scholarly journals A decade of embedding: Where are we now?

2016 ◽  
Vol 13 (3) ◽  
pp. 5-25
Author(s):  
Anna M. Maldoni ◽  
◽  
Emmaline L. Lear ◽  
Keyword(s):  
Student Learning ◽  
Literacy Development ◽  
English Language ◽  
Academic Literacy ◽  
Specific Model ◽  
Reading Program ◽  
Support Program ◽  
Study Approach ◽  
Comparative Results ◽  
The Impact

Over the last 10 years the higher education sector has undergone a myriad of changes both in student demographics and the influx of international students. With these changes, concerns about the ability of students to meet the English language and academic demands of tertiary study have come to the forefront. This paper reports on a project of embedding academic literacy into nine units across four disciplines, which spanned the duration of a decade. The paper documents the process by which the Unit Support Program (USP) evolved from a discipline-based reading program in a university preparation context to an embedded, integrated and team-taught approach in the university mainstream. It sought to determine whether the introduction of the program improved student learning in the discipline, specifically in English language and academic literacy development. Using data drawn from over 2500 students relating to progression rates, final grades, participation levels, and qualitative data relating to student and staff perceptions, this longitudinal study demonstrated a positive relationship between embedding academic literacy in the disciplines and student learning. The added benefit of academic socialisation for staff is also a reported result of this study. Although significant ongoing institutional support is needed, this paper advocates that an embedded, integrated and team-taught model should be incorporated into the first year of study. Using a case study approach, this paper firstly explains the rationale to embed language and academic literacy development within disciplinary contexts; the framework from which the Unit Specific Model emanated; and the team teaching approach used in the delivery of the Unit Support Program (USP) across a variety of disciplines. It considers the comparative results for both participating and non-participating groups, and the impact of collaboration across the faculty on the success of USP. Finally the paper recommends strategies for the long term sustainability of these programs.

scholarly journals Dampak Metode Pembelajaran Dari bagi Ketuntasan Belajar Siswa

2021 ◽  
Vol 1 (2) ◽  
pp. 117-129
Author(s):  
Franty Faldy Palempung ◽  
Ferry J N Sumual
Keyword(s):  
Online Learning ◽  
Qualitative Methods ◽  
Student Learning ◽  
Learning Process ◽  
Literature Study ◽  
Online Learners ◽  
Learning Methods ◽  
Knowledge And Skills ◽  
Study Approach ◽  
The Impact

­Abstrak: Tulisan ini secara spesifik memaparkan dampak metode pembelajaran daring bagi ketuntasan belajar siswa. Peristiwa Covid-19 yang terjadi awal tahun 2020 hingga sampai sekarang, masih menyebakan kesulitan bagi semua element. Imbas dari pandemi ini di sektor Pendidikan mengharuskan pembelajaran online dilaksanakan. Akibat dari penerapan pembelajaran daring ini, masih menyebabkan kesulitan bagi sebagai indvidu bahkan institusi karena masih belum lengkapnya pra-sarana dalam kegiatan pembelajara daring. Topik ini ditulis dengan menggunakan metode kualitatif deskriftif dengan pendekatan studi literatur. Hasil pada uraian ini mengemukakan bahwa pengertian ketuntasan belajar menurut Permendikbud adalah pencapaian kompetensi sikap, pengetahuan, dan keterampilan meliputi ketuntasan penguasaan substansi dan ketuntasan belajar dalam konteks kurun waktu belajar. Ketuntasan belajar peserta didik merupakan komponen keluaran yang diperoleh dari hasil suatu proses pembelajaran yang didukung oleh orang tua, guru dan lingkungan. Berhasil tidaknya pembelajaran daring bagi ketuntasan pembelajaran, diperlukan kerja sama semua komponen Pendidikan itu sendiri.Abstract: This paper specifically describes the impact of online learning methods on the completion of student learning. The Covid-19 event that occurred in early 2020 until now, still makes it difficult for all elements. The impact of this pandemic in the Education sector requires that online learning be implemented. As a result of the application of online learning in, still causes difficulties for as an individual even an institution because it is still incomplete pre-facilities in the activities of online learners. This topic is written using qualitative methods with a literature study approach. The results in this description suggest that the understanding of the completion of learning according to Permendikbud is the achievement of attitude competence. Knowledge, and skills include the completion of the mastery of substance and the completion of learning in the context of the study period. The completion of learning of learners is a component of the output obtained from the results of a learning process supported by parents, teachers and the environment. The success of online learning for the completion of learning, requires the cooperation of all components of Education itself.

scholarly journals The Impact of Incidental and Intentional L2 Vocabulary Learning on Depths and Breadth Dimensions of Vocabulary Knowledge

2017 ◽  
Vol 7 (1) ◽  
pp. 50
Author(s):  
Seyyed Rasool Mirghasempoor Ahmadi
Keyword(s):  
Learning Style ◽  
Undergraduate Students ◽  
Reading Ability ◽  
English Language ◽  
Vocabulary Learning ◽  
Reading Program ◽  
Vocabulary Knowledge ◽  
Significant Difference ◽  
Different Dimensions ◽  
The Impact

Through the introduction of different dimensions of vocabulary knowledge, various studies attempted to examinenumerous effective factors on these dimensions. The present study aimed to show the effects of different vocabularylearning styles through extensive and intensive reading programs on depth and breadth aspects of vocabularyknowledge. To achieve this goal, 45 sophomore undergraduate students of English language teaching and translationin Payam-e-Noor University participated in this study. Initially, in order to homogenize the learners based on theirlevel of language proficiency, MEPT was administered. Then, by measuring the mean and standard deviation ofparticipants’ scores, the number of participants reduced to 35. The ultimate subjects’ scores on the readingcomprehension items of MEPT show that they are all at the intermediate level of reading ability. Participantsdivided into three experimental groups randomly: two groups were in the extensive reading program with differentform-focused and meaning-focused tasks as incidental vocabulary learning style. And the third group was in theintensive reading program as intentional vocabulary learning style. Participants in these experimental groups readlong stories or passages per week with ten goal-oriented words. After 8 weeks, Word Associates Test (WAT) andVocabulary Knowledge Scale (VKS) were administered to measure the acquired knowledge of new words and also,determining the effects of various learning styles on different dimensions of vocabulary knowledge. The results ofPaired-samples and Independent T-tests revealed that both incidental and intentional groups developed in the periodbetween the pre- and post-test, but, there was a significant difference between the effects of incidental vocabularylearning in the form of ER program and intentional vocabulary learning in the form of IR program. Moreover, therewas a significant difference between the effects of the form-focused and meaning-focused task.

Chinese learner in a linguistically challenged environment – an exploratory study

2018 ◽  
Vol 26 (2) ◽  
pp. 264-276
Author(s):  
Grace Wong ◽  
Steven Dellaportas ◽  
Barry J. Cooper
Keyword(s):  
Student Learning ◽  
English Language ◽  
Mainland China ◽  
Oral Communication ◽  
Accounting Education ◽  
Content Type ◽  
Assessment Tasks ◽  
Group Interviews ◽  
Language Competencies ◽  
The Impact

Purpose The purpose of this paper is to explore the implications for student learning when accounting education is delivered in the student’s non-native language. It examines the impact on learning arising from the different components of English language competencies, namely, listening, reading, writing, and speaking. Design/methodology/approach The data are drawn from focus group interviews with students from Mainland China undertaking an accounting degree in Australia. Findings The findings indicate that students relied primarily on their reading instead of listening to seek understanding, and in turn, writing was considered less important compared to listening and reading. Notably, speaking was overlooked by many students as it was considered the least important skill necessary to achieve success as a student and to be a competent practitioner. Students developed a misconception that the quality of oral communication required of accountants in practice is unimportant. Practical implications The findings will assist accounting educators and the accounting profession in designing and implementing appropriate instructional strategies and assessment tasks for international students. One suggestion includes a more balanced weighting between written and oral assessment. Originality/value Few studies have specifically explored the impact of English language on learning accounting. While some studies examine specific aspects of language as a unitary concept, little has been reported on the impact of all components of the language skill-set on student learning.

scholarly journals IMPACT OF EXTENSIVE READING ON SOPHOMORE ENGLISH MAJORS’ READING COMPREHENSION DEVELOPMENT AT DALAT UNIVERSITY

2021 ◽  
Vol 12 (1) ◽  
pp. 78
Author(s):  
Nguyen Thi Thao Hien ◽  
Nguyen Thi Tuong Vy
Keyword(s):  
English Language ◽  
Reading Program ◽  
Extensive Reading ◽  
Reading Abilities ◽  
English Majors ◽  
Student Reading ◽  
Comprehension Development ◽  
Graded Readers ◽  
The Impact ◽  
Experimental Group

This paper reports on an extensive reading program utilizing graded readers and the Moodle Reader for sophomore English majors at Dalat University. The main purpose of the study was to determine the impact of such a program on student reading abilities and to explore their attitudes toward the program. Data were collected from pretests, posttests, and questionnaires. Findings indicated that the extensive reading program was largely responsible for the higher mean gain on the posttest made by the experimental group, and that the majority of students expressed positive opinions toward the program. The paper concludes by putting forward some pedagogical implications on the implementation of such a program with English language students and lecturers in their courses of reading.

Asian adolescents’ out-of-school encounters with English and Korean literacy

2005 ◽  
Vol 15 (1) ◽  
pp. 57-77 ◽  
Author(s):  
Youngjoo Yi
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Literacy Practices ◽  
Academic Literacy ◽  
The United States ◽  
Literacy Skills ◽  
Future Research ◽  
The Impact ◽  
Out Of School

The acquisition of second language (L2) academic literacy has attracted increasing interest among L2 literacy researchers as the number of English Language Learners (ELLs) studying in schools in Anglophone countries like Australia, the United Kingdom, Canada, and the United States continues to grow. However, this emphasis on academic literacy has led L2 researchers to overlook the importance of exploring other types of literacy, especially out-of-school literacy. In particular, few studies have examined the impact of out-of-school literacy activities on overall literacy acquisition, as well as on the development of academic literacy skills. This article describes a study that examined the nature of three Asian adolescent ELLs’ out-of-school literacy practices and their implications for school-based literacy growth. These Asian adolescent ELLs engaged in various types of reading and forms of writing in both their native language (L1), Korean, and their L2, English, within both print and computer-based contexts. The findings suggest some often overlooked connections, direct or indirect, between in and out-of-school literacy. The article discusses the implications of these findings for pedagogy and future research.

scholarly journals Practical Aspects of Academic Literacy Development in Higher Education Institutions

2021 ◽  
Vol 30 (7) ◽  
pp. 117-127
Author(s):  
N. V. Ageenko ◽  
S. G. Menshenina ◽  
V. V. Dobrova ◽  
P. G. Labzina
Keyword(s):  
Foreign Language ◽  
Academic Writing ◽  
Literacy Development ◽  
English Language ◽  
Course Design ◽  
Academic Literacy ◽  
Academic Discourse ◽  
Academic Community ◽  
Writing Courses ◽  
Academic Reading

Global tendencies in all scientific spheres require developed academic literacy of the researcher for effective international communication. Foreign language communication in a professional academic environment implies proficiency in the language of academic discourse. For academic discourse, as a component of academic literacy, development of academic writing skills is crucial. Higher educational institutions realize the necessity to design academic writing courses, and determine their place in the curriculum. Following the challenges of the time and academic community demands, SSTU English Language instructors designed an academic writing course to increase the methodological and academic literacy of students and young researchers. We believe that the development of the key educational and communicative foreign language competencies for academic and professional interaction can contribute to successful integration into the international scientific environment. Course design considered foreign experience, methods and curricula in the field of academic writing and academic reading.

scholarly journals A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer

2017 ◽  
Vol 5 (1) ◽  
pp. 78-102 ◽  
Author(s):  
Xiaodong Zhang
Keyword(s):  
Critical Review ◽  
Literacy Development ◽  
English Language ◽  
Meaning Making ◽  
Systemic Functional Linguistics ◽  
Language Teaching ◽  
Academic Literacy ◽  
English Language Teaching ◽  
Functional Linguistics ◽  
Textbook Evaluation

Abstract This paper, from the perspective of language learning as a meaning-making process, presents a critical review of the existing research on how pre-use, in-use, and post-use evaluation has investigated the relationship between English language teaching textbooks’ content and learners’ academic literacy development. The paper shows that previous research on these three types of evaluation examined English language teaching textbooks’ effect on English learners’ academic literacy development in an unprincipled and macro way. The research gap identified in these previous studies calls for an improved textbook evaluation framework that integrates a principled learning theory while simultaneously emphasizing macro-constructs (e.g., context) and micro-linguistic features needed for academic literacy development. To this end, this paper proposes a framework informed by Systemic Functional Linguistics-related constructs (e.g., genre, register, meta-meanings, and lexico-grammar system) to optimize the evaluation of English language teaching textbook content.

scholarly journals Creating collaborative digital stories to promote community awareness

2019 ◽  
pp. 193-198
Author(s):  
Bradley Irwin
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Local Community ◽  
Study Data ◽  
First Year ◽  
Self Assessment ◽  
Study Approach ◽  
Community Awareness ◽  
Digital Stories ◽  
The Impact

The study presented in this paper explores the impact that a geographically situated digital storytelling project has on community awareness and engagement. A mixed method, exploratory case study approach was adopted for this study. Data was collected during in-class and fieldwork observations, with self-assessment surveys, open-ended questionnaires, and post-project individual debriefing sessions. Eighty-three first year undergraduate students at a rural Japanese university participated in the project. Seventy-nine (n=79) participants completed optional and anonymous self-assessment surveys and questionnaires. The results showed that participants’ community awareness increased significantly after completing the project. Results also indicated that participants believed there was a strong likelihood that they would engage with the local community more in the future. Regarding L2 learning outcomes, data from the self-assessment surveys showed that students believed their English language ability improved alongside an increase in their motivation to study English.

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