scholarly journals Strategies and Difficulties of Learning English Idioms Among University Students

2021 ◽  
Keyword(s):  
University Students ◽  
Learning English

scholarly journals Genre-Based Approach: What and How to Teach and to Learn Writing

2016 ◽  
Vol 9 (9) ◽  
pp. 45 ◽  
Author(s):  
I Wy. Dirgeyasa
Keyword(s):  
University Students ◽  
Teaching And Learning ◽  
Writing Skill ◽  
Approach To Teaching ◽  
Genre Writing ◽  
Learning English

<p>In Indonesian education context, recently the word ‘genre’ seems to gain its most popular and hot issue to teaching and learning English, particularly writing skill. However, many of them the students, teachers, or university students, or even lecturers in universities apparently are not good at understanding and are not truly well informed about the genre itself. It could be said that the word ‘genre’ is still a kind of mystery to uncover. This paper is an attempt to present the nature of genre, genre writing, genre as a product of writing, and genre as an approach to teaching and learning writing.</p>

China's ESL goals: are they being met?

English Today ◽  
2004 ◽  
Vol 20 (3) ◽  
pp. 37-44 ◽  
Author(s):  
TENG HAI ◽  
NIU QIANG ◽  
MARTIN WOLFF
Keyword(s):  
University Students ◽  
Chinese University ◽  
Foreign Expert ◽  
Chinese University Students ◽  
Learning English

A review of the needs and opportunities of Chinese university students learning English, with a particular focus on the work of a ‘Foreign Expert’ in a Henan college.

Designing, implementing and evaluating a project in tandem language learning via e-mail

ReCALL ◽  
1998 ◽  
Vol 10 (1) ◽  
pp. 95-101 ◽  
Author(s):  
David Little ◽  
Ema Ushioda
Keyword(s):  
University Students ◽  
Language Learning ◽  
Learner Autonomy ◽  
Pilot Phase ◽  
E Mail ◽  
Learning English

Tandem language learning is based on a partnership between two people, each of whom is learning the other's language. Successful tandem partnerships observe the principle of reciprocity (“tandem learners support one another equally’) and the principle of learner autonomy (“tandem partners are responsible for their own learning”) (Little and Brammerts 1996: 1 Off.). This paper begins by exploring some of the theoretical implications of tandem language learning in general and tandem language learning via e-mail in particular. It then reports on the pilot phase of an e-mail tandem project involving Irish university students learning German and German university students learning English.

Design and Implementation of College English Online Courseware Based on the Method of “Goal-Directed” Interaction Design

2013 ◽  
Vol 380-384 ◽  
pp. 2058-2062
Author(s):  
Chen Guo ◽  
Qian Yao ◽  
Min Yong Shao ◽  
Min Wu
Keyword(s):  
University Students ◽  
Interaction Design ◽  
Development Program ◽  
Main Group ◽  
College English ◽  
College And University ◽  
Design And Implementation ◽  
Practical Development ◽  
Interactive Experience ◽  
Learning English

In this paper, a practical development program of College English Online Courseware on the basis of the method of goal-directed interaction design is presented. The program basically tackles problems such as tedious interface and poor interaction which most current English online courseware have and improves the interactive experience and accessibility of the English online courseware. Meanwhile, the online courseware designed by using this method enriches the approaches of learning English for college and university students, who are main group of users. Therefore, their levels of English can be enhanced to a large extent by the assistance of the online courseware.

scholarly journals Rainbows amid Downpours: University Students’ Goals in Learning English during Digital Experiments

2021 ◽  
Vol 3 (2) ◽  
pp. 87-95
Author(s):  
Cathy Mae Dabi Toquero ◽  
Swen Joshryll C. Acebes ◽  
Jaizele B. Melitante ◽  
Nikki T. Tuble
Keyword(s):  
University Students ◽  
Language Learning ◽  
The Philippines ◽  
State University ◽  
Authentic Assessments ◽  
Pedagogical Skills ◽  
Research Findings ◽  
The University ◽  
Academic Implications ◽  
Learning English

University students are susceptible to the constantly shifting online milieu during the pandemic. Linguistic isolation can present more difficulties as students lack authentic social communication in classes online. This study examined the hopes and goals of university students in their English learning course during emergency remote learning. Third Year Pre-Service teachers of a state university in the Philippines served as participants in this study. Through content analysis of 28 student-responses of the English Modules, the research findings demonstrate the significance of hopes and goals of the university students in learning English during the pandemic. Amidst the digital experiments, students portray hopes and goals of developing their pedagogical skills in English and broadening their linguistic skills despite linguistic isolation. Students' goals in the course are to improve their language skills, develop in-depth knowledge in English, achieve better grades, and become effective potential teachers.   As they aim to achieve those goals amid metaphorical downpours, university students reflect on the purpose of the course to equip them for lifelong learning that may develop ethical value, morality, and sense of vocation in their chosen profession. Despite having to confront the difficulties of learning online, their hopes and aspirations spark a burning desire to engage in intellectual and linguistic battles in learning English during pandemic and post-pandemic. Academic implications include for teachers to integrate authentic assessments for experiential language learning and for students to sketch a visual career plan outlining how students may achieve their goals as future educators.

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