scholarly journals Needs Analysis on Developing EFL Paragraph Writing Materials at Kalimantan L2 learners

2018 ◽  
Vol 12 (1) ◽  
pp. 186
Author(s):  
. Sabarun
Keyword(s):  
Learning Style ◽  
Corrective Feedback ◽  
Target Language ◽  
Instructional Materials ◽  
Learning Needs ◽  
Classroom Activities ◽  
Writing Course ◽  
Language Needs ◽  
Research Findings ◽  
Self Learning

This study attempts to explore the target needs and the learning needs. This research was conducted at the second semester English department students of Palangka Raya State Islamic Institute of 2017/ 2018 academic years. The respondent was 20 EFL paragraph writing learners. The research findings were as follows: (a) in terms of the target language needs, it revealed that majority of learners (45%) were studying Paragraph Writing course; (b) it was found that majority of the respondents (50%) stated that the skills to develop through the paragraph writing course was the understanding the paragraph development; (c) it was found that majority of respondents said that grammar (45%) and mind mapping (40%) was the students’ difficulty in writing paragraph; (d) in terms of learning style, the learners preferred to get assistance from Internet than other sources, and they preferred to self-learning in the classroom activities. In terms of the learners’ appropriate teaching methods it was found that (a) Internet was preferred dominantly by the respondents (75%) as source to be included as instructional materials; (b) the source of corrective feedback preferred mostly by the respondents (80%) was teacher feedback. Therefore, it is recommended that internet-based materials are preferred for developing EFL writing materials. The materials should be made excellent integration of resources available on the web.

scholarly journals Designing an English Syllabus for Nursing Students based on need analysis in Indonesia

2017 ◽  
Vol 4 (1) ◽  
pp. 61
Author(s):  
Dedi Bae
Keyword(s):  
Nursing Students ◽  
Learning Style ◽  
Teaching Strategies ◽  
Language Skills ◽  
Learning Preferences ◽  
Learning Needs ◽  
Language Function ◽  
Need Analysis ◽  
Language Needs ◽  
The Subject

This paper aims to find out (1) Learning needs of the students, (2) Language needs of the students, and (3) Design an appropriate English syllabus based on the students’ need. The researcher applied descriptive quantitative method. This research used some techniques in selecting the sample. Those are purposive sampling and convenience sampling. The subject consist to two groups, they were the nursing students of Stikes Mega Buana Palopo and graduate students who work in Hospital. The result of this research showed that (1) learning needs consist of language skills and learning preferences. In language skills, all the language skills are used at the rate of often in the classroom. In learning preferences of learning English with others, study in pairs is preferred than study alone, and study in small group is more preferred than study in big group while learning preferences in terms of learning by using teaching technique, study by listening and pronouncing, and  by using games and  role play are mostly preferred by the students. (2) Language needs consist of the use of English in workplace. regarding to use English in workplace, the graduates students hardly ever speak English in hospital. In language function, based on the graduates’ perspective about language function, all the categories fall into important  level that used in hospital. (3) The syllabus design was based on the students’ need where it includes, topic, language function, teaching strategies, and language focus. Key Words: Need analysis, Syllabus, Teaching Materials, Learning Needs, Learning Style, Language Function, Teaching Strategies, and Language focus.

scholarly journals WIP: Teaching a Knowledge Engineering Course Using Active Learning, Gamification, and Scaffolding

2020 ◽  
Author(s):  
Gail Luera
Keyword(s):  
Active Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Knowledge Engineering ◽  
Academic Research ◽  
Instructional Materials ◽  
Face To Face ◽  
Analysis And Design ◽  
Software Analysis ◽  
Research Findings

This paper describes the authors’ experiences introducing active learning opportunities in senior-level software analysis and design course. The team critically examined the existing artificial intelligence course offered at our institution and created new active learning style instructional materials for selected course topics. We devised delivery strategies that incorporated academic research findings and industry best practices. We focused on problem-based learning strategies for this course, supported by software tools. Based on our assessment data, we believe that students participating in the activities created for this course are better equipped with fundamental theoretical knowledge and valuable hands-on experiences that can measurably increase their ability to contribute to the software industry. Both face-to-face and online students preferred active learning content delivery to lecture only. Both groups of students felt more engaged with the course materials than they do in traditional lecture courses.

Needs Analysis and Teachers' Perceptions: A Study of the English Undergraduate Students

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Needs Analysis ◽  
Learning Needs ◽  
English Learning ◽  
Visual Aids ◽  
Analysis Model ◽  
Classroom Activities ◽  
Teaching Aids

Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.

British Council’s English for Academic Purposes (EAP) Students’ Manual: A Critical Analysis of the Coursebook Taught at Pakistani Universities

2019 ◽  
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Primary Source ◽  
English For Academic Purposes ◽  
Target Language ◽  
Teaching Principles ◽  
Language Needs

English for Academic Purposes course focusing on the academic language needs of students is a subfield of English for Specific Purposes (ESP). It is a type of specialized course to integrate specific subject matter, language content, and material based on learners’ needs. The study aims to evaluate the British Council’s English for Academic Purposes (EAP) coursebook in terms of content, sequencing, learners’ autonomy, motivation, feedback and focus on language skills. Furthermore, the study tries to provide a general perception of the usefulness and effectiveness of the coursebook for undergraduate students. The EAP Students’ Manual coursebook is used as a primary source for the data collection. The researcher has chosen Nation & Macalister (2010) model of language teaching principles to analyze and discuss the data. The study found the coursebook a useful, effective and an appropriate source of English language learning in terms of the investigated aspects of the book. The findings report that the coursebook provides practice and practical usage in all domains of the academically required English language skills. It helps the students to build language competency and to be more independent learners. In addition, it provides an opportunity to the learners to think in the target language, use the language more practically and learn it in a natural type of environment. The study concludes and suggests that the content needs to be supplemented with English language audios and videos presenting the students relevant documentaries and helping material in order to make the coursebook and the learning process more useful, effective, interesting and motivating. Furthermore, the study recommends that while choosing /designing a coursebook for a certain course, it needs to be evaluated following the various criteria and language-teaching-principles suggested by different language researchers.

scholarly journals Toward a Motivation-Regulated Learner Engagement WCF Model of L2 Writing Performance

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110231
Author(s):  
Jui-Jung Tsao ◽  
Wen-Ta Tseng ◽  
Tsung-Yuan Hsiao ◽  
Chaochang Wang ◽  
Andy Xuesong Gao
Keyword(s):  
Structural Equation ◽  
Corrective Feedback ◽  
Equation Modeling ◽  
Ideal Self ◽  
Learner Engagement ◽  
Writing Performance ◽  
Written Corrective Feedback ◽  
Self Image ◽  
Research Findings ◽  
Writing Scores

Research has shown that the effectiveness of written corrective feedback (WCF) on writing performance depends on learners’ engagement with WCF and its associated motivational state. However, little research has examined the inner causal relationships between motivation, learner engagement with WCF, and writing performance. The current study fills the void in the existing literature by taking a structural equation modeling approach as the methodological framework. Two independent Chinese undergraduate samples partook in the pilot and formal phases of the study. The results showed that cultivation of an ideal self-image significantly promoted both intrinsic and extrinsic motivations and enhanced learners’ engagement with WCF, but ought-to self-image was found to have no such effects. Furthermore, both intrinsic motivation and learner engagement with WCF could directly influence writing scores, with the latter being more explanatory than the former. The implications of the research findings are provided and discussed.

Application of Internet of Things intelligent image-positioning studio classroom in English teaching

2021 ◽  
pp. 1-11
Author(s):  
Jie Chen ◽  
Yukun Chen ◽  
Jiaxin Lin
Keyword(s):  
Internet Of Things ◽  
Language Learning ◽  
Learning Strategies ◽  
English Teaching ◽  
Classroom Activities ◽  
Post Test ◽  
Studio Classroom ◽  
And Control ◽  
Self Learning ◽  
Intelligent Positioning

The purpose is to minimize color overflow and color patch generation in intelligent images and promote the application of the Internet of Things (IoT) intelligent image-positioning studio classroom in English teaching. Here, the Convolutional Neural Network (CNN) algorithm is introduced to extract and classify features for intelligent images. Then, the extracted features can position images in real-time. Afterward, the performance of the CNN algorithm is verified through training. Subsequently, two classes in senior high school are selected for experiments, and the influences of IoT intelligent image-positioning studio classroom on students’ performance in the experimental class and control class are analyzed and compared. The results show that the introduction of the CNN algorithm can optimize the intelligent image, accelerate the image classification, reduce color overflow, brighten edge color, and reduce color patches, facilitating intelligent image editing and dissemination. The feasibility analysis proves the effectiveness of the IoT intelligent image-positioning studio classroom, which is in line with students’ language learning rules and interests and can involve students in classroom activities and encourage self-learning. Meanwhile, interaction and cooperation can help students master learning strategies efficiently. The experimental class taught with the IoT intelligent positioning studio has made significant progress in academic performance, especially, in the post-test. In short, the CNN algorithm can promote IoT technologies and is feasible in English teaching.

scholarly journals Test de Français Laval-Montreal: Does It Measure What It Should Measure?

2016 ◽  
Vol 32 ◽  
pp. 87
Author(s):  
Romain Schmitt ◽  
Shahrzad Saif
Keyword(s):  
Preservice Teachers ◽  
Language Use ◽  
Target Language ◽  
French Language ◽  
Task Characteristics ◽  
Language Abilities ◽  
High Stakes ◽  
Formation Initiale ◽  
Teacher Training Programs ◽  
Language Needs

This article reports on a study conducted as part of a larger investigation of the predictive validity of the Test de Français Laval-Montreal (TFLM), a high-stakes French language test used for admission and placement purposes for Teacher- Training Programs (TTPs) in major francophone universities in Canada (Schmitt, 2015). The objective of this study is to examine the validity of TFLM tasks for measuring language abilities required by tasks common to the Target Language Use (TLU; Bachman & Palmer, 2010) domains in which preservice teachers are expected to function. Adopting Messick’s conception of construct validity (1989) and Bachman & Palmer’s Framework of Task Characteristics (2010), the study features a comprehensive task analysis detailing the characteristics of TFLM tasks in contrast to those of three major TLU academic and instructional contexts linked to the test. The results of the study are discussed in terms of the standards of validity (Messick, 1996) and qualities of usefulness (Bachman & Palmer, 1996). Findings suggest that TFLM tasks and constructs do not represent those of the TLU contexts and do not address the language needs of preservice teachers as identified by the Ministère de l’Éducation, du Loisir et du Sport (MELS). The implications for the consequential aspect of TFLM validity and the potential nega- tive consequences of TFLM use as an admission test are discussed. Cet article présente une partie d’une étude plus complète sur la validité prédictive du Test de Français Laval-Montréal (TFLM), test de langue française à enjeux critiques utilisé comme test d’admission et de placement dans les programmes de formation initiale en enseignement d’importantes universités francophones au Canada (Schmitt, 2015). Le but de ce e étude est d’analyser la validité des tâches du TFLM à des fins d’évaluation des compétences linguistiques exigées dans les tâches communes aux domaines d’utilisation de la langue cible dans lesquels les enseignants en formation doivent fonctionner (Target Language Use (TLU); Bachman & Palmer, 2010). Basée sur la conception de la validité conceptuelle de Messick (1989) et le cadre d’analyse des caractéristiques des tâches de Bachman & Palmer (2010), l’étude compare de manière détaillée les tâches du TFLM à celles de trois contextes académiques et pédagogiques d’emploi de la langue cible. Les résultats de cette analyse sont évalués en termes de validité (Messick, 1996) et des qualités des tests (Bachman & Palmer, 1996). Les résultats indiquent que les tâches du TFLM et les construits qu’il est sensé évaluer ne correspondent pas à ceux des contextes d’emploi de la langue cible et ne répondent pas aux besoins des ensei- gnants en formation tels qu’identi és par le Ministère de l’Éducation, du Loisir et du Sport (MELS). La validité du TFLM, les conséquences ainsi que les aspects potentiellement négatifs de son utilisation comme test d’admission sont discutés. 

scholarly journals A Proposed Model for Detecting Learning Styles Based on Agent Learning

2016 ◽  
Vol 11 (10) ◽  
pp. 65 ◽  
Author(s):  
M S Hasibuan ◽  
L E Nugroho ◽  
P I Santosa ◽  
S S Kusumawardani
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Evaluation Model ◽  
Learning System ◽  
Learning Activities ◽  
Instructional Materials ◽  
Data Driven ◽  
Automatic Learning ◽  
Proposed Model ◽  
Agent Learning

A learning style is an issue related to learners. In one way or the other, learning style could assist learners in their learning activities if students ignore their learning styles, it may influence their effort in understanding teaching materials. To overcome these problems, a model for reliable automatic learning style detection is needed. Currently, there are two approaches in detecting learning styles: data driven and literature based. Learners, especially those with changing learning styles, have difficulties in adopting these two approach since they are not adaptive, dynamic and responsive (ADR). To solve the above problems, a model using agent learning approach is proposes. Agent learning involves performing activities in four phases, i.e. initialization, learning, matching and, recommendations to decide the learning styles the students use. The proposed system will provide instructional materials that match the learning style that has been detected. The automatics detection process is performed by combining the data-driven and literature-based approaches. We propose an evaluation model agent learning system to ensure the model is working properly.

scholarly journals Students’ Voice in Learning Style Assessment: The Innovative Learning Experiences Tool (ILE)

2016 ◽  
Vol 6 (2) ◽  
pp. 180
Author(s):  
Nosisana Patricia Mkonto
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
Learning Process ◽  
Assessment Tool ◽  
Learning Experiences ◽  
Active Role ◽  
Learning Needs ◽  
Diverse Learning ◽  
Innovative Learning

<strong></strong><p>Students who enter higher education have diverse learning needs, andhigher education institutions need to provide for these needs. One way of dealing with this variety of learning needs is to empower students to play an active role in their own learning, by making them aware of their learning styles.  Identifying learning styles is an important facet within the learning process. Assessing learning styles could provide students with an opportunity to be reflective, and interrogate how they learn. Students’ learning styles can be assessed by using a learning styles assessment tool. The Innovative Learning Experiences (ILE) which was developed in this study, caters for the students` voice where students reflect on their past and present learning experiences. </p><br /><strong> </strong>

scholarly journals Face-to-face to online: PhD academic writing @Maastricht University

2020 ◽  
pp. 13-19
Author(s):  
Neill Wylie
Keyword(s):  
Academic Writing ◽  
Online Courses ◽  
Global Perspective ◽  
Innovative Teaching ◽  
Face To Face ◽  
Strong Focus ◽  
Writing Course ◽  
The Face ◽  
Language Needs

Maastricht University (UM) has a distinct global perspective and a strong focus on innovation. UM offers an array of PhD courses to distance and campus based students who have access to elective, credit bearing modules and the language needs of these students are catered for by the Language Centre. Many PhD candidates choose to take an academic writing course in their first or second year of their degree. In recent years, demand for a more student focused, flexible academic writing course has grown. In line with UM’s policy of supporting innovative teaching practices, the Language Centre’s face-to-face PhD academic writing course, PhD Writing 1, has been transformed into a fully online course containing eight interactive webinar sessions named Online PhD Writing, which runs in addition to the face-to-face rendition. On the back of the success of this course, coupled with increased demand for a follow up course, this author was tasked with creating an advanced online PhD academic writing course to cater for global students with diverse time zones and schedules. This paper evaluates the challenges posed and the advances made in constructing both online courses and explores the technologies used in implementing them.

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