scholarly journals Museums as Learning Spaces: A Case Study of Enhancing ESP Students’ Language Skills in Kuwait University

2020 ◽  
Vol 14 (2) ◽  
pp. 1
Author(s):  
Munirah AlAjlan
Keyword(s):  
Language Learning ◽  
Engineering Students ◽  
Scientific Information ◽  
Narrative Structure ◽  
Male Students ◽  
Learning Spaces ◽  
Science Museums ◽  
Kuwait University ◽  
Teaching Learning

A number of studies have looked at the use of videos, audios, worksheets, and games as tools in language teaching/learning. Some studies have recommended art galleries as a space for language learning. This study investigated the use of museums for English for Specific Purposes (ESP) language learning. The study focused on engineering students studying in their third year at Kuwait University. The study aimed to provide an approach aimed at helping ESP instructors to teach materials to students in a fun, creative way. The study employed 11 engineering male students in a fieldtrip to one of the two science museums in Kuwait. Students were asked to write a narrative journal about their experience at the museum. The results showed that students’ narratives were written creatively, following the narrative structure block. The results also showed that it may be useful to introduce this type of learning to ESP courses because the museum has a great deal of information to exhibit, unlike traditional ESP books, which present limited scientific information. The study suggests that ESP (and ESL) courses should implement museum visits because such excursions have a significant impact on students’ language learning.

scholarly journals Strategi Dalam Pembelajaran Bahasa Indonesia Di Sekolah Dasar Daerah Terpencil Nusa Tenggara Timur (NTT)

2020 ◽  
Vol 4 (3) ◽  
pp. 276
Author(s):  
Rince Jalla Wabang ◽  
Lenny Nofriyani Adam
Keyword(s):  
Language Learning ◽  
Role Models ◽  
Remote Area ◽  
Daily Lives ◽  
Primary School Teachers ◽  
Learning Techniques ◽  
Remote Island ◽  
Qualitative Descriptive ◽  
Teaching Learning

Bahasa is one of the important materials taught in Indonesian schools for the important roles in our daily lives. The aim of this study is to determine the effectiveness of learning in a remote island in Flores. The method used is qualitative descriptive with a naturalistic approach and case study. This research was conducted in several places in a remote area on the island of Flores, East Nusa Tenggara. The result shows that Bahasa language learning in the remote area of Flores island is not maximal enough. Primary school teachers are still applying the conventional learning techniques and they do not want to be role models for the teaching-learning process. 

Impact of Technology-Enhanced Language Learning on the Writing Skills of Engineering Students

2017 ◽  
pp. 33-56
Author(s):  
Gurleen Ahluwalia ◽  
Deepti Gupta
Keyword(s):  
Language Learning ◽  
Technology Use ◽  
Engineering Students ◽  
Writing Skills ◽  
Control Group ◽  
Control Group Design ◽  
Writing Test ◽  
Impact Of Technology ◽  
Present Case Study

The present case study investigates the effectiveness of technology use in the writing skills of the students at the tertiary level. The subjects of this research were 80 students of an engineering college of Punjab, India. The project was implemented on the basis of the experimental method with a pretest-posttest control group design. At the outset of the project, all the subjects were given a standardized writing test. Following which, the students of the experimental group were made to perform their writing activities using technology in the language lab throughout the semester. Thereafter their performance was assessed and the results were further compared with the students of the control group as well as with their own performance in the pre-test. The results revealed that the achievement in the writing skills of the students under treatment improved significantly. Lastly, the researcher elicited information about students' perceptions on the use of technological tools.

scholarly journals A Case Study of English Language Learning Strategies used by Engineering Students in Malaysia

2022 ◽  
Vol 7 (1) ◽  
pp. 261-269
Author(s):  
Nurul Ain Othman ◽  
Mimi Nahariah Azwani Mohamed ◽  
Nor Fadhilah Ahmad Powzi ◽  
Suzilla Jamari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
Engineering Students ◽  
Cognitive Strategies ◽  
Language Learning Strategies ◽  
The Social ◽  
Group Interviews ◽  
University Undergraduates

The aim of this paper is to investigate the language learning strategies employed by 22 technical university undergraduates in Malaysia, particularly in oral presentation skills. The study employed focus group interviews and the data gathered were recorded, transcribed and analysed thematically based on O'Malley and Chamot's (1990) taxonomy. The findings showed that the participants used more metacognitive and cognitive strategies compared to the social and affective strategies. The study highlights that students' preferred language learning strategies may not always be effective. Hence, educators have to identify effective language learning strategies for their students and scaffold students' learning into using appropriate strategies.

scholarly journals Measuring students' interest towards engineering in technical school: A case study

2018 ◽  
Vol 8 (4) ◽  
pp. 231 ◽  
Author(s):  
Nurul Asyikin Mohamed Radzi ◽  
Suhaila Sulaiman
Keyword(s):  
Secondary Students ◽  
Engineering Students ◽  
Female Students ◽  
Male Students ◽  
Percentage Score ◽  
Engineering Program ◽  
Technical Students ◽  
Before And After ◽  
Science College

Estimating from the steady declining rate of engineering students in Malaysia, the country is predicted to be short of 236,000 engineers and technical personnel to achieve its 2020 Mission. Hence, it has built the first technical MARA Junior Science College that introduced engineering to lower secondary students. However, there is yet a study on whether or not it helps the students to increase their interests in engineering. Therefore, in this paper, a survey has been conducted to first and foremost investigate the technical students’ interests in engineering as well as finding out the reasoning from those who are not interested in engineering. After that, a half day engineering program is introduced with a measurement on the interest in engineering before and after the intervention is held. Finally, the survey studies which field of engineering the students are most interested in. The results show that, before the program is introduced, only 8.47% of the technical students have shown high interests in engineering field with only 7.5% female students are interested in engineering compared to 18.42% for male students. After the program is introduced, as high as 33.05% students rated their interest in engineering field as ‘most interested’, with 39.47% in male students and 30% in female students. It proves that an engineering event is crucial in increasing students’ interests in engineering. It also concludes that EE is the most favourite field of engineering with percentage score of 38.98%, while EP being the least.

scholarly journals Mobile Devices in Technical and Engineering Education with Focus on ESP

2016 ◽  
Vol 10 (2) ◽  
pp. 33 ◽  
Author(s):  
Ivana Simonova
Keyword(s):  
Higher Education ◽  
Czech Republic ◽  
Language Learning ◽  
Mobile Devices ◽  
English For Specific Purposes ◽  
Foreign Languages ◽  
Mobile Assisted Language Learning ◽  
Approach To Teaching ◽  
Teaching Learning

Mobile devices have become widely accepted and exploited didactic means on all levels of education and in all subjects to appropriate extent, including foreign languages. This study focuses on their use within technical (i.e. bachelor) and engineering (i.e. master) higher education in Informatics and Management study programmes at the Faculty of Informatics and Management (FIM), University of Hradec Kralove (UHK), Czech Republic, particularly focusing on comparison of general subjects to English for specific purposes (ESP). Therefore, following questions were set to be researched: (1) What types of mobile devices do students possess?, (2) What purposes do students use mobile devices? and (3) What is students´ feedback after mobile devices implementation in ESP and other subjects is? The case study was exploited to describe the state in mobile-assisted language learning (MALL) at FIM and students´ feedback was collected by the questionnaire on this approach to teaching/learning. The results show Czech students are sufficiently equipped by mobile devices so that these can be implemented in the process of teaching/learning of all subjects, including ESP.

Impact of Technology-Enhanced Language Learning on the Writing Skills of Engineering Students

2019 ◽  
pp. 1253-1276
Author(s):  
Gurleen Ahluwalia ◽  
Deepti Gupta
Keyword(s):  
Language Learning ◽  
Technology Use ◽  
Engineering Students ◽  
Writing Skills ◽  
Control Group ◽  
Control Group Design ◽  
Writing Test ◽  
Impact Of Technology ◽  
Present Case Study

The present case study investigates the effectiveness of technology use in the writing skills of the students at the tertiary level. The subjects of this research were 80 students of an engineering college of Punjab, India. The project was implemented on the basis of the experimental method with a pretest-posttest control group design. At the outset of the project, all the subjects were given a standardized writing test. Following which, the students of the experimental group were made to perform their writing activities using technology in the language lab throughout the semester. Thereafter their performance was assessed and the results were further compared with the students of the control group as well as with their own performance in the pre-test. The results revealed that the achievement in the writing skills of the students under treatment improved significantly. Lastly, the researcher elicited information about students' perceptions on the use of technological tools.

scholarly journals 255 President Oral Presentation Pick: Exposing Undergraduate Students to Extension: Delivering Producer Education Presentations

2020 ◽  
Vol 98 (Supplement_4) ◽  
pp. 185-186
Author(s):  
Darrh Bullock ◽  
Jeffrey Lehmkuhler ◽  
Leslie Anderson ◽  
Michelle Arnold
Keyword(s):  
Undergraduate Students ◽  
Engineering Students ◽  
Assessment Tool ◽  
Scientific Information ◽  
Agricultural Economics ◽  
Agricultural Engineering ◽  
Core Areas ◽  
County Agent ◽  
To Receive

Abstract Recent communications with livestock industry employers suggest that students seem to be prepared to publicly deliver scientific information to peers, but struggle to present comprehensible science-based information to lay audiences. Based on this premise, a producer education presentation at local Extension offices was incorporated into the Beef Cattle Science Course. The course has four core areas (health, nutrition, reproduction and genetics) with supporting instructors from meat science, forages, agricultural economics and biosystems/agricultural engineering. Students are presented a case study in each of the four focus areas and are required to submit a written report addressing the issues in the case study. At midterm, students are divided into groups of four or five and assigned to a local county. Students are required to contact the county agent and develop an educational program, with one student presenting on each of the core areas, with environmental stewardship as a fifth option. Each student must first prepare an outline and send it to the corresponding faculty member for feedback prior to developing a 15-minute PowerPoint presentation. Each student is required to deliver their presentation to instructors to receive feedback prior to the Extension meeting. Each student group must develop a promotional flyer for the agent’s use. The producer educational programs are delivered in the evening to 15–50 producers, followed by audience questions. Additionally, students are tasked with developing, administering and summarizing an assessment tool. On the last day of class we have an informal discussion of this experience. For the five years that we have incorporated this into the course, the consensus is that students initially hate the concept but love the experience and appreciate the value after presenting. Agent and producer feedback have been positive.

Case Study Research on Language Learning and Use

2014 ◽  
Vol 34 ◽  
pp. 233-255 ◽  
Author(s):  
Patricia A. Duff
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Quantitative Research ◽  
Applied Linguistics ◽  
Case Study Research ◽  
Theory Development ◽  
Social Phenomena ◽  
Study Research ◽  
Teaching Learning

Case study research has played a very important role in applied linguistics since the field was established, particularly in studies of language teaching, learning, and use. The case in such studies generally has been a person (e.g., a teacher, learner, speaker, writer, or interlocutor) or a small number of individuals on their own or in a group (e.g., a family, a class, a work team, or a community of practice). The cases are normally studied in depth in order to provide an understanding of individuals’ experiences, issues, insights, developmental pathways, or performance within a particular linguistic, social, or educational context. Rather than discuss constructs, hypotheses, and findings in terms of statistical patterns or trends derived from a larger sample or survey of a population of language learners, as in some quantitative research, a qualitative case study of a person presents a contextualized human profile. Case study has contributed substantially to theory development, generating new perspectives or offering a refutation or refinement of earlier theories in applied linguistics by analyzing linguistic, cultural, and social phenomena associated with children, adolescents, young adults, and older adults.In recent years, the purview of case studies in applied linguistics has expanded to include many previously underrepresented topics, linguistic situations, theoretical perspectives, and populations. This article provides an overview of some traditional areas of coverage and then newer foci in terms of methodology, thematic areas, and findings pertaining to language learners in transnational, multilingual, and diaspora contexts especially.

scholarly journals THE EFFECTS OF YOUTUBE IN ESP CLASSES

2019 ◽  
Vol 34 (2) ◽  
pp. 511-516
Author(s):  
Edita Bekteshi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Engineering Students ◽  
English For Specific Purposes ◽  
Learning Material ◽  
English Learning ◽  
Learning Abilities ◽  
Teaching Aids ◽  
Youtube Videos ◽  
Teaching Learning

Teaching English as a global language is widely popular now. As such, English for Specific Purposes (ESP) is also needed in every field of study. In ESP teaching, different teaching aids are definitely needed: students´ books, teachers´ books, power point presentations, internet videos, or even specific magazines, journals, or newspapers that present interesting topics that fit to the specific field. This variety of teaching aids definitely easeslearning difficulties,such as anxiety to learn, uninteresting class, boredom, or demotivation to learn.Cahyani (2013),Peterová, N (2017), point out that the use of ICT in classes is a requirement as it makes teaching more attractive and more successful learning. Based on the upper named researchers, this study describes English language learning with media, i.e. the use of YouTube videos about Engineering English in English for Specific Purposes (ESP) classes, as a complementary teaching/learning tool. It reviews research on learning English, specifically Engineering vocabulary and English language fluency. Speaking, that is speaking fluently in ESP, (Engineering English, in our case) is one of language skills that needs more practice, less anxiety, more confidence and more positive approach to English learning. In order to support the students to be able to English language speak fluently, the ESP teacher is compelled to be creative in making the ESP class more interesting. And this could be achieved by creating interesting teaching/learning material that would make the students explore and enhance their English learning abilities. This modern teaching tool is distinguished by the students of engineering as appealing, amusing and spontaneous cognitive capability. Engineering students´ responses are examined and the study comes up with the conclusion that the features available in ICT, i.e. YouTube videos, make the teachers and students able to listen, understand, take notes, and later present topics what they have just watched and listened, or they can present new ideas, even come up with new assignments and issues concerning engineering in simple and interesting ways. The application of ICT in ESP classes make the students able to understand, illustrate and use new engineering vocabulary, interact with other engineering students. Finally, pedagogical implications are offered for ESP teachers, by integrating YouTube videos about Engineering in order to improve and enhance specific learning, i. e Engineering vocabulary and its fluency.

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