Attitudes of students from bachelor’s degree programs related to the implementation of the extensive reading technique in the English courses as a foreign language

2020 ◽  
Vol 41 (44) ◽  
pp. 217-226
Author(s):  
Yazmin DELGADILLO-COLLAZOS ◽  
Keyword(s):  
Foreign Language ◽  
Focus Groups ◽  
Bachelor's Degree ◽  
Degree Programs ◽  
Extensive Reading ◽  
Reading Technique ◽  
The University

This study sought to identify the attitudes students from bachelor’s degree programs may have towards the use of the extensive reading technique implemented in the English courses. The study analyzed three attitudinal values: Affective, cognitive, and behavioral measured by using a questionnaire and focus groups. The sample consisted of 56 participants studying bachelor’s degree programs at the University of Cauca in Colombia. Results indicated that most of the students responded positively towards this technique.

scholarly journals Dr. Stephen Krashen answers questions on The Comprehension Hypothesis Extended

2013 ◽  
Vol 37 (1) ◽  
pp. 25
Author(s):  
Marian Wang
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Foreign Language ◽  
Black Belt ◽  
University Of Southern California ◽  
Extensive Reading ◽  
Tae Kwon Do ◽  
Natural Approach ◽  
Comprehensive Theory ◽  
The University

Stephen Krashen is Emeritus Professor of Education at the University of Southern California. He is best known for developing the first comprehensive theory of second language acquisition, introducing the concept of sheltered subject matter teaching, and as the co-inventor of the Natural Approach to foreign language teaching. He has also contributed to theory and application in the area of bilingual education, and has done important work in the area of reading. He was the 1977 Incline Bench Press champion of Venice Beach and holds a black belt in Tae Kwon Do. He is the author of The Power of Reading (2004) and Explorations in Language Acquisition and Use (2003). His recent papers can be found at < www.sdkrashen.com>. JALT’s Extensive Reading SIG brought Dr. Stephen D. Krashen to the Fifth Annual Extensive Reading in Japan Seminar, and on July 3rd, he spoke to approximately 150 people at Kobe’s International House. Kobe JALT’s Membership Chair prepared a form for participants to write down questions for Dr. Krashen. The following questions received responses and have been modified for brevity and accuracy.

scholarly journals Happiness is when they understand you

2021 ◽  
Vol 122 ◽  
pp. 01002
Author(s):  
Olga Vladimirovna Petrova
Keyword(s):  
Foreign Language ◽  
Full Range ◽  
Translation Studies ◽  
Bachelor's Degree ◽  
Foreign Language Teaching ◽  
Degree Programs ◽  
Pedagogical Skills ◽  
Special Programs ◽  
Russian Universities

Today translation experts agree that a translation teacher should be a practicing translator, aware of modern translation studies, having methodological knowledge and pedagogical skills, including the knowledge of translation didactics. A survey shows that in Russian universities there are practically no teachers with a degree in translation or those who have completed a specialized professional retraining program as a translation teacher. Thus, none of them has the full range of competences required to prepare translators who fully meet the requirements of the current translation industry. To change this situation, it is necessary to develop and implement special programs that allow translation teachers to supplement their education. These programs can be implemented in two formats. Firstly, there can be two different master’s degree programs: for those with a bachelor’s degree in translation and those with a bachelor’s degree in foreign language teaching. The program for the former should include more psychological and pedagogical disciplines, while the program for the latter should focus on translation. Secondly, it can be long-term courses of specialized professional retraining for translation teachers with two different sets of disciplines depending on their degree. Within the above-mentioned programs, special attention should be paid to the course of translation didactics.

scholarly journals PERANCANGAN APLIKASI PREDIKSI LAMA STUDI MAHASISWA BERDASARKAN MODEL KLASIFIKASI DATA LAMA STUDI MAHASISWA STMIK INDONESIA YANG TERBENTUK MENGGUNAKAN DECISION TREE

Petir ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 96-103
Author(s):  
Redaksi Tim Jurnal
Keyword(s):  
Decision Tree ◽  
Bachelor's Degree ◽  
Classification Model ◽  
Degree Programs ◽  
University Staff ◽  
Decision Tree Classification ◽  
Study Duration ◽  
Student’S Performance ◽  
The University ◽  
Predict Study

One way to improve quality in universities is through accreditation. One of the accreditation criteria is the student. Student’s performance must be monitored and evaluated. Regarding the study duration, the undergraduate bachelor’s degree programs typically takes four years to complete. It is important for the university staff to quickly identify which students are less likely to finish the degree on time. Therefore, it is necessary to predict the length of study for each student. The goal of this research is to predict study duration by building Decision Tree-based classifier model using NBTree algorithm. Then, an application is built by applying the classification model. Data used in this research are the grades and academic leave. Result shows that the Naïve Bayes Decision Tree classification model could predict study duration with the accuracy of 73.45%.

scholarly journals PEDAGOGICAL FACILITATION FROM VIEW OF UNIVERSITY STUDENTS

2020 ◽  
pp. 47-56
Author(s):  
Hana Vavříková
Keyword(s):  
Academic Success ◽  
University Students ◽  
Bachelor's Degree ◽  
Degree Programs ◽  
Full Time ◽  
Study Success ◽  
Study Programs ◽  
Long Time ◽  
Faculty Of Education ◽  
The University

The professional public has been discussing for a long time the reasons why more than 2/5 of Czech students in bachelor’s degree programs are unsuccessful in their first study. The paper outlines the possible causes of this phenomenon, mentions partial factors influencing academic success or failure, and also lists the effects of the phenomenon on the life of individuals and society. Last but not least, this paper deals with pedagogical facilitation, ie interpersonal activity, which could eliminate some of the causes of study failure (low internal motivation, frustration), and which could set a favorable educational environment, and thus increase the study success of university students. As part of the preparation of this paper, its author conducted a survey, the aim of which was to look at partial aspects of study failure and pedagogical facilitation from the perspective of students of two forms (full-time, combined) of bachelor’s study programs at the Faculty of Education of the University of Ostrava.

scholarly journals The Technology of the Development of Dialogical Speech Skills of the Students Based on Foreign Language Communicative Online Training

2021 ◽  
Vol 258 ◽  
pp. 07085
Author(s):  
Galina Sorokoumova ◽  
Ekaterina Tataurova ◽  
Tatiana Egorova ◽  
Olga Kostina ◽  
Olga Fedoseeva
Keyword(s):  
Foreign Language ◽  
Teaching Method ◽  
Online Training ◽  
Bachelor's Degree ◽  
Educational Process ◽  
Experimental Teaching ◽  
Language Classes ◽  
Language Communication ◽  
A Minor ◽  
The University

The topic of the article is quite acute as there exists a need to search for new online educational technologies that will further increase the efficiency of foreign language educational process at modern universities in Russia. The purpose of the article is to present the methodological foundations of foreign language communicative preparation and analyze the quality of the influence of foreign language communicative online training on the development of dialogical speech skills of the students. The leading method of studying this issue is an experimental teaching method. The study was carried out among bachelor's degree students majoring in 44.03.01 «Pedagogical education» with a minor of «English as a foreign language» at Linguistics University of Nizhny Novgorod, Russia and allowed to reveal the positive dynamics in the experimental groups. The article proves that foreign language communicative online training is a modern educational technology that aims at active development of students' dialogical speech skills and significantly differs from ordinary communicative training in the following features: the presence of certain stages correlated with the developed dialogical speech skills of students, ensuring active social preparation of students to further implementation of foreign language communication in the field of interpersonal and professional interaction; creation of conditions for expanding individual foreign language communicative experience. The materials presented in the article contribute to the integration of the procedural component of foreign language communicative online training in foreign language classes at the university.

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.

Doctor of Business Administration (D.B.A.): A Viable Credential for Faculty in Programmatically Accredited Business Degree Programs?

10.28945/3529 ◽  
2016 ◽  
Vol 11 ◽  
pp. 217-226 ◽  
Author(s):  
Helen L MacLennan ◽  
Anthony A Pina ◽  
Kenneth A Moran ◽  
Patrick F Hafford
Keyword(s):  
Doctoral Program ◽  
Business Administration ◽  
Academic Programs ◽  
Future Research ◽  
Degree Programs ◽  
Business Programs ◽  
Professional Degree ◽  
Doctor Of Philosophy ◽  
Business Practitioners ◽  
The University

Is the Doctor of Business Administration (D.B.A) a viable degree option for those wishing a career in academe? The D.B.A. degree is often considered to be a professional degree, in-tended for business practitioners, while the Doctor of Philosophy (Ph.D.) degree is por-trayed as the degree for preparing college or university faculty. Conversely, many academic programs market their D.B.A. programs to future academicians. In this study, we investigat-ed whether the D.B.A. is, in fact, a viable faculty credential by gathering data from univer-sity catalogs and doctoral program websites and handbooks from 427 graduate business and management programs to analyze the terminal degrees held by 6159 faculty. The analysis indicated that 173 institutions (just over 40% of the total) employed 372 faculty whose ter-minal degree was the D.B.A. This constituted just over 6% of the total number of faculty. Additionally, the program and faculty qualification standards of the six regional accrediting agencies and the three programmatic accrediting agencies for business programs (AACSB, IACBE, and ACBSP) were analyzed. Results indicated that all these accrediting agencies treated the D.B.A. and Ph.D. in business identically and that the D.B.A. was universally considered to be a valid credential for teaching business at the university level. Suggestions for future research are also offered.

PROFESSIONALLY-ORIENTED TEACHING AS A FACTOR OF MOTIVATION TO LEARNING ENGLISH IN NON-LINGUISTIC HIGH SCHOOLS (FROM THE EXPERIENCE OF DIFFERENT DIDACTIVE METHODS USING ON ENGI NEERING FACULTY)

2020 ◽  
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Business Communication ◽  
Professional Communication ◽  
Active Teaching ◽  
English Classes ◽  
Individual Knowledge ◽  
Approach To Teaching ◽  
The University ◽  
Oriented Approach

This article is devoted to the features and benefits of a professionally-oriented approach to teaching a foreign language in non-linguistic high schools on the example of engineering education. According to the latest standards of higher education (FSES 3++), students must have sufficient knowledge of a foreign language for business communication in oral and written forms. However, teachers of high schools face a number of difficulties in the formation of a foreign language communicative competence offuture engineers, namely: a constant decrease of a number offoreign language practical classes in a curriculum of a high school and a weak motivation of students. In our opinion, a professionally-oriented approach to teaching helps to solve these problems and make the process of learning a foreign language more intensive, focused and effective. That is, now, the development of strategies, methodological models and tools for teaching English, with a focus on professional communication, is an actual task for an English teacher at the University. This article presents some methods and techniques that stimulate students of engineering faculty to professionally oriented communication in English. Much attention is paid to both active teaching methods used during practical English classes, and individual work, which allows students to get more useful information and skills within the practical classes given, and also allows students to develop the need for individual knowledge acquisition and comprehension, thereby providing the increased interest of communication in a foreign language and increasing motivation to learn a foreign language.

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

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