FORMAL ASSESSMENT IN THE ENGLISH LANGUAGE COURSE FOR STUDENTS OF ECONOMIC SPECIALTIES

InterConf ◽  
2021 ◽  
pp. 82-87
Author(s):  
Angelina Roliak
Keyword(s):  
English Language ◽  
Tertiary Education ◽  
Formal Assessment ◽  
Teaching Professional

The article reveals different ways of evaluation the efficiency of teaching professional English lexis to the students of economic specialties in institutions of tertiary education in Ukraine. The author analyzes the main types of students’ professional translation skills estimation from the contextual, structural, methodological and situational perspectives.

scholarly journals Improving Language Learning Strategies and Performance of Pre-Service Language Teachers Through a CALLA-TBLT Model

2017 ◽  
Vol 19 (2) ◽  
pp. 101-120 ◽  
Author(s):  
Maria Eugenia Guapacha Chamorro ◽  
Luis Humberto Benavidez Paz
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Tertiary Education ◽  
Strategy Instruction ◽  
Language Teachers ◽  
Language Learning Strategies ◽  
Language Performance ◽  
Language Tests ◽  
And Performance

This paper reports an action-research study on language learning strategies in tertiary education at a Colombian university. The study aimed at improving the English language performance and language learning strategies use of 33 first-year pre-service language teachers by combining elements from two models: the cognitive academic language learning approach and task-based language teaching. Data were gathered through surveys, a focus group, students’ and teachers’ journals, language tests, and documentary analysis. Results evidenced that the students improved in speaking, writing, grammar, vocabulary and in their language learning strategies repertoire. As a conclusion, explicit strategy instruction in the proposed model resulted in a proper combination to improve learners’ language learning strategies and performance. 

Across the Four Domains

2018 ◽  
pp. 120-150
Author(s):  
Donna M. Velliaris
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
High School Graduates ◽  
Tertiary Education ◽  
Academic English ◽  
Data Set ◽  
High Expectations ◽  
National Examinations ◽  
Personal Perceptions ◽  
The Voice

In many Asian countries, tertiary education remains a much desired but seemingly unattainable goal for high school graduates, due to rigorous unified national examinations. With that in mind, international students invest millions of dollars annually attempting to enter Australian higher education (HE). Students arrive with high expectations, but in the early stages of their study abroad experience, they face a range of transitional difficulties centered around ‘academic English'. An author-developed semi-structured questionnaire included the open-ended question: In your own words, how would you describe your English language ability in terms of (1) listening, (2) speaking, (3) reading, and (4) writing? The data set collected the ‘voice' of 209 pathway students attending the Eynesbury Institute of Business and Technology (EIBT). Their self-reported narratives share personal perceptions of their own English language proficiency across the four domains largely within the context of their enrolment at the institute.

scholarly journals Institutionally Produced ESP Course Implications for Professional Competence Development

2018 ◽  
Vol 50 ◽  
pp. 01059
Author(s):  
Dzhamila Godina ◽  
Irina Oblovatskaya ◽  
Elena Ulitko ◽  
Olga Danko ◽  
Irina Yaroslavskaya
Keyword(s):  
Intercultural Competence ◽  
English Language ◽  
Professional Competence ◽  
Material Selection ◽  
Tertiary Education ◽  
Business Environment ◽  
Competence Development ◽  
Language Functions ◽  
Study Results ◽  
Modern Economic

The article deals with institutionally developed ESP (English for Specific Purposes) courses, one of the predominant and progressive language teaching approaches in tertiary education, as it is focused on the specific and profession-related needs of students. The paper studies the role of needs analysis and material selection, later adaptation according to particular specialty student requirements, changes of business environment and current demands for English language skills. The implication of the study results in that ESP courses should be more attuned to students’ needs targeting productive skills, specialized vocabulary, language functions and intercultural competence. The study also discusses the ways and methods, which can increase professional competence development in the context of the multiprofessional environment of a modern economic university experiencing constant changes due to internationalization.

English language education in Indonesia: A review of research (2011–2019)

2020 ◽  
Vol 53 (4) ◽  
pp. 491-523
Author(s):  
Subhan Zein ◽  
Didi Sukyadi ◽  
Fuad Abdul Hamied ◽  
Nenden Sri Lengkanawati
Keyword(s):  
English Language ◽  
Tertiary Education ◽  
Language Education ◽  
Journal Articles ◽  
Complex Dynamic ◽  
English Language Education ◽  
Diverse Range ◽  
Research And Practice ◽  
Globalized World ◽  
Practice Community

AbstractThis article reviews the significant and diverse range of research on English language education in Indonesia in the eight-year period 2011–2019. It brings together a body of research consisting of 108 sources, ranging from journal articles, book chapters, conference proceedings and doctorate dissertations, to inform the international research and practice community. The contributions cover primary education, secondary education and tertiary education in highly diverse Indonesia where 707 living languages co-exist and struggle to find space in its linguistic ecology. The discussion will provide insights into how factors such as educational policies, ideologies as well as sociocultural and religious values are in contestation in shaping research into and the practice of English language education in the complex, dynamic and polycentric sociolinguistic situation of Indonesia, which has been recently conceptualized as superglossia (Zein, 2020). It is hoped our insights will help inform other multilingual contexts facing the unprecedented need for transforming English language education in this increasingly globalized world.

Identifying key dimensions of language and cultural disadvantage at University

2002 ◽  
Vol 25 (2) ◽  
pp. 101-127 ◽  
Author(s):  
Helen Borland ◽  
Amanda Pearce
Keyword(s):  
English Language ◽  
Life Experience ◽  
Tertiary Education ◽  
Student Population ◽  
English Language Acquisition ◽  
University Policy ◽  
Linguistic Groups ◽  
Key Dimensions ◽  
Current Student ◽  
The Uk

Abstract One of the challenges for English language medium universities today is their increasingly globalised student population, as students from around the globe join the members of existing resident ethnic and linguistic groups who have been accessing tertiary education in increasing numbers. In this context it is of growing importance for university policy makers and program developers to be able to identify and assist students who may be experiencing educational disadvantage associated with language and/or cultural factors. In identifying such students and reporting on their educational outcomes a range of terms are used. In the Australian context the term NESB (Non English Speaking Background) has had wide currency. In North America and the UK terms such students have been referred to more commonly as ethnic minority or ESL/EFL students. These broad categorisations are characterised by either partial or indirect focus on the underlying factors that affect students’ success. In this paper we will argue that such students’ academic needs and potential difficulties are best understood by focusing on particular parameters of two key dimensions of their life experience: English language acquisition history and cultural experience. Using some contrasting case studies from among the current student population at one university in Australia, we will illustrate how these dimensions enable us to conceptualise the broad range of experiences of university of these NESB students. We will demonstrate that designing support which effectively targets disadvantage of very different kinds entails a more sophisticated analysis of the sources of student difficulty than categorisations based only on years of schooling or length of residence in the country concerned.

scholarly journals Teaching Professional and Technical Communication: The Case of Technical Documentation

2017 ◽  
Vol 2 (1) ◽  
pp. 20-24
Author(s):  
Delia Tănase
Keyword(s):  
English Language ◽  
Language Use ◽  
Writing Skills ◽  
Performance Standards ◽  
English For Specific Purposes ◽  
Technical Documentation ◽  
Career Trajectory ◽  
Lingua Franca ◽  
Different Types ◽  
Teaching Professional

Abstract The present article highlights important aspects that need to be considered in the design of the academic linguistic training oriented to develop students’ technical documentation-related writing skills viewed as critical career-boosting skills that influence and condition employees’ promotion and graduates’ hiring chances. Technical documentation is an umbrella term covering different types of technical documents (e.g. technical reports, manufacturing standards, installation guides, quick references cards, troubleshooting guides, release notes, etc.) which, irrespective of usage or function, observe general characteristics and share essential features whose effective recognition and knowledgeability facilitate students’ upward career trajectory. The topic is discussed from the perspective of two teaching priorities - awareness of stylistic features characteristic of technical documentation and awareness of performance standards in terms of technical documentation production - within the ESP (English for Specific Purposes) and BELF (English as Business Lingua Franca) frameworks that prioritize the performative and lingua franca dimensions of the English language use in the currently-emerging globalized workplaces.

scholarly journals Shiken: Past and future

2020 ◽  
Vol 24 (1) ◽  
pp. 22-36
Author(s):  
David Allen
Keyword(s):  
Quantitative Methods ◽  
English Language ◽  
Tertiary Education ◽  
Research Articles ◽  
Future Research ◽  
Entrance Exams ◽  
Research Areas ◽  
Language Tests ◽  
History Of ◽  
Design And Methods

This article presents a history of Shiken since it was first published in 1997 until 2019, followed by suggestions for areas of future research in assessment to which the publication may be well suited to contribute. In the historical overview, data is presented about the following: the origins, titles, editors, and distribution; the article types; the contents of research articles and the design and methodologies they have employed. Regarding research article content, four prominent themes were identified: mass market tests, entrance exams, statistics, and validity/reliability. Regarding design and methods, research articles have tended to focus on English language tests with university students in Japan, while utilizing test and/or instrument data and quantitative methods of analysis. Recommendations for future research areas include investigations into the validity of test interpretations and uses of four-skills, vocabulary and other tests used in Japan, and language assessment literacy. Recommendations for future research design and methods include focusing more on a range of test stakeholders; various contexts, such as pre-tertiary education; and the use of qualitative and mixed methods.

scholarly journals ARISTOTLE’S TRIAD OF PERSUASIVENESS IN ENGLISH LANGUAGE WRITERS' WRITTEN TEXT

2021 ◽  
Vol 6 (41) ◽  
pp. 14-22
Author(s):  
Wan Hurani Osman ◽  
Mohammad Aqmal Hafidz Musa ◽  
Sabariah Abd. Rahim ◽  
Bernadette Tobi
Keyword(s):  
Second Language ◽  
English Language ◽  
Tertiary Education ◽  
Education Level ◽  
Daily Activities ◽  
English As Second Language ◽  
Written Text ◽  
Written Assignments

In order to convince someone of what one is saying or writing about, the use of the appropriate persuasive technique is very important. At tertiary education level, academics who focus on teaching communication either in the written or spoken form emphasises on being persuasive. In communication, either in daily activities, academic or workplace, persuading someone is often used. The sender of the message needs to persuade the receiver to believe, agree, acknowledge and obey the message that one wants to convey. In this study, Aristotle’s triad of ethos, pathos, and logos is usually used to explore whether a text is persuasive. Aristotle's triad focuses on credibility (ethos), emotion (pathos), and facts (logos) in persuading a person on a certain issue that is being presented. The present study attempts to identify how ESL writers write to persuade. Samples of English as Second Language writers’ written assignments produced for an English for Occupational Purpose Module are used in this study. The assignment is in the form of a proposal paper written to propose an activity. The objective of a proposal paper is to propose an idea, and it is written in the hope of persuading the person reading the proposal to agree, approve and support the proposal. By studying the use of Aristotle’s triad of persuasive appeals, it is hoped that it will assist academicians to focus on what to teach in their communication class and to be able to produce competent ESL writers who are able to persuade and make one agree with their ideas and issues.

scholarly journals A Review on Outcome Based Education and Factors That Impact Student Learning Outcomes in Tertiary Education System

2021 ◽  
Vol 14 (2) ◽  
pp. 1
Author(s):  
Hafiz Muhmmad Asim ◽  
Anthony Vaz ◽  
Ashfaq Ahmed ◽  
Samreen Sadiq
Keyword(s):  
Learning Styles ◽  
Student Learning ◽  
Learning Outcomes ◽  
Education System ◽  
English Language ◽  
Tertiary Education ◽  
Student Learning Outcomes ◽  
Specific Reference ◽  
Medline Search ◽  
Outcome Based Education

Education opens numerous revenues to register economic expansion all around the world with specific reference to developing nations. Advancement of Pakistan in education indicators has been severely insufficient during the previous decades. Decreased financing along with inefficiency in budget expenditure plus weak management system have crippled the education sector ensuing poor educational outcomes. Outcome-based Education (OBE) has recently gained much attention in Pakistan. OBE is used in education because it clearly focuses and organizes everything in an educational system around what is necessary for all students to be able to do at the end of their learning. OBE proposes an influential and interesting option of transforming and organizing medical education. Therefore, the basic aim of this review is to highlight the tertiary education system of Pakistan and the need to shift from teacher centered to Outcome Based Education system. The review also addresses the major factors that impact student learning outcomes. Data bases were searched including Cochrane and Medline. Search strategy was designed by combining Boolean operators and key terms related to review objectives. Seven studies were included in the paper regarding the effectiveness of Outcome Based Education in different disciplines of education. The findings suggested five important factors from the literature that impact student learning outcomes including, assessment strategies, learning objectives based on level of complexity, student preferred learning styles, English language competency and Employer requirements. However, limitations were recognized in the methodology section and further recommendations were given for future researchers.

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