scholarly journals Language Curriculum Analysis of French Literature in Iranian Universities at BA

2016 ◽  
Vol 6 (1) ◽  
pp. 240
Author(s):  
Rouhollah Rahmatian ◽  
Haleh Cheraghi ◽  
Roya Letafati ◽  
Parivash Safa
Keyword(s):  
Language Learning ◽  
French Literature ◽  
Multidisciplinary Approach ◽  
Science Research ◽  
Learning Objects ◽  
Curriculum Analysis ◽  
Language Curriculum ◽  
Curriculum Decisions ◽  
French Curriculum ◽  
The University

This article attempts to realize the dominant approach in developing the academic curriculum of language degree and French literature in Iran. It concentrates on analyzing the content of the curriculum approved by the Ministry of Science, Research and Technology in Iran and the University of Tehran. It was concluded that the first curriculum opts an approach of broad areas by considering the isolated components of language learning. It encompasses the literature of each century. Yet, Tehran University has sought to review the curriculum of Bachelor degree in 2011. With regard to the course of the general French, curriculum decisions are influenced by the corporation, specifically by French companies (under the influence of the action-oriented perspectives in language teaching). In these courses, the approach is based on the general areas. The courses in French literature are based on learning objects and are part of a multidisciplinary approach.

scholarly journals Repurposing virtual reality assets: from health sciences to Italian language learning

2020 ◽  
pp. 21-26
Author(s):  
Alessia Plutino ◽  
Tiziana Cervi-Wilson ◽  
Billy Brick
Keyword(s):  
Virtual Reality ◽  
Language Learning ◽  
Pilot Project ◽  
Health Sciences ◽  
Language Curriculum ◽  
Health Care Students ◽  
Italian Language ◽  
Learning And Teaching ◽  
Modern Language ◽  
The University

This paper reports on the rationale for the implementation of a pilot project using a scenario-based Virtual Reality (VR) resource, originally developed by Health Sciences at Coventry University and now being repurposed for Italian language learning as a collaborative project with Modern Languages and Linguistics at the University of Southampton. The original aim of the resource was to prepare health care students for home visits by allowing them to experience a semi-linear conversation with a virtual Non-player Character (NPC). The authors will discuss how they are planning to repurpose the resource for Italian language learning and teaching and will analyse the potential pedagogical uses within the modern language curriculum, including emotional language, employability skills, and the year abroad.

Taking research from periphery to core in a Caribbean Language Centre

2020 ◽  
Vol 10 (2) ◽  
pp. 511-519
Author(s):  
Beverly-Anne Carter
Keyword(s):  
Language Learning ◽  
West Indies ◽  
Romance Languages ◽  
The West ◽  
Language Curriculum ◽  
Service Unit ◽  
Research Activities ◽  
Great Utility ◽  
The University

Abstract This paper draws on two research activities to discuss the role of research at the Centre for Language Learning (CLL) at The University of the West Indies St. Augustine Campus in Trinidad and Tobago. Established in 1997, the CLL introduced languages for all into this Caribbean higher education (HE) context. The CLL also introduced an expanded language curriculum beyond the historical focus on Romance languages and literatures. As the language centre evolved with more languages being taught and more language services offered, research, nonetheless, remained a marginal activity. Yet without a research agenda, the CLL risked being seen as a “service unit” - an outlier in a university seeking to confirm its place in the highly competitive global HE landscape. As the CLL sought to embrace more fully the research mandate of The UWI and of language centres internationally, CercleS publications and documents, for example, “Quality Assessment Criteria for Language Centres” were of great utility. The latter document’s focus on research as a quality indicator was consistent with The UWI’s focus on quality assurance and research. Taking research from periphery to core is thus intrinsic to moving the CLL into closer alignment with both institutional and international norms.

Building a Framework for an English Language Course in an LMS with SCORM Compliant Learning Objects and Activities

2012 ◽  
pp. 238-254
Author(s):  
Francisco Arcos ◽  
Pablo Ortega
Keyword(s):  
Language Learning ◽  
English Language ◽  
Reference Model ◽  
Human Mind ◽  
Learning Objects ◽  
Management Systems ◽  
E Learning ◽  
Set Up ◽  
The One ◽  
The University

The human mind needs order to understand anything and, in this respect, standards are essential because they impose order on the world. More specifically, standards are bringing great new benefits to the e-learning realm. For instance, by adhering to standards, courseware builders can construct components completely independent of the management systems under which they are intended to run—that’s interoperability. There is a tough struggle nowadays to find the most appropriate specification for learning content and to assure it is fully operative across the existing LMSs (Learning Management Systems) in the market. In that authors view, SCORM (Sharable Content Object Reference Model) is coming afloat, outplaying most —if not all— its competitors. For that reason, the authors have been using SCORM learning objects to manage their course in Moodle for their students of English at the University of Alicante, obtaining so far satisfactory results. The authors’ purpose in this article is twofold: on the one hand, they give an account of the problems they have met using SCORM in Moodle and how they have solved them. On the other, they explain the guiding aims of their Language Blend, which broadly said are the following: to set up a standard in language learning by means of a framework, wherein e-learning and in-person lectures merge strategically so that the benefits of both are enhanced.

Building a Framework for an English Language Course in an LMS with SCORM Compliant Learning Objects and Activities

2010 ◽  
pp. 228-245
Author(s):  
Francisco Arcos ◽  
Pablo Ortega
Keyword(s):  
Language Learning ◽  
English Language ◽  
Reference Model ◽  
Human Mind ◽  
Learning Objects ◽  
Management Systems ◽  
E Learning ◽  
Set Up ◽  
The One ◽  
The University

The human mind needs order to understand anything and, in this respect, standards are essential because they impose order on the world. More specifically, standards are bringing great new benefits to the e-learning realm. For instance, by adhering to standards, courseware builders can construct components completely independent of the management systems under which they are intended to run—that‘s interoperability. There is a tough struggle nowadays to find the most appropriate specification for learning content and to assure it is fully operative across the existing LMSs (Learning Management Systems) in the market. In that authors view, SCORM (Sharable Content Object Reference Model) is coming afloat, outplaying most —if not all— its competitors. For that reason, the authors have been using SCORM learning objects to manage their course in Moodle for their students of English at the University of Alicante, obtaining so far satisfactory results. The authors‘ purpose in this article is twofold: on the one hand, they give an account of the problems they have met using SCORM in Moodle and how they have solved them. On the other, they explain the guiding aims of their Language Blend, which broadly said are the following: to set up a standard in language learning by means of a framework, wherein e-learning and in-person lectures merge strategically so that the benefits of both are enhanced.

Tertiary English-majored Students’ Perceptions toward the Role of Pronunciation in English Language Learning and their Practicing Strategies

2020 ◽  
Vol 6 (2) ◽  
pp. 264-279
Keyword(s):  
Language Learning ◽  
English Language ◽  
Vital Role ◽  
English Language Learning ◽  
Structured Interviews ◽  
Efl Learners ◽  
The University

Accurate pronunciation has a vital role in English language learning as it can help learners to avoid misunderstanding in communication. However, EFL learners in many contexts, especially at the University of Phan Thiet, still encounter many difficulties in pronouncing English correctly. Therefore, this study endeavors to explore English-majored students’ perceptions towards the role of pronunciation in English language learning and examine their pronunciation practicing strategies (PPS). It involved 155 English-majored students at the University of Phan Thiet who answered closed-ended questionnaires and 18 English-majored students who participated in semi-structured interviews. The findings revealed that students strongly believed in the important role of pronunciation in English language learning; however, they sometimes employed PPS for their pronunciation improvement. Furthermore, the results showed that participants tended to use naturalistic practicing strategies and formal practicing strategies with sounds, but they overlooked strategies such as asking for help and cooperating with peers. Such findings could contribute further to the understanding of how students perceive the role of pronunciation and their PPS use in the research’s context and other similar ones. Received 10th June 2019; Revised 12th March 2020; Accepted 12th April 2020

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

The University Student’s Motivation Level on Learning English

2016 ◽  
Vol 7 (1) ◽  
pp. 130
Author(s):  
Esmira Mehdiyev ◽  
Celal Teyyar Uğurlu ◽  
Gonca Usta
Keyword(s):  
University Students ◽  
Language Learning ◽  
English Language ◽  
T Test ◽  
University Graduates ◽  
Significant Difference ◽  
Personal Use ◽  
Motivation Level ◽  
Motivation Scale ◽  
The University

This study aims to determine the university students’ level of motivation in terms of different variables. A study group of this research has been designed through one of the non-random sampling methods, Using appropriate sampling, 606 students from Faculty of Education of C.U. have been involved in this study. Motivation scale in English Language Learning developed by Mehdiyev,Usta,Uğurlu (2015) was used as an instrument of data collection. T-test and one - way analysis of variance (ANOVA) were used to resolve problems of this research. As a result of the research the motivation level of university students hasn’t been revealed significantly different regarding to the gender variable. However, considering the t-test results of motivation scale dimensions, confidence, attitude and personal use, significant difference is seen in favour of women in personal use dimension. The level of language learning motivation of female students is higher than men’s regarding to personal use dimension. However, men’s and women’s views don’t differ significantly in attitude and confidence dimensions. University students don’t present significant differences in terms of birth place, parent’s education level, total motivation scores and confident, attitude and personal dimensions. Students’ motivation levels are seen not to be influenced by the places such as village, provision or city where they have spent the most of their lifetime. At the same time the findings revealed that parental status variable in terms of primary, secondary and university graduates has no effects on students’ motivation.

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

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