the electronic portfolio offered. The results also revealed better feedback experience within the group of teachers who received extra feedback by means of learning analytics. It is concluded that although an electronic portfolio provides a useful tool in terms of flexibility in the provision and receipt of feedback, the need for human interaction was acknowledged.

scholarly journals Upaya Kepala Sekolah Untuk Peningkatan Kompetensi Profesional Guru

2020 ◽  
Vol 20 (1) ◽  
pp. 95
Author(s):  
Mohamad Muspawi ◽  
Bradley Setiyadi ◽  
Gunawan Gunawan
Keyword(s):  
Professional Competence ◽  
Teaching Staff ◽  
Sources Of Information ◽  
Internet Connection ◽  
Network Connection ◽  
Coaching Process ◽  
Working Groups ◽  
Teacher Professional ◽  
And Training

The purpose and target of this study was to describe the efforts of the principal to improve the professional competence of teachers in Public Elementary School No. 162/I Bukit Sari Village, Maro Sebo District. The aspects studied included the efforts of the principal to improve teacher professional competence, as well as inhibiting factors. The author uses a qualitative approach and chooses the type of case study. The principal is a subject. The principal and teacher are the data sources used as sources of information. Data collection uses interview techniques and documentation studies. Analyzing data is done by reviewing, data reduction, presenting data, and verifying data to then draw conclusions. The technique of checking the validity of the data using source triangulation. The results of this study explain that the efforts of principals to improve teacher professional competencies are by implementing a coaching process and involving teachers in various educational activities and training, seminars, workshops, and Teacher Working Groups. The obstacles are: 1) Teachers and schools have difficulty accessing information because the internet connection or network is very slow. 2) There are still some teachers who do not understand the concept of interrelationship between subjects. Based on the results of the study it is recommended that: 1) The principal must be more active in developing all teaching staff. 2) Immediately resolve the problem of internet network connection and fulfill other supporting facilities. 3) Teachers must be able to use various learning methods. 

scholarly journals Pengaruh Komunikasi dan Motivasi Kerja Kepemimpinan Kepala Sekolah Terhadap Kinerja Tenaga Pendidik, di MA Matholi’ul Anwar Kabupaten Lamongan

2020 ◽  
Vol 2 (1) ◽  
pp. 50-62
Author(s):  
Muhammad Siroj Hakim ◽  
Misbahus Surur
Keyword(s):  
Work Motivation ◽  
School Principal ◽  
Teaching Staff ◽  
Research Subjects ◽  
Leadership Communication ◽  
Case Study Approach ◽  
Main Method ◽  
Study Approach ◽  
Descriptive Research

This study aims to determine the effect of school principal, communication, and work motivation on MA Matholi'ul Anwar Sungelebak Karanggenang teachers in Lamongan Regency. This research is a type of qualitative research using a case study approach to understand the phenomena about what is experienced by research subjects. analysis using interpretative descriptive research, the researcher conducts research based on literature literature and observations in the field, namely through observation and interviews with research objects, as the main method. The results in this study indicate that leadership, communication, and work motivation affect the performance of MA Matholi'ul Anwar Sungelebak Karanggenang teachers in Lamongan Regency. partially the most influential is leadership on the performance of teaching staff communication and work motivation.

scholarly journals English-Medium Instruction in Self-Financing Tertiary Institutions in Hong Kong – Views and Practices from the Students

2018 ◽  
Vol 11 (8) ◽  
pp. 28
Author(s):  
Marine Yeung ◽  
Vic Lu
Keyword(s):  
Hong Kong ◽  
Language Proficiency ◽  
English Language ◽  
Tertiary Education ◽  
Medium Of Instruction ◽  
Tertiary Institutions ◽  
British Colony ◽  
English Medium Instruction ◽  
Group Interviews ◽  
University Lecturers

The medium of instruction (MOI) has been a bone of contention in Hong Kong, a former British colony, since its colonial days. Despite the Hong Kong government’s effort to promote the “biliterate and trilingual” language policy, advocating Cantonese, English and Putonghua as the three official spoken languages and emphasizing the importance of literacy in both written Chinese and English, most tertiary institutions today still adopt English as the medium of instruction (EMI). However, with the expansion of tertiary education in the early 1990s and the decline in the general English language proficiency of university students, some university lecturers have found it difficult to teach in English as required. This raises the issue of the practicality of the indiscriminate adoption of the EMI policy at tertiary level, particularly at the self-financing tertiary institutions where students are generally known to have under-performed in the English subject. In order to understand whether or how the EMI policy is upheld in these institutions, focus group interviews were conducted with students from various programmes of five self-financing tertiary institutions in Hong Kong. The findings indicate these students’ strong preference for English-medium instruction with the belief that it can improve their English proficiency, though their actual approaches to coping with the demand on their limited English and how they view and use the three languages in class deserve policy makers’ serious consideration.

Exploiting students’ part-time work to enhance learning, teaching and assessment

2020 ◽  
pp. 095042222093018
Author(s):  
Carl Evans
Keyword(s):  
Work Experience ◽  
Business Management ◽  
Teaching Staff ◽  
Case Study Method ◽  
Time Work ◽  
Part Time ◽  
University Lecturers ◽  
The Relationship ◽  
Part Time Work

This article highlights an opportunity for teaching staff in universities to utilise students’ part-time work experience to enhance learning, teaching and assessment activities. Increasing numbers of university students are working part-time while studying and, as a consequence, there have been several academic studies highlighting the adverse impact of this practice on academic performance. This has led to suggestions for changes in educational policy, seeking either to reduce students’ term-time working or to eliminate it altogether. With a gearing to business management education, this viewpoint piece provides an argument for university lecturers to embrace students’ part-time work experience and use it to enhance the learning, teaching and assessment experience. The use of students’ own work experience extends the case study method, which is common in business teaching, to give greater control and therefore reassurance to students and so yield deeper learning. The approach also strengthens the relationship between higher education and industry in that it connects more cohesively students’ work experience and university study.

Discovering inspiring teaching: immersive models of staff development

2014 ◽  
Vol 22 (3) ◽  
pp. 240-254 ◽  
Author(s):  
Claire Hennessy ◽  
Gill Adams ◽  
Elizabeth Mahon ◽  
Sarah Nixon ◽  
Andrea Pratt ◽  
...  
Keyword(s):  
Staff Development ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Teaching Staff ◽  
Content Type ◽  
Descriptive Case Study ◽  
And Training ◽  
Practical Implications ◽  
Staff Practice

Purpose – The purpose of this paper is to outline an innovative method of delivering staff development in an higher education (HE) setting. The paper evaluates the processes behind the “Focus on Inspiring Teaching” week and outlines its initial impact on staff. Design/methodology/approach – This is a descriptive case study which highlights how an immersive staff development event can be used to enable HE teaching practitioners to utilise more inspiring approaches to teaching and learning. The paper draws on questionnaire evaluations (n = 43). Findings – The paper highlights how staff development events can be used to foster communities of practice for teaching staff. For this to be successful, staff needs to be committed to reflecting on their own practice and be sufficiently engaged to partake actively of staff development events. By establishing these communities, inspiring practice in teaching can be developed with successful outcomes. The paper outlines a model for staff development which could be established in other HE settings. Practical implications – Immersive staff development events are effective in achieving sustainable impact. To achieve success effective leadership and a team of committed teaching staff are needed. Success was also fostered by not making sessions compulsory whereby the staff could opt in for sessions to fit around teaching schedules. Originality/value – This paper will be of interest to those working in staff development and training and academic managers. It indicates how immersive staff development can have a positive impact on staff practice to bring about improvements to the student experience.

scholarly journals Analysis of Career Development Programs and Employee Work Motivation in Madiun Institutions

2021 ◽  
Vol 9 (1) ◽  
pp. 10-26
Author(s):  
Erika Sari Yulianti ◽  
Satrijo Budiwibowo ◽  
Elly Astuti
Keyword(s):  
Career Development ◽  
Work Motivation ◽  
Development Program ◽  
Development Programs ◽  
Clear Pattern ◽  
Descriptive Research ◽  
Qualitative Descriptive ◽  
The Government ◽  
And Training

This study aims to determine the HR development program of employees through career development, motivation. This study uses a qualitative descriptive research Case Study with eight respondents, namely: Head of Agency, Head of Formation, Development and Administration of Personnel, Head of Education and Training, Head of Staff Mutation, and four Employees. The results of this study are that career development programs and systems implemented in 2018 are good enough but not perfect because they do not have a clear pattern that still follows the merits system of the government, and motivation can be said to be good because there are rewards to employees and relationships between employees conducive

scholarly journals A CASE STUDY ON THE STUDENTS AND TEACHERS’ PERCEPTIONS ON THE USE OF ENGLISH AS A MEDIUM OF INSTRUCTION AND TEACHERS PROFESSIONAL COMPETENCIES AT SMP NEGERI 1 DENPASAR

2017 ◽  
Vol 1 (3) ◽  
pp. 175
Author(s):  
I K. Sudiatmika ◽  
P.K. Nitiasih ◽  
I. W. Suarnajaya
Keyword(s):  
Science Teachers ◽  
Professional Competencies ◽  
Medium Of Instruction ◽  
Language Of Instruction ◽  
Teachers Perceptions ◽  
Instructional Process ◽  
Physics Teacher ◽  
Hard Science ◽  
Science Classes

This study aims at investigating the students and hard science teachers’ perceptions on the use of English as the language of instruction, the frequency of English used as the medium of instruction by hard science teachers, and the hard science teachers’ professional competences at SMP Negeri 1 Denpasar in science classes at RSBI (Rintisan Sekolah Bertaraf Internasional). The subjects of this study were the students and hard science teachers of SMP Negeri 1 Denpasar. The data on the frequency of English used by the teachers were gathered by recording the instructional process. The students and teachers’ perceptions and the teachers’ professional competencies were gathered using questionnaire and interview. The obtained data were then analyzed descriptively. The findings of the study showed that the students and hard science teachers of SMP Negeri 1 Denpasar have positive perceptions toward English. The frequency of the use of English as the medium of instruction varies. It showed that the mathematics teacher had a high frequency of English use. While the frequency of biology and a physics teacher in using English was considerably very low. The data also revealed that the hard science teachers had implemented professional competencies covering pedagogy, personal, social, and professional competencies.

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