scholarly journals Usage of the “Just in time” concept in teaching English for Specifics Purposes

2021 ◽  
Vol 2 (4/S) ◽  
pp. 416-423
Author(s):  
Niginabonu Kurbanova
Keyword(s):  
Language Acquisition ◽  
Language Proficiency ◽  
Cognitive Skills ◽  
English Language ◽  
Modern Society ◽  
Language Teachers ◽  
Just In Time ◽  
Teacher Student ◽  
The World ◽  
Current Article

The current article describes the results of different research findings, that was established after implementation of “Just in Time” concept in language acquisition, collecting data from students about the effectiveness of the target concept and their insights of the “Just in Time” as a whole.Learnersin this research take English classes for specific purposes; the topics of the lessons are connected with the major they are focusing on.Annotationsof ESP teaching among the students showed that no specific instruction in  language acquisition were given and there were more miscellaneous approach in teaching, without a corpus and clear description of what language element exactly should be focused on in ESP teaching, or what grammar is necessary to teach in order to use language in authentic world or what texts should be introduced for reading as the academic readings claimed time for analyzing and comprehending. The most important thing is how students are able to understand and obtain data using their cognitive skills, thus, it was difficult to fully explore the ability of theirs, identify their strength and weaknesses. As a result, in the teacher -student interaction, contribution of learners lacked and the outcomes were barely explored. These apprehensions directed the teachers to reflect a strategy which could encompass learners and helped them to participate time in the classroom activities and outside the classroom hours, therefore the time of the class might be better enhanced and the coherence better interpreted. As an example, we can take students with the major of Hotel industry and tourism faculty. Not a secret that this sphere is significantly developed field of modern society, where the collaboration and negotiation play a huge role. Being Lingua Franca-the language of the world, demand for English language acquisition increases noticeably. The people of the target major are required to have English language proficiency. Tourism comes align with English language, due to its world-wide usage and being an official language almost in more than 70 countries of the world. On its turn, English language teachers are specifically needed with their experience, knowledge and teaching skills as well. Current article is to demonstrate the role of concepts in teaching ESP, selecting appropriate techniques for students to learn the language and be confident in using the language at their work places. Moreover, the article demonstrates the importance of cognitive skills of students for effective productive skills and receptive skills as well. In addition, in the article the theory of “Just-in-time” concept is described, in the process of teaching ESP students.

scholarly journals Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives

2021 ◽  
Author(s):  
◽  
Anik Nunuk Wulyani
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Language Teachers ◽  
Ict Skills ◽  
Efl Teachers ◽  
Teacher Professional ◽  
English Language Teachers ◽  
The Individual

<p>Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education System and 2005 Law on Teachers and Lecturers are disciplinary knowledge and ICT skills. The present thesis investigates institutional and individual aspects of EFL teacher professional development (TPD) in Indonesia in relation to the development of these two areas of expertise.  Three studies were carried out. The first study measured Indonesian EFL teachers’ target language (English) proficiency as a core component of their professional knowledge and how it is maintained and developed by the teachers. EFL teachers’ language proficiency in this study was operationalised as their lexical, reading and writing proficiency and measured using the Vocabulary Levels Test (VLT), IELTS-like reading comprehension test and IELTS-like academic writing test, respectively. The results showed that the teachers’ length of service correlated negatively with their knowledge of academic vocabulary, as well as reading and writing proficiency, indicating issues with the outcomes of the TPD in this area. To triangulate the test results, teacher perceptions data were also gathered using questionnaires and interviews. It was found that the EFL teachers tended to overestimate their own overall English language proficiency.  The second study used a longitudinal blogging activity with the EFL teachers as a form of personal professional development that targeted their English language and ICT skills while reflecting on topics related to their professional (teaching) activities. Qualitative analysis of the blog entries of three EFL teachers suggested that the individual teachers’ blogging, critical reading and reflective writing skills were very uneven. Interviews with nine teachers and 11 educational stakeholders were then conducted to understand their views on blogging as a form of professional development. The results revealed that the perceived obstacles and drawbacks outweighed the perceived benefits of blogging as a form of personal professional development.  The third study examined Indonesian national TPD policy documents, how these policies were translated into local professional development programmes in Malang district. It was found that the needs for EFL teachers to maintain their English proficiency and ICT skills were only partially addressed in TPD policy and implementation. In addition, the interviewed teachers and stakeholders perceived the definitions, goals, administration, evaluation, benefits, and challenges of TPD differently.  Taken as a whole, the present findings show that institutional implementation of TPD policies in Indonesia needs to better target individual EFL teachers’ English proficiency and ICT skills, and that opportunities for better professional development need to be sought at both personal and institutional levels. At the individual level, self-motivation to continue learning is crucial for English language teachers who want to keep up with change and innovation in English language teaching. At the institutional level, needs analyses and environmental analyses are essential in designing programs for maintaining and developing teacher professional competency.</p>

Employee Wellbeing English Language Proficiency a Key to Knowledge Sharing and Social Interaction

2018 ◽  
pp. 237-262
Author(s):  
Muhammad Khaleel ◽  
Shankar Chelliah
Keyword(s):  
Social Interaction ◽  
Knowledge Sharing ◽  
Language Proficiency ◽  
English Language ◽  
Predictor Variable ◽  
English Language Proficiency ◽  
Underdeveloped Countries ◽  
Employee Wellbeing ◽  
Proposed Model ◽  
The World

This chapter discusses the significance of employee wellbeing at the workplace and self-perceived English language proficiency as a predictor variable. The importance of employee wellbeing has been recognized all around the world. To generalize the findings of previous literature this study has examined the proposed model in the context of telecom MNCs in Pakistan. This chapter starts with what is wellbeing at the workplace? And moves towards it significance in the context of developed and underdeveloped countries. Further, this chapter explains the empirical findings of the proposed model. The results revealed a strong correlation between self-perceived English language proficiency and dimensions of employee wellbeing at the workplace. This is a very important chapter for both researchers and managers.

An Investigation of the Relationship of Motivation, Attitudes and Environment

2018 ◽  
pp. 1126-1139
Author(s):  
Helen, Yeh Wai Man
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Environments ◽  
Language Proficiency ◽  
Attribution Theory ◽  
Global Economy ◽  
English Language ◽  
Language Teachers ◽  
Self Confidence

This chapter will study a Philippine and a Chinese leaner's approaches to learn and achieve English language proficiency over 15 years in Hong Kong using biographical approaches. It focuses on the experience of individual motivation and social learning environments, and examines the interactions between the learner's motivation, self-confidence, and competition in the global economy. The effect of the interaction on shaping English learning and the learning experiences in three aspects including formal, self-directed and natural learning environments will also be discussed through Gardner's model of socio-educational model in second language acquisition and Weiner's attribution theory in social psychology. The chapter will suggest some practical implications for students and language teachers, discusses the ways to enhance second language learning in a cosmopolitan city, and presents some possible ways to increase learners' motivation and competitiveness in the global economy.

Employee Wellbeing English Language Proficiency a Key to Knowledge Sharing and Social Interaction

2022 ◽  
pp. 324-344
Author(s):  
Muhammad Khaleel ◽  
Shankar Chelliah
Keyword(s):  
Social Interaction ◽  
Knowledge Sharing ◽  
Language Proficiency ◽  
English Language ◽  
Predictor Variable ◽  
English Language Proficiency ◽  
Underdeveloped Countries ◽  
Employee Wellbeing ◽  
Proposed Model ◽  
The World

This chapter discusses the significance of employee wellbeing at the workplace and self-perceived English language proficiency as a predictor variable. The importance of employee wellbeing has been recognized all around the world. To generalize the findings of previous literature this study has examined the proposed model in the context of telecom MNCs in Pakistan. This chapter starts with what is wellbeing at the workplace? And moves towards it significance in the context of developed and underdeveloped countries. Further, this chapter explains the empirical findings of the proposed model. The results revealed a strong correlation between self-perceived English language proficiency and dimensions of employee wellbeing at the workplace. This is a very important chapter for both researchers and managers.

scholarly journals PENTINGNYA PENERAPAN IMO RESOLUTION A.918 (22) TENTANG STANDARD MARINE COMMUNICATION PHRASES BAGI DECK OFFICER DI KAPAL

2017 ◽  
Author(s):  
Suryo Guritno
Keyword(s):  
Free Trade ◽  
Language Proficiency ◽  
World Economy ◽  
English Language ◽  
English Language Proficiency ◽  
Consumer Products ◽  
Shipping Industry ◽  
The World ◽  
Increasing Demand

<p>Progress in technology has make a method of delivery of goods that more and more efficient and effective of various modes of transportation. For four the last decade, the number of estimates trade in the sea has increase fourfold , from 8 trillion tons a nautical miles in 2008 (ICS : 2010). Throughout the 20th century , shipping industry the world has experienced the trend of increased the total volume of trade. The industrialized and liberalization the various peoples  triggered free trade and increasing demand for consumer products. In spite of multilateral diplomatic problems among nations , the development of world economy was advanced has caused the limits of the country began disguised, trade ships with any nationality , can be easily do their activities in any country , a ship that is manned by sailors of another race will interact with the parties outside the ship which certainly have different languages. The importance of english language proficiency in this context is to support boat safety because of several factors the case study of an accident of a vessel which is often occur because of a misunderstanding in communications where take care of less officer to take control of the english that well. The problems discussed in this journal is communication between a ship or bridge to bridge communication , and interen vessel in communication related to operational above a ship. Where the data in extract derived from case study accident a ship which occurs because<br />misunderstanding different language used above the ship it self .</p><p><strong>Keywords : Brige to Bridge, shipwreck, Deck Officer, Marine Communication Standard</strong></p><p><strong><br /></strong></p><p>Kemajuan teknologi telah membuat metode pengiriman barang yang semakin efisien dan efektif dari berbagai moda transportasi. Selama empat dekade terakhir, jumlah perkiraan perdagangan di laut telah meningkat empat kali lipat, dari hanya 8 triliun ton per mil laut pada tahun 2008 (ICS : 2010). Sepanjang abad ke-20, industry perkapalan dunia telah mengalami kecenderungan peningkatan total volume perdagangan. Meningkatnya industrialisasi dan liberalisasi ekonomi berbagai bangsa telah memicu perdagangan bebas dan miningkatnya permintaan untuk produk-produk konsumen. Terlepas dari persoalan diplomatik multilateral antar bangsa, perkembangan ekonomi dunia yang begitu pesat telah menyebabkan batas-batas negara mulai tersamarkan, kapal-kapal niaga dengan kebangsaan manapun, dapat dengan mudah melakukan kegiatannya di negara manapun, yang berarti suatu kapal yang diawaki oleh pelaut dari bangsa lain akan berinteraksi dengan pihak-pihak di luar kapalnya yang tentu saja memiliki bahasa yang berbeda. Pentingnya penguasaan bahasa Inggris dalam hal ini adalah untuk menunjang keselamatan kapal karena adanya beberapa faktor studi kasus kecelakaan kapal yang sering terjadi karena adanya kesalahpahaman dalam berkomunikasi dimana perwira jaga kurang menguasai bahasa Inggris dengan baik. Permasalahan yang akan dibahas pada jurnal ini adalah komunikasi antar kapal atau Bridge to Bridge Communication, maupun interen vessel in communication yang berhubungan erat dengan operasional diatas kapal. Dimana data yang di ambil berasal dari studi kasus kecelakaan kapal yang terjadi karena kesalahpahaman perbedaan bahasa yang<br />digunakan di atas kapal itu sendiri.</p><p><strong>Kata kunci : Komunikasi antar kapal, Kecelakaan kapal, Deck Officer, Standard Marine</strong><br /><strong>Communication</strong></p><p><strong><br /></strong></p>

scholarly journals Relationship between Teachers’ Competency Level in Teaching English Language and Students’ English Language Proficiency in Secondary Schools in Rwanda

2021 ◽  
Vol 4 (7) ◽  
pp. 104-122
Author(s):  
Girimbabazi Serge ◽  
◽  
Mrs Adegoke Oyebimpe ◽  
Dr. Hesbon Opiyo Andala ◽  
◽  
...  
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
English Language Proficiency ◽  
Language Teachers ◽  
Teaching English ◽  
Proficiency Level ◽  
English Language Teachers

The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda

scholarly journals The Professional Development of English Language Teachers in Colombia: A Review of the Literature

2019 ◽  
Vol 1 (21) ◽  
pp. 89-102 ◽  
Author(s):  
Ximena Paola Buendia ◽  
Diego Fernando Macías
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
Empirical Studies ◽  
Integrated Approach ◽  
Language Teachers ◽  
Future Research ◽  
Teacher Professional ◽  
English Language Teachers

This article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teachers are discussed.

scholarly journals Professional development of English language teachers in Malang, Indonesia: Institutional and individual perspectives

2021 ◽  
Author(s):  
◽  
Anik Nunuk Wulyani
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
English Proficiency ◽  
Language Teachers ◽  
Ict Skills ◽  
Efl Teachers ◽  
Teacher Professional ◽  
English Language Teachers ◽  
The Individual

<p>Two important areas of professional development for teachers of English as a foreign language (EFL) in Indonesia identified in the 2003 Law on National Education System and 2005 Law on Teachers and Lecturers are disciplinary knowledge and ICT skills. The present thesis investigates institutional and individual aspects of EFL teacher professional development (TPD) in Indonesia in relation to the development of these two areas of expertise.  Three studies were carried out. The first study measured Indonesian EFL teachers’ target language (English) proficiency as a core component of their professional knowledge and how it is maintained and developed by the teachers. EFL teachers’ language proficiency in this study was operationalised as their lexical, reading and writing proficiency and measured using the Vocabulary Levels Test (VLT), IELTS-like reading comprehension test and IELTS-like academic writing test, respectively. The results showed that the teachers’ length of service correlated negatively with their knowledge of academic vocabulary, as well as reading and writing proficiency, indicating issues with the outcomes of the TPD in this area. To triangulate the test results, teacher perceptions data were also gathered using questionnaires and interviews. It was found that the EFL teachers tended to overestimate their own overall English language proficiency.  The second study used a longitudinal blogging activity with the EFL teachers as a form of personal professional development that targeted their English language and ICT skills while reflecting on topics related to their professional (teaching) activities. Qualitative analysis of the blog entries of three EFL teachers suggested that the individual teachers’ blogging, critical reading and reflective writing skills were very uneven. Interviews with nine teachers and 11 educational stakeholders were then conducted to understand their views on blogging as a form of professional development. The results revealed that the perceived obstacles and drawbacks outweighed the perceived benefits of blogging as a form of personal professional development.  The third study examined Indonesian national TPD policy documents, how these policies were translated into local professional development programmes in Malang district. It was found that the needs for EFL teachers to maintain their English proficiency and ICT skills were only partially addressed in TPD policy and implementation. In addition, the interviewed teachers and stakeholders perceived the definitions, goals, administration, evaluation, benefits, and challenges of TPD differently.  Taken as a whole, the present findings show that institutional implementation of TPD policies in Indonesia needs to better target individual EFL teachers’ English proficiency and ICT skills, and that opportunities for better professional development need to be sought at both personal and institutional levels. At the individual level, self-motivation to continue learning is crucial for English language teachers who want to keep up with change and innovation in English language teaching. At the institutional level, needs analyses and environmental analyses are essential in designing programs for maintaining and developing teacher professional competency.</p>

scholarly journals PROVISION OF ENGLISH-MEDIUM INSTRUCTION: TRENDS AND ISSUES

2020 ◽  
pp. 11-21
Author(s):  
OLGA KVASOVA ◽  
CAROLYN WESTBROOK ◽  
KEVIN WESTBROOK
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Native English Speakers ◽  
English Speakers ◽  
British Council ◽  
Current Trends ◽  
The World ◽  
Teachers And Students ◽  
English Medium Instruction

The article addresses the current trends of teaching subjects through the medium of English which has been boosting in the world and in Ukraine. Introduced due to globalization processes, teaching in English as a Medium of Instruction (EMI) has become an essential part of internationalization policies of universities. The increase in numbers of international students is viewed as an indication of quality of education provided by universities; it contributes to universities’ higher ratings and competitiveness. The introduction of EMI has been sustainably promoted by the British Council. Nonetheless, EMI providers across the world keep encountering similar issues and challenges. Amongst those, the most essential is low English language proficiency of non-native English speakers – both teachers and students. The article aims to examine the training provided to Ukrainian teachers who deliver EMI courses. The authors surveyed 28 EMI teachers in two universities in the country. The results imply the necessity to reprofile linguistic and pedagogical courses for EMI teachers, including training them in implementing innovative and interactive teaching techniques. The prospects of further research arouse from the need to develop a quality system of assessing students’ learning outcomes.

scholarly journals Interactive Learning: An Innovation for English Language Acquisition

2019 ◽  
Vol 9 (2) ◽  
pp. 1187-1190
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Teaching And Learning ◽  
English Language ◽  
Interactive Learning ◽  
Language Teachers ◽  
English Language Acquisition ◽  
Interactive Tool ◽  
Second Language Teachers

The education field is constantly venturing into many creative forms. Interactive learning is a hands-on approach to boost students' engagement and confidence. With new innovation, interactive learning enables students to reinforce critical thinking and problem-solving abilities in second language acquisition. Thus, the aim of this research is to design and create new interactive tool for second language teaching which can benefit both teachers and ESL students. This teaching and learning tool can be used for the 4 basic skills in ESL classrooms namely reading, listening, speaking and writing. A total of 30 students from a rural public secondary school were involved in this study. This interactive tool can help in building students’ motivation in learning especially among the low proficiency students and create autonomous learners who enjoyed and have fun while learning English. In conclusion, it is hoped that this research could add knowledge to the field of interactive tools and promotes creativity among second language teachers.

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