Students' Perceptions Toward an International Telecollaboration Project Through an Engineering-Themed Online Simulation in a Language-Learning Setting

2020 ◽  
pp. 179-202
Author(s):  
Juan Francisco Coll-García
Keyword(s):  
Language Learning ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Engineering Students ◽  
The United States ◽  
Online Simulation ◽  
Electronic Collaboration ◽  
Efl Students ◽  
Computer Based ◽  
Role Play Simulation

This chapter investigates student perceptions toward an international collaboration that involved an online role-play simulation, Engineers Without Borders (EWB). Forty-two undergraduate students enrolled in an engineering course at a university in the United States were paired with 56 engineering students based at a university in Spain. The simulation was designed and developed not only to foster problem-solving skills, but also to provide opportunities for participants to develop communication skills, teamwork, and professionalism. The simulation also provided opportunities for EFL students to communicate in English and develop their intercultural skills through the use of a variety of electronic collaboration tools. This chapter reports on participant feedback and highlights the benefits of the computer-based nature of the telecollaboration.

Improving Online Readability in a Web 2.0 Context

2009 ◽  
pp. 385-410
Author(s):  
John Paul Loucky
Keyword(s):  
Language Learning ◽  
Web Sites ◽  
English Language ◽  
Engineering Students ◽  
Online Reading ◽  
Writing Course ◽  
Teachers And Students ◽  
Efl Students ◽  
Pedagogical Innovations ◽  
User Friendly

This study describes a task-based assessment (TBA) approach to teaching reading and writing online. It then analyzes key factors emerging from the results of implementing this approach with graduate engineering students in Japan. It is argued that these factors should be considered when designing or assessing any online reading or writing course for ESL/EFL students. The findings of this study are especially relevant to task-based approaches and technical or pedagogical innovations which can help foster more effective and enjoyable learning for teachers and students in blended learning environments. It is hoped that this discussion can serve as a model of what can be done to enhance online EAP/ESP/ETP courses, as well as any other online reading or writing course being designed for speakers and readers of languages other than English. The goal in this chapter is to summarize research aimed at integrating some of the most useful Web sites for English language learning into a user-friendly system for optimal online vocabulary development — which could be self-monitored by students as well as tracked by teachers via a course management system.

scholarly journals CONSIDERATIONS FOR DEVELOPMENT OF CRITICAL REFLECTION SKILLS IN FIRST-YEAR ENGINEERING INFORMED THROUGH STUDENT PERSPECTIVES

2020 ◽  
Author(s):  
Elizabeth DaMaren ◽  
Danielle Pearlston ◽  
Stephen Mattucci
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Critical Reflection ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Learning Skills ◽  
Student Activities ◽  
Academic Settings ◽  
Directed Learning

Reimagined curriculum models offer new possibilities for embedding durable competencies into the curriculum, including critical reflection, which promotes the development of self-directed learning skills. However, students often perceive these skills as unimportant with pre-existing biases focusing on technical content as the core of engineering.  The primary goal of this work was to identify key considerations when integrating critical reflection into engineering curricula, specifically in the context of first-year engineering, to promote the development of student self-directed learning skills.  This work was framed within the Students-as-Partners (SaP) approach, where two undergraduate students worked in collaboration with the instructor. To gather information regarding student perceptions of critical reflection, focus groups were conducted for first-year engineering students and students familiar with reflection.  Qualitative thematic analysis was performed on the focus group data and key insights were identified and categorized into five themes: approaches, supporting students, evaluation and framing, development pathway and value, and reflection for engineers. Suggested learning outcomes, student activities, and evaluation methods are proposed. These findings are applicable to implementing reflection across a variety of academic settings, as they highlight main considerations and challenges faced with reflection from the perspective of students in multiple programs. 

scholarly journals Understanding Barriers to Student Success: What Students Have to Say

2017 ◽  
Author(s):  
Elizabeth Kuley ◽  
Sean Maw ◽  
Terry Fonstad
Keyword(s):  
Student Success ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Engineering Students ◽  
First Year ◽  
Self Directed Learning ◽  
Directed Learning ◽  
College Of Engineering ◽  
The University

This paper focuses on feedback received from a set of qualitative questions that were administered to undergraduate students in the College of Engineering at the University of Saskatchewan, as part of a larger mixed methods study. The larger study aims to identify what characteristics, if any, can predict or are related to student success; The “start-stop-continue” method was utilized to assess student perceptions about  their success in the college as a whole. The students were asked: Are there any specific things that you can think of that act/acted as barriers to your success in engineering (stop)? What could the college do/change to make first year more successful for engineering students (start)? Is there anything in your engineering degree so far that you feel is done well and helps students succeed (continue)? Students identified the quality of instruction early in their program as well as adjustment to college workloads and self-directed learning as the most significant barriers tostudent success.

scholarly journals Guiding Curriculum Development: Student Perceptions for the Second Language Learning in Technology-Enhanced Learning Environments

2018 ◽  
Vol 6 (4) ◽  
pp. 131 ◽  
Author(s):  
Sinan Gürleyik ◽  
Elif Akdemir
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Student Perceptions ◽  
Learning Environments ◽  
Undergraduate Students ◽  
Second Language Learning ◽  
Technology Enhanced Learning ◽  
Perceptions Of Students ◽  
Enhanced Learning ◽  
Enhance Student Learning

Developing curriculum to enhance student learning is the primer purpose of all curricular activities. Availability of recent tools supporting to teach various skills including reading, listening, speaking and writing has opened a new avenue for curricular activities in technology-enhanced learning environments. Understanding the perceptions of students utilizing technology-enhanced learning environments to learn second language skills is important to develop the curriculum. This study is organized to investigate the perceptions of students towards second language learning in technology-enhanced learning environments in which students can develop reading, listening, speaking and writing skills for the second language learning. The survey was used to collect data from 875 undergraduate students involved in technology-enhanced second language learning environments in a university. Contrary to general expectations, results of the study indicated that technology-enhanced learning environments do not positively influence the perceptions of undergraduate students for the second language learning. Further research should concentrate on investigating the reasons behind these findings using qualitative studies.

Improving Online Readability in a Web 2.0 Context

2011 ◽  
pp. 1411-1436
Author(s):  
John Paul Loucky
Keyword(s):  
Language Learning ◽  
Web Sites ◽  
English Language ◽  
Engineering Students ◽  
Online Reading ◽  
Writing Course ◽  
Teachers And Students ◽  
Efl Students ◽  
Pedagogical Innovations ◽  
User Friendly

This study describes a task-based assessment (TBA) approach to teaching reading and writing online. It then analyzes key factors emerging from the results of implementing this approach with graduate engineering students in Japan. It is argued that these factors should be considered when designing or assessing any online reading or writing course for ESL/EFL students. The findings of this study are especially relevant to task-based approaches and technical or pedagogical innovations which can help foster more effective and enjoyable learning for teachers and students in blended learning environments. It is hoped that this discussion can serve as a model of what can be done to enhance online EAP/ESP/ETP courses, as well as any other online reading or writing course being designed for speakers and readers of languages other than English. The goal in this chapter is to summarize research aimed at integrating some of the most useful Web sites for English language learning into a user-friendly system for optimal online vocabulary development — which could be self-monitored by students as well as tracked by teachers via a course management system.

scholarly journals What Role Do Language Learning Mindsets Play in English Medium Instruction? A Comparison of Engineering and Business Administration in Turkey

2021 ◽  
Vol 3 (1) ◽  
pp. 50-62
Author(s):  
Dogan Yuksel ◽  
Samantha Curle ◽  
Sibel Kaya
Keyword(s):  
Academic Success ◽  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Engineering Students ◽  
Business Administration ◽  
Language Achievement ◽  
Business Administration Students ◽  
English Medium Instruction ◽  
The Relationship

This article explores the relationship between Turkish undergraduate students’ language learning mindsets, English language achievement, and English medium instruction (EMI) academic success. Student test score data on an EMI course and an English language course were collected from fourth year students studying mechatronics engineering (n = 68) and business administration (n = 75) at a public university. Students also responded to the Language Learning Mindsets Inventory (Lou & Noels, 2019). Regression analyses revealed that both incremental (positively) and entity (negatively) mindsets predicted academic success in engineering. Neither mindset was a statistically significant predictor of mechatronics engineering students’ English language achievement. Business administration students’ academic success and English language achievement were both statistically significantly predicted by both incremental (positively) and entity (negatively) mindsets. These results are discussed according to discipline-based differences in EMI courses and pedagogical implications are explored.

scholarly journals Stimulating Students’ Motivation in the EFL Classroom

2021 ◽  
pp. 50-56
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Internal Motivation ◽  
Efl Teachers ◽  
Efl Students ◽  
Extrinsic Orientation

This study aimed to explore Sudanese EFL undergraduate students’ level and kinds of motivation towards learning English as a Foreign Language. Simple random sampling technique was used to select (25) firs-year students drawn exclusively from the English Language Department, at College of Languages, in University of Bahri. A questionnaire was used as a tool for data collection. The data was then analysed using statistical package for social science (SPSS). The researcher adopted the descriptive analytical method to interpret the data obtained from the above mentioned instrument. The findings revealed that most of Sudanese EFL students have extrinsic orientation towards English language learning. Therefore, the study recommended that EFL teachers should incorporate authentic teaching materials and content into their lecture plans to supplement and enhance textbook units and topics to encourage internal motivation in students and help them achieve their goals.

scholarly journals Model Correlates Many Factors to Undergraduates’ Perceived Importance of Library and Research Activities, but Low Explanation Power Suggests More Research Needed

2014 ◽  
Vol 9 (2) ◽  
pp. 16
Author(s):  
Diana K. Wakimoto
Keyword(s):  
Factor Analysis ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Academic Engagement ◽  
The United States ◽  
Ordinary Least Squares ◽  
Least Squares Regression ◽  
Academic Variables ◽  
Research Activities ◽  
World Class

A Review of: Soria, K. M. (2013). Factors predicting the importance of libraries and research activities for undergraduates. Journal of Academic Librarianship, 39(6), 464-470. Objective – The purpose is to analyze characteristics and perceptions of undergraduate students to determine factors that predict the importance of library and research activities for the students. Design – Student Experience in the Research University (SERU) survey questionnaire. Setting – Nine large, public, research universities in the United States of America. Subjects – 16,778 undergraduates who completed the form of the survey that included the academic engagement module questions. Methods – The researcher used descriptive and inferential statistics to analyze student responses. Descriptive statistics included coding demographic, collegiate, and academic variables, as well as student perceptions of the importance of library and research activities. These were used in the inferential statistical analyses. Ordinary least squares regression and factor analysis were used to determine variables and factors that correlated to students’ perceptions of the importance of libraries and research activities. Main Results – The response rate for the overall SERU survey was 38.1%. The results showed that the majority of students considered having access to a “world-class library collection,” learning research methods, and attending a university with “world-class researchers” to be important. The regression model explained 22.7% of variance in the importance students placed on libraries and research activities; factors important to the model covered demographics, collegiate, and academic variables. Four variables created in factor analysis (academic engagement, library skills, satisfaction with libraries and research, and faculty interactions) were significantly correlated with the importance students placed on libraries and research activities. The most important predictors in the model were: student satisfaction, interest in a research or science profession, interest in medical or health-related profession, academic engagement, and academic level. Conclusion – Based on the results of this study, librarians should be able to tailor their marketing to specific student groups to increase the perception of importance of libraries by undergraduates. For example, more success may be had marketing to students who are Hispanic, Asian, international, interested in law, psychology or research professions as the study found these students place more importance on libraries and research activities than other groups. These students may be targeted for being peer advocates for the libraries. Further research is suggested to more fully understand factors that influence the value undergraduate students place on libraries and find ways to increase the value of libraries and research activities for those demographic groups who currently rate the importance lower.

scholarly journals Strengths and Weaknesses of Self-Regulated Learning through YouTube: Indonesian EFL Students’ Perceptions

2020 ◽  
Vol 3 (4) ◽  
pp. 531-542
Author(s):  
Hj. Fadhilah Harahab Putri ◽  
Agus Wijayanto ◽  
Slamet Supriyadi
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Education ◽  
Sufficient Information ◽  
Self Regulated Learning ◽  
Perceptions Of Students ◽  
Regulated Learning ◽  
Efl Students ◽  
Depth Interviews

The recent advancements in technology are growing rapidly, because of that the demands of Internet are increasing rapidly. Include the use of website and application. Technology has brought various potentials for language learning. Therefore, in this research the aims are to determine the perceptions of EFL students and the strengths and weaknesses of self-regulated learning using YouTube. To achieve the objective of the research, the method used in this research is a case study. The data in this research were collected through in-depth interviews. The subjects in this research were four undergraduate students who are majoring in English education from university in Indonesia and they were purposively selected, so that they can provide sufficient information. The results in this research showed the positive perceptions of students towards EFL students self-regulated learning using YouTube. They declared that the use of YouTube could facilitate them in regulating their learning English, brings joy, pleasure and excitement during the learning process. In addition, in this research found out that the strengths of self-regulated learning using YouTube; YouTube provides a lot of learning materials, the ease to use YouTube, flexibility of time and place when using YouTube in regulating their learning. Meanwhile the weaknesses are financial constraints and problem of Internet connectivity.

scholarly journals An Evaluation of EFL Textbooks Entitled “New Access English for Academic Purposes” for Undergraduate Students

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Imam Fauzi
Keyword(s):  
Active Learning ◽  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Descriptive Analysis ◽  
Analysis Data ◽  
English For Academic Purposes ◽  
Learning Activities ◽  
Textbook Evaluation ◽  
Efl Students

The present study is a case specific attempt to explore the effectiveness of English as a foreign language textbooks entitled New Access English for Academic Purposes Revised Edition on the students active learning in EFL situation. The current research underpinned an indepth approach which led to descriptive analysis data collection through a textbook evaluation checklist. It was  addressed to 40 undergraduate students in EFL classroom. Textbook evaluation checklist was built on both close and open-ended questions which were comprehensively analyzed separately. The findings revealed that the textbook contributes much advantages on the students active learning, be able to stimulate students in the EFL learning situations, and assist the EFL teachers or lecturers in designing sistematically their classroom learning activities based on the learning objectives and expectation written in the textbook. As explained in the findings of research that some students feel encouraged in terms of utilizing the designed textbook in the language classroom, they thought the EFL textbook is able to improve their English language skills especially in reading, listening, writing, speaking and grammar understanding. Although in the other side, the EFL learners responded that there would be better if the author of textbook tried to make some need analysis for improving and formulating much better language learning materials. Additionally, the EFL lecturers feel assisted after using the textbook for EFL students to construct effectively their course syllabus and language learning activities in the classroom.              

Sign in / Sign up

Export Citation Format

Share Document