scholarly journals The Process-oriented Assessment Model of Business English Translation Course in a Flipped Learning Context

2020 ◽  
Vol 10 (4) ◽  
pp. 1
Author(s):  
Lijun Deng
Keyword(s):  
English Translation ◽  
Assessment Model ◽  
Flipped Learning ◽  
Business English ◽  
Learning Context ◽  
English Major ◽  
Research Findings ◽  
Process Oriented ◽  
And Performance ◽  
Multiple Assessment

Based on the preliminary research findings in the project-based flipped learning model in Business English Translation course, this study designed a process-oriented assessment model for this course and tested its efficacy by an empirical study on 181 third-year English major students divided into three experimental class and three control class under a flipped learning context. The process-oriented assessment model in Business English Translation course is both synchronic and diachronic, by incorporating multiple assessment subjects including both the teacher and the students and the complete learning activities before, during and after class. This study conducted a pre-test and an after-test to examine the students’ command of key translation knowledge and skills, and meanwhile, to evaluate the improvement of students’ translation competence after the implementation of the process-oriented assessment mode. Questionnaires and surveys were also employed in this study so as to collected students’ response to the new assessment model. The data and results collected from the above-mentioned research methods indicate that the process-oriented assessment model can significantly enhance students’ motivation and performance in Business English Translation course.

scholarly journals The Project-Based Flipped Learning Model in Business English Translation Course: Learning, Teaching and Assessment

2018 ◽  
Vol 11 (9) ◽  
pp. 118
Author(s):  
Lijun Deng
Keyword(s):  
English Translation ◽  
Flipped Classroom ◽  
Learning Model ◽  
Assessment Model ◽  
Flipped Learning ◽  
Business English ◽  
Learning Context ◽  
Client Group ◽  
Teaching Learning ◽  
And Control

This study designs a project-based flipped learning model for Business English Translation course and tests its efficacy by an empirical study on 65 third-year English major students divided into the experimental class and control class. This study incorporates the learning, teaching and assessment activities of both the students and teachers into a project-based flipped learning model by setting translation projects and dividing the students of the experimental class into a client group and three translator groups in each business translation unit. After one 16-week semester of experiment, this study conducts a post-test, questionnaires and interviews on both the experimental class and control class to test the efficacy of this new flipped learning model. The statistics and facts collected from the above-mentioned research methods suggest that the project-based flipped learning model can significantly enhance the students’ motivation to learn out of class, stimulate their participation in class and raise their self-evaluation on translation competence. Additionally, this study finds that the traditional product-oriented summative assessment model is ineffective for Business English Translation course in a flipped-learning context. Therefore, this study tentatively proposes a process-oriented assessment model that is compatible to the flipped learning methodology so as to build integrated flipped classroom pedagogy with teaching, learning and assessment in a virtuous circle of mutual reinforcing.

scholarly journals Using Production-Oriented Approach in Business English Courses: Perceptions of China’s English-Major and Non-English-Major Undergraduates

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110165
Author(s):  
Qing Xie
Keyword(s):  
Teaching And Learning ◽  
Implementation Strategies ◽  
Business English ◽  
Student Groups ◽  
Teaching Activities ◽  
Curriculum Adaptation ◽  
Chinese University ◽  
English Majors ◽  
English Major ◽  
Oriented Approach

In light of pedagogical innovation, this study reports a two-stage survey with 172 participants from English-major and non-English-major programs on their needs of production-oriented approach and perceptions of effective implementation strategies in business English courses at a Chinese university. The results of the study suggest that while the two student groups used different learning methods, both valued communication with native speakers. While the two groups had different needs in business English reading, writing, and speaking activities, they also preferred listening to business news broadcasts. The two groups liked learning in case studies and case-based methodology. Based on the needs, a production-oriented teaching procedure is designed. For teaching activities, the students preferred simulation and role-play. As to their favorite teaching and learning materials, English-majors mentioned English news reading and videos, whereas non-English-majors liked theme-based reading materials. For curriculum adaptation and post-course practice, they suggested using communicative activities and more recent cases. The majority of the groups considered the teaching activities, materials, and activities as effective. Based on the different needs and perceptions, effective and tailored implementation strategies for a production-oriented approach in business English courses for the two student groups at this Chinese university context are suggested. Informed by production-oriented pedagogical theories, the results of the study may have significant implications for business English teaching reform and theoretical development in Chinese universities as well as other cultural and education settings in further innovating and refining the teaching and learning process.

A Study Focusing on Applying Task-Based Language Teaching (TBLT) Methods into English Vocabulary Teaching for EFL Learners

2021 ◽  
Vol 08 (01) ◽  
Author(s):  
Yilin Huang ◽  
◽  
Sohani Gandhioke ◽  
Keyword(s):  
Second Language Acquisition ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Task ◽  
Online Questionnaire ◽  
Efl Learners ◽  
English Classes ◽  
English Class ◽  
English Major ◽  
Research Findings

To solve the problem of Chinese EFL students’ passive and ineffective vocabulary learning, task-based language teaching (TBLT) methods were introduced to English classes at a university. With TBLT, students interacted with each other by using English, especially English words learnt, in order to fulfil the tasks designed by teachers. Based on second language acquisition theories, students were able to understand input and produce output during this process. This paper focuses on using TBLT in English vocabulary teaching in three non-English major classes of a Chinese university, involving the use of some word games. The word games’ features, organization, and a skill set built through those games, will be discussed. In terms of methodology, an online questionnaire survey was conducted among 93 university students from the three classes. Also, results of the students’ before-task and after-task word quizzes on Moodle platform and exam paper results were analysed. The research findings showed that students enjoyed playing word games in the English class and benefitted from it, in terms of language development and building skills. This paper recommends teachers to use TBLT in English vocabulary teaching and learning, as it is practical and can assist in EFL learners’ vocabulary acquisition.

scholarly journals An Investigation into Students’ Agentic Engagement in Online English Listening Learning

2020 ◽  
Vol 11 (3) ◽  
pp. 409
Author(s):  
Yanxiu Dong ◽  
Suli Liu
Keyword(s):  
Course Design ◽  
Current Situation ◽  
Comprehensive Review ◽  
Learning Platform ◽  
English Majors ◽  
English Major ◽  
E Learning ◽  
Research Findings ◽  
Low Motivation

This paper provides a comprehensive review on the current situation of non-English major students’ agentic engagement in online English listening course. The paper aims to investigate students’ low motivation in doing their online listening homework. Paper questionnaires and SPSS 22.0 were used to analyze the results. 46 freshmen and 43 sophomores of non-English majors participated in this research. It has been found that the agentic engagement of non-English majors is low and freshmen’s average agentic engagement is higher than sophomores’. Besides, it doesn’t have significant correlations with students’ scores in online weekly tasks. The research findings indicate the importance of raising teachers’ awareness of student agentic engagement, and a more effective e-learning platform is required. At last, with the results of this investigation, the current study provides some suggestions for future English listening course design.

scholarly journals The Responsiveness of Teacher Education Managers at an ODeL College to Resilience and the Well-Being of Staff Working from Home During COVID-19

2021 ◽  
Vol 7 (4) ◽  
pp. 623-635
Author(s):  
Micheal M. ◽  
Christy J. ◽  
Samson L. ◽  
Fulufhelo Mukhati
Keyword(s):  
Teacher Education ◽  
Mixed Method ◽  
Well Being ◽  
Learning Context ◽  
Working From Home ◽  
Mixed Method Design ◽  
E Learning ◽  
Operational Practices ◽  
And Performance ◽  
Education Managers

<p style="text-align: justify;">The Coronavirus disease (COVID-19) pandemic has increased anxiety and stress among teacher education managers and has given rise to the question of whether they have the competencies to execute their operational responsibilities productively. The theories of resilience and transformational leadership underpin this study in which teacher education managers’ resilience and their responsiveness to the well-being of staff executing their operational practices in an open distance e-learning context were explored. A qualitative approach was adopted and virtual video conferencing interviews with teacher education managers were used to explore how they mitigated their strategic and operational roles and their managerial functions to ensure the well-being and organisational performance of staff working from home. Results revealed the experiences of distance managers to have been positive in that they implemented organisational strategies to mitigate the challenges faced to ensure wellness and performance among staff working from a distance. Further research applying a mixed-method design should be undertaken to determine how resilient managers and staff working from home are. That may yield different results.</p>

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