scholarly journals Supporting Education PhD and DEd Students to Become Confident Academic Writers: an Evaluation of Thesis Writers’ Circles

2007 ◽  
Vol 4 (1) ◽  
pp. 61-71
Author(s):  
W. Larcombe ◽  
◽  
A. McCosker ◽  
K. O'Loughlin ◽  
◽  
...  
Keyword(s):  
English Language ◽  
Writing Programs ◽  
Supervision Practices ◽  
English Speaking ◽  
Writing Identity ◽  
Research Students ◽  
Thesis Writing ◽  
The University ◽  
Writing Tools ◽  
To Receive

This paper critically evaluates the pilot of a Thesis Writers’ Circles program offered to Education PhD and DEd students at the University of Melbourne in semester 2, 2005. The analysis focuses on the needs of those students that were felt to be well-met by this model of support. Broadly, the paper identifies two distinct but inter-related themes: firstly, the challenge of developing writing skills to a level sufficient to meet the demands of preparing a research thesis; secondly, the importance for research higher degree students of building confidence as apprentice academic writers. In relation to the latter theme, the paper identifies the benefits of community participation and peer-collaboration in working towards the aim of consolidating a thesis-writing identity. It is in this capacity, we argue, that thesis writers’ circles have distinct advantages compared with other forms of candidature support, making them a valuable supplement to both conventional supervision practices and generic English language and thesis writing programs. The paper affirms the importance not only of equipping international and non-English speaking background (NESB) students with writing tools and strategies, but also of creating opportunities for all postgraduate research students to receive (and offer) non-judgmental feedback on work-in-progress within a discipline-specific learning and discourse community.

The positioning of English-medium of instruction

2020 ◽  
Vol 8 (1) ◽  
pp. 5-27
Author(s):  
John Trent
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
English Language ◽  
Positioning Theory ◽  
Future Research ◽  
Medium Of Instruction ◽  
English Medium Instruction ◽  
English Speaking ◽  
English Medium Of Instruction ◽  
The University

Abstract The proliferation of English-medium instruction (EMI) in higher education institutions (HEIs) across non-English-speaking Europe has been recently documented in several large-scale surveys. The opportunities and challenges of designing and implementing EMI policies are also widely recognized. However, our understanding of the use of EMI in Russian HEIs is limited. This study responds to this research need by exploring the experiences and perspectives of instructors teaching business-related subjects using the English language in two different Russian HEIs. A contribution of the study is to investigate these perspectives and experiences using the analytic lens of positioning theory. Results reveal the ways in which instructors are positioned by the university, as well how they position themselves, within an EMI environment. Acknowledging the potential antagonism that might result between different EMI stakeholders because of this positioning and repositioning, suggestions are then made as how this outcome could be avoided. Implications for future research are also considered.

scholarly journals The English-speaking environment of a non-linguistic university: features, prospects and risks in the context of digital transformations

2021 ◽  
Author(s):  
Р.М. Игнатьева
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Educational Process ◽  
University Management ◽  
State Budget ◽  
Language Competence ◽  
Teachers And Students ◽  
English Speaking ◽  
Language Environment ◽  
The University

В статье раскрыты стратегические цели и задачи проекта «Формирование англоязычной среды» в одном из региональных неязыковых вузов в ГБОУ ВО «Альметьевский государственный нефтяной институт». Автором представлены результаты констатирующего этапа эксперимента по формированию иноязычной компетенции субъектов образовательного процесса, позволяющие выявить как проблемы преподавателей, так и студентов. В связи с этим, в рамках реализации данного проекта автором разработан комплекс мероприятий по повышению уровней сформированности иноязычной компетенции отдельно для преподавателей и студентов; представлены педагогические механизмы поступательного формирования англоязычной среды для руководства вуза; выявлены особенности и конкурентные преимущества вуза в формировании англоязычной среды; спрогнозированы некоторые организационные ограничения и риски при реализации данного проекта. The article describes the strategic goals and objectives of the project "Formation of the English-speaking environment" in one of the regional non-linguistic universities in the State Budget Institution of Higher Education "Almetyevsk State Oil Institute". The author presents the experimental results of the establishing stage on forming foreign language competence of the subjects of the educational process, allowing to reveal both teachers' and students' problems. In this regard the author developed a set of measures to increase the levels of foreign language competence formation separately for teachers and students; presented pedagogical mechanisms of progressive formation of English-language environment for university management; identified features and competitive advantages of the university in formation of English-language environment; predicted some organizational constraints and risks in realization of the project.

scholarly journals Foreign­ Language Environment of the University as a Resource for Development of Leading Universities of Russia (2014–2019 Monitoring Results)

2020 ◽  
pp. 43-55
Author(s):  
N. N. Abakumova ◽  
A. V. Fakhrutdinova
Keyword(s):  
Foreign Language ◽  
Experimental Work ◽  
Research Universities ◽  
English Language ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Monitoring Study ◽  
English Speaking ◽  
Language Environment ◽  
The University

The presented study updates the problem of assessing the development efficiency of the foreign language environment in the leading research universities of Russia. The necessity of forming the language environment for the universities participating in the “TOP 5–100” project is shown. The monitoring study of the level of formation of the foreign language environment in universities is conducted in 21 leading universities, starting from 2014. In the experimental work the results of the six-year monitoring study have been summarized, which allowed identifying and fixing the mechanisms of language environment improvement: the development and implementation of English language for Bachelor, Specialist and Master programs; active language practice, the creation of special structures in the university, etc. The active development of the English-speaking environment in the higher educational institutions is shown, which attracts foreign applicants, promotes the participation of the teaching staff and students in international professional communities and associations.

scholarly journals I Prefer My Own Ways to Acquire My English Speaking Skills: A Grounded Research

2019 ◽  
Vol 9 (1) ◽  
pp. 32
Author(s):  
Fernandes Arung ◽  
Zainal Rafli ◽  
Ratna Dewanti
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Education ◽  
Study Program ◽  
Self Evaluation ◽  
English Speaking ◽  
Main Basis ◽  
The Individual ◽  
The University ◽  
Speaking Skills

Formal educational practitioners tend to neglect the students’ sense of liking; we labled as Preferent learning, in order to acquire certain skill in the learning foreign language, especially speaking skills. In general, so far, issues of formal learning with the focus on bounded academic rules, cognition, and motivation have been used as the main basis for the learning foreign language and even learning in general. In fact, the individual learning, language community, social change, and sopihisticated technology need to be considered in how students acquire the skills they want based on their preferences. By investigating how the University students in Kolaka learned and improved their English speaking skills, we applied a Grounded study that involved 10 informants who were the students and alumni of the English Language Education Study Program of the University X in Kolaka, Southeast Sulawesi, Indonesia. All data were collected 12 times in 3 stages then were analyzed using three steps of Strauss and Corbin's analysis that applied theoretical sampling and constant comparison in generating the substantive theory. The findings revealed that the informants acquired the English speaking skills because of a sense of liking or preference toward any topic to learn. Further, they prefer to learn in an unpredictable ways without any rules and an informal self-evaluation were applied as a way in sustaining the skills.

scholarly journals Organising a Multidisciplinary Postgraduate Colloquium

2019 ◽  
Vol 6 (2) ◽  
pp. 86-101
Author(s):  
Matthew Bradbury ◽  
Melissa Kenny ◽  
Richard Kirk ◽  
David Purser ◽  
Liam Steadman ◽  
...  
Keyword(s):  
Computer Science ◽  
Opportunity To Learn ◽  
The Future ◽  
Research Students ◽  
The University ◽  
To Receive ◽  
Guest Speakers

The Warwick Postgraduate Colloquium in Computer Science (WPCCS) is an annual event for research students in the Department of Computer Science at the University of Warwick. The aims of the colloquium are to provide: (i) an experience of a conference setting for students, (ii) a place to practise presentation skills, (iii) a place to receive feedback and suggestions on their research, and (iv) an opportunity to learn about research being performed by other attendees. WPCCS has been held annually since 2003, but since 2016 many changes have been made to the event; in particular the introduction of networking aids (such as conference guides and lanyards), a new venue, the introduction of guest speakers and various efforts to encourage attendance. Meanwhile the number of submissions has increased, placing strain on the colloquium’s schedule and budget. In this paper the organising committees from 2016, 2017, and 2018 reflect critically on the experience WPCCS delivers to the attendees. We present an examination of what worked well, what did not work, and what we would like to try in the future, with the aim that these experiences are useful to the organisers of similar events.

scholarly journals Developing English Speaking Skills: Enforcing Testing Criteria

2019 ◽  
Vol IV (II) ◽  
pp. 132-142
Author(s):  
Nailah Riaz ◽  
Sham Haidar ◽  
Riaz Hassan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
University Administrators ◽  
English Writing ◽  
English Language Teachers ◽  
English Speaking ◽  
The University ◽  
Testing Criteria ◽  
Speaking Skills

Language is product of four skills: reading, writing, listening and speaking. English language learning and examination has been reduced to reading and writing in Pakistan, at the University level. However, English Speaking Skills (ESS) are in high demand in professional life. ESS require testing and grading like English writing skills. This study is based on developing ESS through testing criteria. A survey of university freshmen was used to collect data. Using Kim's (2010) testing scales, the freshmen's ESS progress was gauged through their speaking performances. As a case study, this research used a longitudinal approach (two academic semesters) with a mixed methods approach. University English Language Teachers' (UELTs) and University Administrators /Management's (UANM) interviews were analyzed textually. A criterion as a yardstick helped the learners to fit in to the optimum.

The Translation of Compliments in Spoken Jordanian Arabic into English

2018 ◽  
Vol 10 (2) ◽  
pp. 115
Author(s):  
Mohd Nour Al Salem ◽  
Essa Salem
Keyword(s):  
English Language ◽  
Jordanian Arabic ◽  
Language And Culture ◽  
Lexical Choice ◽  
Literal Translation ◽  
English Speaking ◽  
University Of Jordan ◽  
Native English Speaking ◽  
The University ◽  
Cultural Interactions

This paper examines the difficulties involved in translating culture-bound compliments from spoken Jordanian Arabic into English in different cultural interactions. The study specifically looks into a number of compliments in Arabic and discusses their translation into English. To achieve this goal, a test was designed by the researchers to examine the translation of 10 compliments that are not familiar to the English language and culture, and these translations were examined with the help of a few native English-speaking colleagues to check their acceptability in stylistic terms. The sample of subjects included 20 female BA students at the University of Jordan; all of them are in their third year. The findings reveal that the participants adopted the techniques of literal translation, paraphrase, addition, and omission when translating culture-bound compliments. They also encountered difficulties relating to grammar, lexical choice, and collocation.

scholarly journals ENGLISH FOR MARKET RESEARCH REPORT WRITING: COURSE DESIGN

2022 ◽  
pp. 561
Author(s):  
Hasan Shikoh
Keyword(s):  
Market Research ◽  
English Language ◽  
Course Design ◽  
Technical Writing ◽  
Business Students ◽  
Research Report ◽  
Report Writing ◽  
Research Students ◽  
Business Curricula ◽  
The University

At undergraduate and postgraduate levels in business schools, lecturers often provide students with a suggested structure for a market research report assignment. Thereafter, the students are left to independently master the appropriate register and the technique of writing for this genre. While many students may learn to be good at business studies, they might fall short in writing despite having to produce several reports at university level. One of the reasons for this shortfall may be that some of the students may lack the confidence to produce reports which meet academic or professional standards in the English language. A short English for Specific Purposes (ESP) course that addresses the technical writing needs of business students as an option or add-on course to undergraduate and postgraduate business curricula could provide the simple solution. It could even be formalised as a credit bearing course to motivate students to undertake it.With a view to the above, as a pilot ESP module, a 15-hour English for Market Research Report Writing Skills course was designed to try and meet the specific needs of undergraduate market research students at the Warwick Business School (WBS). It was intended to be taught under the auspices of the Warwick Skills Certificate Programme at the University of Warwick in the United Kingdom (UK).

scholarly journals Improving English Speaking Fluency: The Role of Six Factors

2017 ◽  
Vol 8 (6) ◽  
pp. 100
Author(s):  
Gholamhossein Shahini ◽  
Fatemeh Shahamirian
Keyword(s):  
English Language ◽  
Native Speakers ◽  
Positive Impact ◽  
Negative Influence ◽  
University Education ◽  
Teaching English ◽  
Supportive Role ◽  
University Instructors ◽  
English Speaking ◽  
The University

This qualitative study, using an open interview, set out to investigate the roles six factors, including age, university education, teachers of English Language institutes, teaching English, dictionary, and note-taking, played in improving English speaking fluency of seventeen fluent Iranian EFL speakers. The participants were chosen purposefully based on the speaking scale of Common European Framework of Reference for Languages (CEFRL). The findings indicated that early age had a great impact on the participants’ speaking fluency. They mentioned that they could not pick up fluency if they had started learning English at older ages. Moreover, university education had no effect on enhancing their fluency. They stated that not having enough opportunities to speak English in classrooms, being exposed to wrong amounts of input from their classmates or even from some university instructors, having no access to English native speakers in English Language Departments, professors’ talking in native language out of classes, in their offices or even sometimes in classes all led to their losing motivation after entering the university. In contrast, teachers in English language institutes had a supportive role in increasing the participants’ English learning. Although two participants quit teaching English since it had a negative influence on their speaking, it had a positive impact on improving speaking ability of the rest. And finally, fruitful strategies were suggested on how to use dictionaries and note-takings. 

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

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