Online Collaborative Writing: a Tool for Enhancing Students’ Business Skills and Cross-Cultural Awareness

2021 ◽  
Vol 48 (3) ◽  
pp. 289-296
Author(s):  
Aneta Stefanova ◽  
Keyword(s):  
Costa Rica ◽  
Cultural Awareness ◽  
English Language ◽  
Collaborative Writing ◽  
Language Instruction ◽  
Cross Cultural ◽  
Business Skills ◽  
Project Outcomes ◽  
English Language Instruction ◽  
The University

This paper describes a project implemented by students from the University of Economics in Varna and the University of Costa Rica as part of their respective English Language instruction. In the course of the project six teams comprising students from both universities collaborated to create blogs on topics of their choice. The paper dwells on aims of the project, the process that resulted in the creation of six blogs, the skills that students developed or furthered as a result of this activity and the project outcomes.

A case for decolonizing English language instruction

ELT Journal ◽  
2019 ◽  
Vol 74 (1) ◽  
pp. 83-85 ◽  
Author(s):  
Paul J Meighan
Keyword(s):  
English Language ◽  
Language Instruction ◽  
Letters To The Editor ◽  
English Language Instruction ◽  
Current Concern

Abstract Comment is a feature that allows contributors to express a personal, and sometimes controversial, view about a matter of current concern in the profession outside the format of a reviewed academic article. The views expressed are not necessarily those of the Editor or the Publisher. Reaction to Comment features, in the form of letters to the Editor, are especially welcome.

scholarly journals Using Pictionary Game to Increase Learners’ Vocabulary Mastery in English Language Instruction

2019 ◽  
Vol 2 (1) ◽  
pp. 43-51
Author(s):  
Welliam Hamer ◽  
Ledy Nur Lely
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Instruction ◽  
Smart Board ◽  
Unsatisfactory Result ◽  
Classroom Activities ◽  
English Language Instruction ◽  
Learning English

This article aims at sharing information on how pictionary game is used to increase the learners’ vacabulary mastery in the process of teaching and learning. It is clear that vocabulary is one of components of English language. When the learners are reading, they need to master vocabulary related to certain topic. Therefore vocabulary is important thing in learning English. However, mastering English vocabularies is not easy. English is foreign language in which learning English is often considered to be difficult to comprehend. This problem can be seen from the unsatisfactory result when learning English. The learning processs commonly used in the classroom just puts the teacher as a center of learning. It means that the teacher always dominates him/herself to teach, not to focus on how the learners learn effectively. This makes the learners passive and less interested in following the course of learning. In fact the learners’ interest is the most important factor in the study. Interest can be developed if the learning process run with fun, vary, and conducive athmosphere. There are many factors that can support the existance of an increase in the study, i.e. teachers, learners, materials, media, methods, and other learning sources. One factor that can help the learners learn vocabulary is the use of pictionary game. In this study, pictionary game is a classic game of drawing and guessing pictures. Pictionary game can also increase the imagination of learners, where learners are asked to draw according to the word given by the teachers. Things that are needed to play pictionary game are a list or card of vocabulary items, whiteboard, calkboard, or smart board and markers. Pictionary game will help learners to get involved in classroom activities. Other advantages of using pictionary game can be concluded that it provides fun language practice in the various language skills.

scholarly journals ENGLISH PERFECT IN COGNITION OF SLOVAK ISCED3 LEARNERS OF ENGLISH – PRELIMINARY EMPIRICAL EVIDENCE

2019 ◽  
Vol 7 ◽  
Author(s):  
Tomáš Hlava
Keyword(s):  
English Language ◽  
Proficiency Test ◽  
Language Use ◽  
Procedural Knowledge ◽  
Language Instruction ◽  
Declarative Knowledge ◽  
Present Perfect ◽  
The Past ◽  
English Language Instruction ◽  
Different Types

In English language instruction in Slovakia, a strong preference for declarative knowledge at the expense of procedural knowledge development has been reported over the last two decades. However, the cognitive aspects of language attainment predict no impact of instructional efforts, since mental representations of language to be attained are told to be supported by different cognitive systems than associative learning develops. Language variation materializes differences among languages based on differences in digitalizing the experience and thus understanding the world. For Slovak learners, the English present perfect is one such anomaly in categorization. This paper aims to answer what the specific interactions between past simple and present perfect are and how the predicted cognitive aspects of language attainment influence the use of different types of knowledge. A proficiency test focusing on declarative knowledge and language use without context and in context was distributed to 600 Slovak learners of English at the ISCED3a level. In Past simple conditions, students proved highly proficiency in all 3 types of tasks. In present perfect conditions, declarative knowledge strongly dominated over language use in context. In Present perfect conditions, substitutions by past simple were significantly more frequent than substitutions of present perfect by past simple. Cognitive funneling was recognized as a process inhibiting fast proceduralization of the English present perfect compared to fast and reliable proceduralization of the past simple.

The Effects of Cross-Cultural Distance Learning Model on the Linguistic and Affective Domain of EFL Learners in Korea

2018 ◽  
Vol 10 (3) ◽  
pp. 76-89
Author(s):  
Bok-Myung Chang
Keyword(s):  
Distance Learning ◽  
Language Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
Cultural Distance ◽  
English Language Proficiency ◽  
Cross Cultural ◽  
Test Form ◽  
Efl Learners ◽  
Native Speakers Of English

This article is based on a Cross-Cultural Distance Learning (CCDL) model between university students in Korea and Japan during the 1st semester of 2016 and this lesson model consists of synchronous and asynchronous CMC activities focusing on the interactions between non-native speakers of English. This article shows that EFL learners in Korea can develop English language proficiency through this lesson model. The learners' development of English language proficiency was evaluated by using the TOEIC test as a proficiency test form. Also, this article proves that these kinds of CMC activities can motivate EFL learners to enhance cultural awareness for foreign countries and practice English inside and outside of the classroom. The questionnaire was used to survey the students' cultural awareness and attitude for this model at the final session of the semester.

Seven Principles of Good Practice for Virtual International Collaboration

2006 ◽  
pp. 1-31 ◽  
Author(s):  
Diane Boehm ◽  
Lilianna Aniola-Jedrzejek
Keyword(s):  
Language Proficiency ◽  
Cultural Awareness ◽  
English Language ◽  
Good Practice ◽  
Relationship Building ◽  
Student Work ◽  
Project Outcomes ◽  
Seven Principles ◽  
Shared Understandings ◽  
Principles Of Good Practice

This chapter presents seven principles of good practice for conducting virtual international collaborations with students. The authors have conducted such collaborations with several different groups of American and Polish university students using different models. The collaborations were the basis for distilling these seven principles: develop cross-cultural awareness and mutual understanding of the culture of each group; create a multifaceted virtual environment; coordinate calendars; require intermediate level of English language proficiency; create relevant, engaging collaborative assignments with rubrics and shared understandings for evaluation of student work; establish methods forsuccessful group interactions, including information-sharing and relationship-building; evaluate project outcomes. These seven principles of good practice can assist instructors to develop successful virtual intercultural collaborations that prepare students for the workplace of the 21st century.

Imperial Millennialism and the Battle for American Indian Souls

2017 ◽  
Author(s):  
Sarah Rivett
Keyword(s):  
English Language ◽  
Language Instruction ◽  
Indigenous Populations ◽  
Shared Knowledge ◽  
Glorious Revolution ◽  
Military Alliances ◽  
English Language Instruction ◽  
Native Populations ◽  
Integral Role ◽  
The Glorious Revolution

Indigenous words offered a rich resource for rescripting national and colonial narratives in a time of intensified imperial conflict. Millennial zeal pitted Jesuit and Protestant forces against each other with renewed fervor during a purportedly secular period of diplomacy from the Glorious Revolution (1688) to the Treaty of Utrecht (1713), even as developments in natural history undermined previously accepted truths of Mosaic history. The British sought national uniformity by imposing English-language instruction on Indian proselytes, while the French continued to augment their own linguistic skills through a rigorous culture of dictionary writing and hymnody that helped to secure military alliances. This chapter argues that missionary linguistics played an integral role in consolidating British and French nationalism among indigenous populations, even as the shared knowledge forged in specific missionary locations helped native populations undermine imperial scripts.

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