Pub Date : 2023-10-09DOI: 10.22190/jtesap230519035m
Samir Mohand Cherif, Asma Al Aufi
Providing effective feedback through audio technology to promote academic writing has yet to be fully explored in higher education institutions today. This paper reports on an investigation of how the final level foundation students have perceived the impact of Kaizena as a digital audio feedback tool in the context of a higher education institution in Oman named the Middle East College (MEC). The Kaizena platform was more specifically evaluated in terms of its effectiveness as to foundation students’ provision of personalized audio feedback concerning their academic writing. The paper adopted an interpretive epistemological stance with quantitative and qualitative inquiries to seek EFL students’ perceptions. A set of questionnaires was distributed to 60 students at English foundation levels to collect their satisfaction on the tool in question while a focus group of 6 EFL students taking up an academic writing course were interviewed to elicit their deep analytical responses towards the investigated modality of feedback. Overall, the data-driven results revealed positive responses from the participants, assuring that Kaizena is an effective tool to be used to ultimately enhance their academic writing skills. Implications on the usefulness of the Kaizena and its potential applicability and dissemination in a wider context of HEIs worldwide are discussed.
{"title":"KAIZENA: A TOOL FOR INDIVIDUALIZED AUDIO FEEDBACK ON ACADEMIC WRITING","authors":"Samir Mohand Cherif, Asma Al Aufi","doi":"10.22190/jtesap230519035m","DOIUrl":"https://doi.org/10.22190/jtesap230519035m","url":null,"abstract":"Providing effective feedback through audio technology to promote academic writing has yet to be fully explored in higher education institutions today. This paper reports on an investigation of how the final level foundation students have perceived the impact of Kaizena as a digital audio feedback tool in the context of a higher education institution in Oman named the Middle East College (MEC). The Kaizena platform was more specifically evaluated in terms of its effectiveness as to foundation students’ provision of personalized audio feedback concerning their academic writing. The paper adopted an interpretive epistemological stance with quantitative and qualitative inquiries to seek EFL students’ perceptions. A set of questionnaires was distributed to 60 students at English foundation levels to collect their satisfaction on the tool in question while a focus group of 6 EFL students taking up an academic writing course were interviewed to elicit their deep analytical responses towards the investigated modality of feedback. Overall, the data-driven results revealed positive responses from the participants, assuring that Kaizena is an effective tool to be used to ultimately enhance their academic writing skills. Implications on the usefulness of the Kaizena and its potential applicability and dissemination in a wider context of HEIs worldwide are discussed.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-09DOI: 10.22190/jtesap230522036n
Samia Naqvi, Mohammed Rashid, Asfiya Khan, Priya Mathew, Mohammed Al Shubaily, Insiya Zehra
Study skills are considered critical in both the academic and professional life of a student. This study focusses on the extent to which secondary school students in Omani public schools possess study skills and how these are integrated into their English language textbook. The study explored i) the study skills profile of students in terms of college readiness, ii) the correlation between students' academic performance and study skills, and iii) the types of study skills embedded in the ‘Engage with English’ coursebook and workbook used in Grade 12. For this purpose, an adapted version of the pre-tested Study Skills Inventory developed by Dennis Congo was administered to 162 secondary school students. The results revealed that the students are relatively strong in the skills of memorising, test preparation, and concentration; however, most students lack fundamental study skills such as reading, critical and creative thinking, and time management skills. With respect to the correlation between study skills and academic performance, a bivariate correlation between the individual high school percentage and skills was performed using SPSS. The results showed a weak correlation between study skills and student performance for most of the skills except concentration which revealed a strong positive correlation with a Pearson value of 0.72. The document analysis of the textbook was conducted in alignment with the same inventory. The analysis revealed that although the textbook covers reading and memorising skills, other important skills including note-taking, test preparation, time management, and critical thinking skills are not targeted adequately. Although the student sample size is not large enough to generalise the findings of the study and only one textbook used by Grade 12 students was analysed, the authors conclude that there is an urgent need for the inclusion of study skills in the Omani public school curriculum to enhance students’ transition to higher education and subsequently, their professional success. The curriculum designers and decision-makers should consider embedding study skills more extensively in the curriculum during the next review cycle.
{"title":"EVALUATION OF STUDY SKILLS INTEGRATION INTO OMANI SECONDARY SCHOOL CURRICULUM","authors":"Samia Naqvi, Mohammed Rashid, Asfiya Khan, Priya Mathew, Mohammed Al Shubaily, Insiya Zehra","doi":"10.22190/jtesap230522036n","DOIUrl":"https://doi.org/10.22190/jtesap230522036n","url":null,"abstract":"Study skills are considered critical in both the academic and professional life of a student. This study focusses on the extent to which secondary school students in Omani public schools possess study skills and how these are integrated into their English language textbook. The study explored i) the study skills profile of students in terms of college readiness, ii) the correlation between students' academic performance and study skills, and iii) the types of study skills embedded in the ‘Engage with English’ coursebook and workbook used in Grade 12. For this purpose, an adapted version of the pre-tested Study Skills Inventory developed by Dennis Congo was administered to 162 secondary school students. The results revealed that the students are relatively strong in the skills of memorising, test preparation, and concentration; however, most students lack fundamental study skills such as reading, critical and creative thinking, and time management skills. With respect to the correlation between study skills and academic performance, a bivariate correlation between the individual high school percentage and skills was performed using SPSS. The results showed a weak correlation between study skills and student performance for most of the skills except concentration which revealed a strong positive correlation with a Pearson value of 0.72. The document analysis of the textbook was conducted in alignment with the same inventory. The analysis revealed that although the textbook covers reading and memorising skills, other important skills including note-taking, test preparation, time management, and critical thinking skills are not targeted adequately. Although the student sample size is not large enough to generalise the findings of the study and only one textbook used by Grade 12 students was analysed, the authors conclude that there is an urgent need for the inclusion of study skills in the Omani public school curriculum to enhance students’ transition to higher education and subsequently, their professional success. The curriculum designers and decision-makers should consider embedding study skills more extensively in the curriculum during the next review cycle.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135196205","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-09DOI: 10.22190/jtesap230506037b
Nataša Bakić-Mirić, Sophia Butt, Branislava Dilparić, Madina Ashirimbetova
For several decades now, it has been realised that teaching a foreign language means much more than just focusing on the four basic language skills (reading, writing, listening and speaking); it also encompasses teaching about culture. Teaching culture in the modern English for Specific Purposes (ESP) classroom is focused on building students’ knowledge of cultures while simultaneously developing their language skills. Although this approach to ESP is not new, this paper will analyze the basic principles of teaching culture and possible challenges in the process. In addition to this, it will show authentic classroom examples, present practical ideas for instructors and show what benefits teaching culture bring in the modern ESP classroom.
{"title":"TEACHING CULTURE IN THE MODERN ESP CLASSROOM","authors":"Nataša Bakić-Mirić, Sophia Butt, Branislava Dilparić, Madina Ashirimbetova","doi":"10.22190/jtesap230506037b","DOIUrl":"https://doi.org/10.22190/jtesap230506037b","url":null,"abstract":"For several decades now, it has been realised that teaching a foreign language means much more than just focusing on the four basic language skills (reading, writing, listening and speaking); it also encompasses teaching about culture. Teaching culture in the modern English for Specific Purposes (ESP) classroom is focused on building students’ knowledge of cultures while simultaneously developing their language skills. Although this approach to ESP is not new, this paper will analyze the basic principles of teaching culture and possible challenges in the process. In addition to this, it will show authentic classroom examples, present practical ideas for instructors and show what benefits teaching culture bring in the modern ESP classroom.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-09DOI: 10.22190/jtesap230622039a
Tareq Al Damen, Karleen Cambrdige
-reader is an online extensive reading tool that motivates learners to read extensively and autonomously. Through its online quizzes, M-reader tests students' comprehension of graded readers and provides evidence that they have read and understood their reading. Today, M-reader is used by several academic institutions around the world to facilitate their extensive reading programs. However, concerns have been raised about academic integrity in connection with M-reader. For instance, one of the foremost challenges of administering M-reader is students taking quizzes on behalf of others. 229 first-year university students enrolled in Sultan Qaboos University's Foundation Program (FP) in Oman participated in the current study. The purpose of this paper was to investigate the effectiveness of the measures implemented to reduce cheating on M-reader, as well as to discover what students perceive as academic integrity on M-reader. To gauge the efficacy of M-reader in maintaining academic integrity, participants completed an online questionnaire and samples of the various measures were collected and analyzed. The findings of the study revealed that the measures taken to mitigate academic integrity on M-reader were ineffective. The findings also indicated that M-reader appeared ineffective in maintaining academic integrity among students. Additionally, the study identified how students perceive the measures taken to mitigate cheating. Moreover, the study suggests ways to improve the effectiveness of M-reader in terms of academic integrity.
{"title":"ACADEMIC INTEGRITY ON M-READER: THE CASE OF FOUNDATION PROGRAM STUDENTS AT SULTAN QABOOS UNIVERSITY","authors":"Tareq Al Damen, Karleen Cambrdige","doi":"10.22190/jtesap230622039a","DOIUrl":"https://doi.org/10.22190/jtesap230622039a","url":null,"abstract":"-reader is an online extensive reading tool that motivates learners to read extensively and autonomously. Through its online quizzes, M-reader tests students' comprehension of graded readers and provides evidence that they have read and understood their reading. Today, M-reader is used by several academic institutions around the world to facilitate their extensive reading programs. However, concerns have been raised about academic integrity in connection with M-reader. For instance, one of the foremost challenges of administering M-reader is students taking quizzes on behalf of others. 229 first-year university students enrolled in Sultan Qaboos University's Foundation Program (FP) in Oman participated in the current study. The purpose of this paper was to investigate the effectiveness of the measures implemented to reduce cheating on M-reader, as well as to discover what students perceive as academic integrity on M-reader. To gauge the efficacy of M-reader in maintaining academic integrity, participants completed an online questionnaire and samples of the various measures were collected and analyzed. The findings of the study revealed that the measures taken to mitigate academic integrity on M-reader were ineffective. The findings also indicated that M-reader appeared ineffective in maintaining academic integrity among students. Additionally, the study identified how students perceive the measures taken to mitigate cheating. Moreover, the study suggests ways to improve the effectiveness of M-reader in terms of academic integrity.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149269","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-09DOI: 10.22190/jtesap230519040s
Nadežda Stojković, Dmitriy G. Zerkin
Methodology of teaching English for Specific Purposes today is often referred to as eclectic, drawing from various available, established resources and imparting personal lecturer’s standpoints on how and why to teach. Hereby, we advocate and illustrate the use of Socratic method in teaching ESP, with the main arguments addressing the fact that its application at once enhances students’ disciplinary genre communicative skills, the very domain knowledge, and higher order thinking, transversal skills, all directly relevant for their designated professional environment. Socratic method of intellectual exchange also allows for an overall mental and psychological development, strengthening students’ self-awareness and self-confidence. All these advantageous features contribute to students’ success and overall well-being in their professional and scientific environment.
{"title":"PEDAGOGY OF SOCRATIC METHOD OF TEACHING ESP","authors":"Nadežda Stojković, Dmitriy G. Zerkin","doi":"10.22190/jtesap230519040s","DOIUrl":"https://doi.org/10.22190/jtesap230519040s","url":null,"abstract":"Methodology of teaching English for Specific Purposes today is often referred to as eclectic, drawing from various available, established resources and imparting personal lecturer’s standpoints on how and why to teach. Hereby, we advocate and illustrate the use of Socratic method in teaching ESP, with the main arguments addressing the fact that its application at once enhances students’ disciplinary genre communicative skills, the very domain knowledge, and higher order thinking, transversal skills, all directly relevant for their designated professional environment. Socratic method of intellectual exchange also allows for an overall mental and psychological development, strengthening students’ self-awareness and self-confidence. All these advantageous features contribute to students’ success and overall well-being in their professional and scientific environment.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-09DOI: 10.22190/jtesap230518034m
Priya Mathew, Radhika Sankara Narayanan
This paper evaluates how a writing centre in a private higher education institution in Oman supports discipline-specific academic writing for undergraduate students in Computing, Business, and Electronics Civil and Mechanical Engineering. One of the key interventions introduced by the centre was adopting a writing in the disciplines (WID) approach by offering scheduled writing classes for selected modules in these disciplines and incorporating genre-based pedagogy in final-year capstone projects. The embedded sessions were designed to support 550 students enrolled in seven modules across the three disciplines in meeting their coursework requirements. Integrating this intervention into the curriculum involved close collaboration with subject teachers to understand the assigned genres, designing relevant course materials for synchronous and asynchronous learning, and implementing innovative and research-informed pedagogies. Students were also offered individual consultations to complement the support offered during the classroom sessions. This study attempts to evaluate the effectiveness of these embedded modules and the genre-based pedagogy approach for the capstone projects undertaken by final-year students. Feedback was collected from students, as well as the faculty members involved, through the institutional module evaluation surveys and feedback forms. The findings indicate that there is significant improvement in the quality of assignments of those students who availed the services of the center. Although the interventions are specific to these programmes and contexts, they may provide a model for other writing and language centres to develop innovative pedagogical models to support disciplinary student writing at both undergraduate and postgraduate levels.
{"title":"IMPLEMENTING DISCIPLINE-SPECIFIC WRITING SUPPORT FOR UNDERGRADUATE STUDENTS IN THE OMANI CONTEXT","authors":"Priya Mathew, Radhika Sankara Narayanan","doi":"10.22190/jtesap230518034m","DOIUrl":"https://doi.org/10.22190/jtesap230518034m","url":null,"abstract":"This paper evaluates how a writing centre in a private higher education institution in Oman supports discipline-specific academic writing for undergraduate students in Computing, Business, and Electronics Civil and Mechanical Engineering. One of the key interventions introduced by the centre was adopting a writing in the disciplines (WID) approach by offering scheduled writing classes for selected modules in these disciplines and incorporating genre-based pedagogy in final-year capstone projects. The embedded sessions were designed to support 550 students enrolled in seven modules across the three disciplines in meeting their coursework requirements. Integrating this intervention into the curriculum involved close collaboration with subject teachers to understand the assigned genres, designing relevant course materials for synchronous and asynchronous learning, and implementing innovative and research-informed pedagogies. Students were also offered individual consultations to complement the support offered during the classroom sessions. This study attempts to evaluate the effectiveness of these embedded modules and the genre-based pedagogy approach for the capstone projects undertaken by final-year students. Feedback was collected from students, as well as the faculty members involved, through the institutional module evaluation surveys and feedback forms. The findings indicate that there is significant improvement in the quality of assignments of those students who availed the services of the center. Although the interventions are specific to these programmes and contexts, they may provide a model for other writing and language centres to develop innovative pedagogical models to support disciplinary student writing at both undergraduate and postgraduate levels.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-09DOI: 10.22190/jtesap230425028h
Paul Hobbs-Koch, Paul Gahman, Maryna Rebenko
An online English course for computer science students at the B2 level was conceptualized for the E-learning institution Virtuelle Hochschule Bayern between Friedrich-Alexander University Erlangen-Nuremberg and the Technische Hochschule Nuremberg Georg Simon Ohm. The course consists of four separate modules that cumulatively target writing and language skills relevant to computer science students. Individual assessments at the end of each module serve as a review. Further, students write keystone pieces throughout the course that constitute a writing portfolio. The students’ written pieces are targeted assignments that encapsulate both the writing and the language skills addressed in each module. For instructors, these provide insight into how well students acquired the requisite skills. The writing skills cover online writing tools (COCA, AntConc, OneLook, Quillbot), software documentation, expository text based on pseudocode, and finally, summarizing/paraphrasing tools. These are reinforced through language skills that either have greater prominence in the computer science field or are frequently used for the respective writing skills. Comma and hyphen rules, maintaining objectivity in writing, describing data in figures, and embedded clauses in English are some of the language skills covered. For materials development, a combination of corpus and AI writing tools were implemented to analyse and modify authentic scientific literature. Examples, keywords, and patterns of writing taken from authentic texts were modified to create exercises relevant to topics presented in the modules. The course provides strong didactic support for instructors whose aim is to facilitate a more natural set of writing tasks and students' ability to apply the learned skills beyond the classroom.
{"title":"PLANNING AND DEVELOPING AN ONLINE ENGLISH WRITING COURSE FOR COMPUTER SCIENCE: A PRACTICAL GUIDE","authors":"Paul Hobbs-Koch, Paul Gahman, Maryna Rebenko","doi":"10.22190/jtesap230425028h","DOIUrl":"https://doi.org/10.22190/jtesap230425028h","url":null,"abstract":"An online English course for computer science students at the B2 level was conceptualized for the E-learning institution Virtuelle Hochschule Bayern between Friedrich-Alexander University Erlangen-Nuremberg and the Technische Hochschule Nuremberg Georg Simon Ohm. The course consists of four separate modules that cumulatively target writing and language skills relevant to computer science students. Individual assessments at the end of each module serve as a review. Further, students write keystone pieces throughout the course that constitute a writing portfolio. The students’ written pieces are targeted assignments that encapsulate both the writing and the language skills addressed in each module. For instructors, these provide insight into how well students acquired the requisite skills. The writing skills cover online writing tools (COCA, AntConc, OneLook, Quillbot), software documentation, expository text based on pseudocode, and finally, summarizing/paraphrasing tools. These are reinforced through language skills that either have greater prominence in the computer science field or are frequently used for the respective writing skills. Comma and hyphen rules, maintaining objectivity in writing, describing data in figures, and embedded clauses in English are some of the language skills covered. For materials development, a combination of corpus and AI writing tools were implemented to analyse and modify authentic scientific literature. Examples, keywords, and patterns of writing taken from authentic texts were modified to create exercises relevant to topics presented in the modules. The course provides strong didactic support for instructors whose aim is to facilitate a more natural set of writing tasks and students' ability to apply the learned skills beyond the classroom.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135196207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-09DOI: 10.22190/jtesap230509031a
Mirela Dubali Alhasani
In line with the global education tendency, Higher Education Institutions in Albania are making attempts to successfully implement a competitive English Medium Instruction (EMI) University model. This chapter sheds light on a case study analysis of EPOKA University - an International University in Tirana using English language instruction for its disciplinary programs. Specifically, the chapter illuminates the contributory findings of the CLIL- HET project into the English didactic competence of the international and local non-native English-speaking academic staff of EPOKA University. This university comprises a ESP/EMI practice par excellence in Albania, however, no such theoretical training has ever been prioritized at the regional and EU level project consortium in this narrow didactic dimension. The project diagnosed the need to improve English teaching didactic for disciplinary lecturers specifically to place language goals on the same equal importance to the content goals. Moreover, the English teaching needs assessment and its standardization in compatibility with recent EMI/CLIL/ESP principles, is perceived as the most relevant educational approach to further boost the international teaching profile of this young institution aspiring top-quality international academic recognition. The inductive results on the necessity to equip disciplinary scholars with EMI/CLIL//ESP sufficient theoretical tools will be a first model to be followed in the higher educational arena in Albania.
{"title":"IMPROVING EMI THROUGH THE VISEGRAD CLIL-HET PROJECT","authors":"Mirela Dubali Alhasani","doi":"10.22190/jtesap230509031a","DOIUrl":"https://doi.org/10.22190/jtesap230509031a","url":null,"abstract":"In line with the global education tendency, Higher Education Institutions in Albania are making attempts to successfully implement a competitive English Medium Instruction (EMI) University model. This chapter sheds light on a case study analysis of EPOKA University - an International University in Tirana using English language instruction for its disciplinary programs. Specifically, the chapter illuminates the contributory findings of the CLIL- HET project into the English didactic competence of the international and local non-native English-speaking academic staff of EPOKA University. This university comprises a ESP/EMI practice par excellence in Albania, however, no such theoretical training has ever been prioritized at the regional and EU level project consortium in this narrow didactic dimension. The project diagnosed the need to improve English teaching didactic for disciplinary lecturers specifically to place language goals on the same equal importance to the content goals. Moreover, the English teaching needs assessment and its standardization in compatibility with recent EMI/CLIL/ESP principles, is perceived as the most relevant educational approach to further boost the international teaching profile of this young institution aspiring top-quality international academic recognition. The inductive results on the necessity to equip disciplinary scholars with EMI/CLIL//ESP sufficient theoretical tools will be a first model to be followed in the higher educational arena in Albania.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135196208","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-09DOI: 10.22190/jtesap230505045a
Moza Abdullah, Rahma Al Foori, Khalid Al Abri
Being reflective is one of the required skills in the 21st century era; however, the concept has been researched since its inception by John Dewey (1859-1952) whose famous observation stated that “we do not learn from experience. We learn from reflecting on experience”. This study aims to find out pre-service teachers’ self- reflection patterns in one of the practicum courses at the University of Technology and Applied Sciences (UTAS), Rustaq, Oman. It is more specifically contextualized in a microteaching session where the pre-service teachers are required to teach their peers and then self-reflect on their own teaching performances. Pre-service teachers had to teach twice. It is found that the pre-service teachers do not sufficiently self-reflect on their performances; thus, there is not much improvement in their second teaching lesson. It is important, therefore, as teacher educators to enlighten ELT pre-service teachers about self-reflection based on a rigorous model. Benchmarking Gibbs’ (1998) comprehensive model of reflective cycle to the existing form of self-reflection, the findings show that they provide more descriptive than critical self-reflection for a number of significant reasons. Thus, the study urges the use of an effective and rigorous model in practicum courses such as Gibbs’ model.
{"title":"PRE-SERVICE TEACHERS’ CRITICAL SELF-REFLECTION IN MICROTEACHING CONTEXT AT UNIVERSITY OF TECHNOLOGY AND APPLIED SCIENCIES – RUSTAQ, OMAN","authors":"Moza Abdullah, Rahma Al Foori, Khalid Al Abri","doi":"10.22190/jtesap230505045a","DOIUrl":"https://doi.org/10.22190/jtesap230505045a","url":null,"abstract":"Being reflective is one of the required skills in the 21st century era; however, the concept has been researched since its inception by John Dewey (1859-1952) whose famous observation stated that “we do not learn from experience. We learn from reflecting on experience”. This study aims to find out pre-service teachers’ self- reflection patterns in one of the practicum courses at the University of Technology and Applied Sciences (UTAS), Rustaq, Oman. It is more specifically contextualized in a microteaching session where the pre-service teachers are required to teach their peers and then self-reflect on their own teaching performances. Pre-service teachers had to teach twice. It is found that the pre-service teachers do not sufficiently self-reflect on their performances; thus, there is not much improvement in their second teaching lesson. It is important, therefore, as teacher educators to enlighten ELT pre-service teachers about self-reflection based on a rigorous model. Benchmarking Gibbs’ (1998) comprehensive model of reflective cycle to the existing form of self-reflection, the findings show that they provide more descriptive than critical self-reflection for a number of significant reasons. Thus, the study urges the use of an effective and rigorous model in practicum courses such as Gibbs’ model.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135196209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-09DOI: 10.22190/jtesap230508030s
Sunanda M Shinde, Mahesh B Shinde
The present study aimed to investigate the use of language learning strategies (LLS) by undergraduate students, the degree of use of language learning strategy included in the Oxford Taxonomy, and the relationship between the use of language learning strategies and English language proficiency. One hundred and forty-eight arts, commerce, science undergraduate students studying at various colleges affiliated to Shivaji University were the participants of the study. The results indicated that these students used LLS moderately to less; meta-cognitive strategies, social strategies, cognitive strategies, and memory strategies moderately; and compensation strategies and affective strategies were used less. The same correlation was found between the use of language learning strategies and English proficiency, which was indicated by students’ grades in proficiency tests. Overall, the results demonstrate that the use of language learning strategies used by the selected students varies depending upon the proficiency level. It was observed that less proficient students used fewer strategies and proficient students used them more.
{"title":"LANGUAGE LEARNING STRATEGIES AND ENGLISH PROFICIENCY OF SHIVAJI UNIVERSITY UNDERGRADUATE STUDENTS","authors":"Sunanda M Shinde, Mahesh B Shinde","doi":"10.22190/jtesap230508030s","DOIUrl":"https://doi.org/10.22190/jtesap230508030s","url":null,"abstract":"The present study aimed to investigate the use of language learning strategies (LLS) by undergraduate students, the degree of use of language learning strategy included in the Oxford Taxonomy, and the relationship between the use of language learning strategies and English language proficiency. One hundred and forty-eight arts, commerce, science undergraduate students studying at various colleges affiliated to Shivaji University were the participants of the study. The results indicated that these students used LLS moderately to less; meta-cognitive strategies, social strategies, cognitive strategies, and memory strategies moderately; and compensation strategies and affective strategies were used less. The same correlation was found between the use of language learning strategies and English proficiency, which was indicated by students’ grades in proficiency tests. Overall, the results demonstrate that the use of language learning strategies used by the selected students varies depending upon the proficiency level. It was observed that less proficient students used fewer strategies and proficient students used them more.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：