Pub Date : 2023-10-09DOI: 10.22190/jtesap230225023l
Evgueniya Lyu
This paper examines the use of the case study approach to teach English for specific purposes (ESP). Cases are used to teach disciplines, such as law, medicine, economics, etc. Nevertheless, they are less common in the areas related to teaching languages. A few articles describe the case study approach to teaching English for specific purposes, and mostly all of them deal with business English. Hence, we explore the advantages of teaching other types of ESP. The paper describes the practical elements that will guide an ESP practitioner through the process of designing their own case study and will offer insights into the teaching particularities of the case study approach.
{"title":"TEACHING ENGLISH FOR SPECIFIC PURPOSES THROUGH CASE STUDIES: DESIGN, TEACHING, AND EVALUATION","authors":"Evgueniya Lyu","doi":"10.22190/jtesap230225023l","DOIUrl":"https://doi.org/10.22190/jtesap230225023l","url":null,"abstract":"This paper examines the use of the case study approach to teach English for specific purposes (ESP). Cases are used to teach disciplines, such as law, medicine, economics, etc. Nevertheless, they are less common in the areas related to teaching languages. A few articles describe the case study approach to teaching English for specific purposes, and mostly all of them deal with business English. Hence, we explore the advantages of teaching other types of ESP. The paper describes the practical elements that will guide an ESP practitioner through the process of designing their own case study and will offer insights into the teaching particularities of the case study approach.","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":"135149192","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/jtesap230601044a
Zainab Salim Al Ajmi, Suleiman Al Adawi
Extracurricular activities (ECAs) play a vital role in shaping students’ lives. These activities have been embedded in Higher Education Institutions (HEIs) to complement the curriculum, and augment students’ educational experience. In addition, they are organized to stimulate students’ interpersonal skills, such as leadership, time-management, and communication skills. This paper aims to explore the perceptions of General Foundation Programme (GFP) students regarding the extracurricular activities (ECA) organized by the Centre for Foundation Studies (CFS) of an Omani HEI. It also aims to investigate the role of these activities in enhancing students’ English language proficiency and transferable skills. A survey questionnaire was used to collect students’ perceptions of extracurricular activities. The results indicate that more than 70% of students participating in this study are satisfied with the ECA. Moreover, the participants in this study claimed that participation in ECAs has supported their academic performance and helped them develop their transferable skills. 30% of the participants showed disinterest in participating in extracurricular activities due to the absence of motivation, being in mixed classes, and the fact that no grades are awarded for these activities. This study was conducted on a small population of GFP students; however, it has important implications for education providers in terms of designing extracurricular activities in line with the learning outcomes and student interests. Future studies conducted on larger populations will yield more concrete results.
{"title":"ARE EXTRA CURRICULAR ACTIVITIES IMPORTANT FOR GENERAL FOUNDATION PROGRAMME STUDENTS?","authors":"Zainab Salim Al Ajmi, Suleiman Al Adawi","doi":"10.22190/jtesap230601044a","DOIUrl":"https://doi.org/10.22190/jtesap230601044a","url":null,"abstract":"Extracurricular activities (ECAs) play a vital role in shaping students’ lives. These activities have been embedded in Higher Education Institutions (HEIs) to complement the curriculum, and augment students’ educational experience. In addition, they are organized to stimulate students’ interpersonal skills, such as leadership, time-management, and communication skills. This paper aims to explore the perceptions of General Foundation Programme (GFP) students regarding the extracurricular activities (ECA) organized by the Centre for Foundation Studies (CFS) of an Omani HEI. It also aims to investigate the role of these activities in enhancing students’ English language proficiency and transferable skills. A survey questionnaire was used to collect students’ perceptions of extracurricular activities. The results indicate that more than 70% of students participating in this study are satisfied with the ECA. Moreover, the participants in this study claimed that participation in ECAs has supported their academic performance and helped them develop their transferable skills. 30% of the participants showed disinterest in participating in extracurricular activities due to the absence of motivation, being in mixed classes, and the fact that no grades are awarded for these activities. This study was conducted on a small population of GFP students; however, it has important implications for education providers in terms of designing extracurricular activities in line with the learning outcomes and student interests. Future studies conducted on larger populations will yield more concrete results.","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":"135149274","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/jtesap230323025t
Victoria Tuzlukova, Jamila Al Siyabi, Khalid Al Kaabi, Mohammad Hadra
Research in the context of Oman’s higher education indicates that well-established support service systems and procedures, innovations in technology and English language pedagogy could be crucial for special needs undergraduate students’ language learning and their effective inclusion into the classroom. However, limited attention has still been reported on the common teaching and learning practices, as well as challenging and successful episodes of such practices that could be incremental to the context. This design-based study yielded data and descriptive information collected in order to better understand teachers’ unique perspectives and opinions about English language inclusive teaching practices currently employed across higher education institutions in Oman. Accounts on challenges and achievements in creating inclusive English language classroom were gathered through the structured interviews with six faculty of the Centre for Preparatory Studies at Sultan Qaboos University. The analysis involved data management, description, and identification of the themes that brought meaning and unified diverse experiences into meaningful wholes. The results of the study reveal sensitivity and very positive attitude shown by teachers toward inclusive English language teaching. However, there are several challenging aspects, including misinterpreted concepts, limited knowledge and expertise. Though the study looked only at teachers from one institutions of higher education, it is evident that search for both formal and informal means of helping teachers in developing new insights into inclusive language pedagogy is essential. Being supplied with access to relevant teacher professional development and resources on innovations in education and technology, the teaching community will be provided with better pedagogical tools, and many barriers in teaching and learning will be removed.
{"title":"ESTABLISHED PRACTICES, CHALLENGES AND ACHIEVEMENTS IN CREATING INCLUSIVE ENGLISH LANGUAGE CLASSROOMS IN OMAN’S INSTITUTIONS OF HIGHER EDUCATION","authors":"Victoria Tuzlukova, Jamila Al Siyabi, Khalid Al Kaabi, Mohammad Hadra","doi":"10.22190/jtesap230323025t","DOIUrl":"https://doi.org/10.22190/jtesap230323025t","url":null,"abstract":"Research in the context of Oman’s higher education indicates that well-established support service systems and procedures, innovations in technology and English language pedagogy could be crucial for special needs undergraduate students’ language learning and their effective inclusion into the classroom. However, limited attention has still been reported on the common teaching and learning practices, as well as challenging and successful episodes of such practices that could be incremental to the context. This design-based study yielded data and descriptive information collected in order to better understand teachers’ unique perspectives and opinions about English language inclusive teaching practices currently employed across higher education institutions in Oman. Accounts on challenges and achievements in creating inclusive English language classroom were gathered through the structured interviews with six faculty of the Centre for Preparatory Studies at Sultan Qaboos University. The analysis involved data management, description, and identification of the themes that brought meaning and unified diverse experiences into meaningful wholes. The results of the study reveal sensitivity and very positive attitude shown by teachers toward inclusive English language teaching. However, there are several challenging aspects, including misinterpreted concepts, limited knowledge and expertise. Though the study looked only at teachers from one institutions of higher education, it is evident that search for both formal and informal means of helping teachers in developing new insights into inclusive language pedagogy is essential. Being supplied with access to relevant teacher professional development and resources on innovations in education and technology, the teaching community will be provided with better pedagogical tools, and many barriers in teaching and learning will be removed.","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":"135196213","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/jtesap230728041r
Danara Raikhanova, Nataša Bakić-Mirić
The aim of this research is to develop an outcome-based ESP curriculum for undergraduate chemistry and biology majors utilising the CBL paradigm. The current study aims to explore the effective application of an ESP curriculum linked with outcome-based learning methodologies in scientific education. A mixed-methods design was employed, consisting of a case study scenario in a higher education institution for chemistry and biology students as well as a Likert scale questionnaire to assess their perception of the alignment between the case study activity and learning outcomes. Finally, a factor analysis was conducted to gain insights into the correlation between the case study activity and skill-based outcomes and identify areas where case studies may be particularly effective in promoting ESP learning. The findings suggest that the inclusion of subject-specific scenarios in the ESP curriculum, particularly through case study-based learning, is crucial for chemistry and biology students. Finally, the study recommends that the ESP curriculum for science students should be designed in alignment with outcome-based learning approaches, where case study-based learning is considered an effective approach to acquiring academic and professional skills.
{"title":"DEVELOPING AN OUTCOME-BASED LEARNING CURRICULUM IN ESP","authors":"Danara Raikhanova, Nataša Bakić-Mirić","doi":"10.22190/jtesap230728041r","DOIUrl":"https://doi.org/10.22190/jtesap230728041r","url":null,"abstract":"The aim of this research is to develop an outcome-based ESP curriculum for undergraduate chemistry and biology majors utilising the CBL paradigm. The current study aims to explore the effective application of an ESP curriculum linked with outcome-based learning methodologies in scientific education. A mixed-methods design was employed, consisting of a case study scenario in a higher education institution for chemistry and biology students as well as a Likert scale questionnaire to assess their perception of the alignment between the case study activity and learning outcomes. Finally, a factor analysis was conducted to gain insights into the correlation between the case study activity and skill-based outcomes and identify areas where case studies may be particularly effective in promoting ESP learning. The findings suggest that the inclusion of subject-specific scenarios in the ESP curriculum, particularly through case study-based learning, is crucial for chemistry and biology students. Finally, the study recommends that the ESP curriculum for science students should be designed in alignment with outcome-based learning approaches, where case study-based learning is considered an effective approach to acquiring academic and professional skills.","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":"135196214","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/jtesap230621038a
Asma Al Aufi, Samia Naqvi, Vikas Rao Naidu, Yusra Al Homani
HTML5 (HyperText Markup Language version 5) is currently integrated with almost all web-based applications due to its compatibility with numerous types of multimedia content including music, video, and animation. This exploratory study focused on the application and assessment of an HTML5-based plugin called H5P as a Computer Assisted Pronunciation Training (CAPT) tool in developing the pronunciation skills of intermediate-level learners of English as a foreign language (EFL). The target words were initially recorded with their correct pronunciations and then the audio files were imported into H5P to create interactive exercises. The H5P was then integrated with the institutional Learning Management System (LMS). The practice was implemented on n=188 EFL learners enrolled in the General Foundation (GFP) of a university college in the Sultanate of Oman. The efficacy of the approach was assessed through the perspectives of students by using student questionnaires and a student focus group discussion (FGD). The study yielded encouraging findings since most of the students agreed that the use of HTML5 as a CAPT tool was helpful in enhancing their pronunciation skills as it provided automatically generated instant feedback, was easy to use, and could be used by students autonomously at their own pace. Although the impact of software on student achievement in terms of pronunciation skills could not be gauged and the sample was limited to one institution, the study has useful implications for EFL teachers and curriculum designers on using HTML5 for developing pronunciation skills. Further studies are necessary to investigate the pedagogic potential of CAPT resources to develop a high level of competence in EFL learners’ pronunciation.
{"title":"INTEGRATING HTML5-BASED SPEECH RECOGNITION WITH LEARNING MANAGEMENT SYSTEM TO ENHANCE EFL LEARNERS’ PRONUNCIATION SKILLS","authors":"Asma Al Aufi, Samia Naqvi, Vikas Rao Naidu, Yusra Al Homani","doi":"10.22190/jtesap230621038a","DOIUrl":"https://doi.org/10.22190/jtesap230621038a","url":null,"abstract":"HTML5 (HyperText Markup Language version 5) is currently integrated with almost all web-based applications due to its compatibility with numerous types of multimedia content including music, video, and animation. This exploratory study focused on the application and assessment of an HTML5-based plugin called H5P as a Computer Assisted Pronunciation Training (CAPT) tool in developing the pronunciation skills of intermediate-level learners of English as a foreign language (EFL). The target words were initially recorded with their correct pronunciations and then the audio files were imported into H5P to create interactive exercises. The H5P was then integrated with the institutional Learning Management System (LMS). The practice was implemented on n=188 EFL learners enrolled in the General Foundation (GFP) of a university college in the Sultanate of Oman. The efficacy of the approach was assessed through the perspectives of students by using student questionnaires and a student focus group discussion (FGD). The study yielded encouraging findings since most of the students agreed that the use of HTML5 as a CAPT tool was helpful in enhancing their pronunciation skills as it provided automatically generated instant feedback, was easy to use, and could be used by students autonomously at their own pace. Although the impact of software on student achievement in terms of pronunciation skills could not be gauged and the sample was limited to one institution, the study has useful implications for EFL teachers and curriculum designers on using HTML5 for developing pronunciation skills. Further studies are necessary to investigate the pedagogic potential of CAPT resources to develop a high level of competence in EFL learners’ pronunciation.","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":"135196216","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/jtesap230421027b
Jelena Basta, Slavica Pejić
The use of digital technologies is an integral part of teaching and learning languages for specific purposes (LSP), as well as language in general. Google Classroom represents one of the most popular educational platforms and its application to the teaching and learning process of LSP is inevitable. Since the pandemic of COVID-19 has brought about the shift of entire teaching to the digital sphere, this platform seems to be an acceptable means of achieving intended learning outcomes. Yet, very little research on attitudes of students as end users of the Classroom to its usefulness has been done. The aim of the paper is to analyse the perceptions of the students who attend LSP classes at the Faculty of Economics, University of Niš. The research deals with three aspects – the ease of use and the usefulness of Google Classroom and the effects of the use of Google Classroom on the development of four linguistic competences. The quantitative data were obtained by a survey (with an application of the five-point Likert scale), while the qualitative aspect of the survey was accomplished by means of analysing answers to one open-ended question. The research results point to the fact that majority of respondents have positive attitudes in terms of the ease of use and usefulness of this platform. It can be concluded that Google Classroom represents a very useful teaching and learning tool. It is up to the students to use their own motivation and self-regulation to do their best and reach the maximum of the teaching and learning potential of this platform.
{"title":"STUDENTS’ PERCEPTIONS ON THE USE OF GOOGLE CLASSROOM IN LSP LEARNING AND ITS EFFECTS ON DEVELOPING LINGUISTIC COMPETENCES","authors":"Jelena Basta, Slavica Pejić","doi":"10.22190/jtesap230421027b","DOIUrl":"https://doi.org/10.22190/jtesap230421027b","url":null,"abstract":"The use of digital technologies is an integral part of teaching and learning languages for specific purposes (LSP), as well as language in general. Google Classroom represents one of the most popular educational platforms and its application to the teaching and learning process of LSP is inevitable. Since the pandemic of COVID-19 has brought about the shift of entire teaching to the digital sphere, this platform seems to be an acceptable means of achieving intended learning outcomes. Yet, very little research on attitudes of students as end users of the Classroom to its usefulness has been done. The aim of the paper is to analyse the perceptions of the students who attend LSP classes at the Faculty of Economics, University of Niš. The research deals with three aspects – the ease of use and the usefulness of Google Classroom and the effects of the use of Google Classroom on the development of four linguistic competences. The quantitative data were obtained by a survey (with an application of the five-point Likert scale), while the qualitative aspect of the survey was accomplished by means of analysing answers to one open-ended question. The research results point to the fact that majority of respondents have positive attitudes in terms of the ease of use and usefulness of this platform. It can be concluded that Google Classroom represents a very useful teaching and learning tool. It is up to the students to use their own motivation and self-regulation to do their best and reach the maximum of the teaching and learning potential of this platform.","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":"135149268","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/jtesap230326026d
Michelle Devereaux, Natalia Orlova
Within a teacher education programs, student teachers must participate in a teaching practicum, when teachers-in-training (i.e., pre-service teachers) work with experienced teachers (i.e., in-service teachers) in their classrooms, learning the best practices related to pedagogy. This context, the student teaching practicum, has been studied extensively in a wide range of publications. However, comparative studies across countries that examine the experiences and perspectives of the practicum participants have not been deeply explored in the literature. The following study seeks to understand how student teachers in the Czech Republic and the United States perceive their practicum and the role of their collaborating teacher. Building on previous research that focuses on the effective traits of collaborating teachers and the effective types of feedback collaborating teachers give, this study compares student teachers’ experiences with their collaborating teachers and seeks to understand the differences between the two. The findings lead to topics in comparative education which could be explored in greater depth.
{"title":"A COMPARATIVE STUDY OF STUDENT TEACHERS’ EXPERIENCES WITH COLLABORATING TEACHERS IN THE CZECH REPUBLIC AND THE UNITED STATES","authors":"Michelle Devereaux, Natalia Orlova","doi":"10.22190/jtesap230326026d","DOIUrl":"https://doi.org/10.22190/jtesap230326026d","url":null,"abstract":"Within a teacher education programs, student teachers must participate in a teaching practicum, when teachers-in-training (i.e., pre-service teachers) work with experienced teachers (i.e., in-service teachers) in their classrooms, learning the best practices related to pedagogy. This context, the student teaching practicum, has been studied extensively in a wide range of publications. However, comparative studies across countries that examine the experiences and perspectives of the practicum participants have not been deeply explored in the literature. The following study seeks to understand how student teachers in the Czech Republic and the United States perceive their practicum and the role of their collaborating teacher. Building on previous research that focuses on the effective traits of collaborating teachers and the effective types of feedback collaborating teachers give, this study compares student teachers’ experiences with their collaborating teachers and seeks to understand the differences between the two. The findings lead to topics in comparative education which could be explored in greater depth.","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":"135149271","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/jtesap230420029m
Amr Mohamed, Tahany Shaaban
This study investigated levels of metacognitive awareness among Saudi Arabian applied college students, focusing on the impact of gender and academic majors on their writing skills. A total of 90 participants from Information Technology (IT) and Supply Chain Management majors were recruited, and data were collected through the Metacognitive Awareness of Writing Questionnaire (MAWQ). Results showed that participants had a moderate level of knowledge of cognition related to writing skills and a relatively high degree of regulation of cognition when it came to writing. Female students demonstrated higher metacognitive awareness than males, and IT students had higher mean scores on both "knowledge of cognition" and "regulation of cognition" than Supply Chain Management students. These findings have implications for educators and policymakers seeking to promote academic success and metacognitive awareness among college students, especially in terms of developing targeted interventions to improve writing skills.
{"title":"INVESTIGATING COLLEGE STUDENTS' METACOGNITIVE AWARENESS IN ENHANCING ESP WRITING PROFICIENCY","authors":"Amr Mohamed, Tahany Shaaban","doi":"10.22190/jtesap230420029m","DOIUrl":"https://doi.org/10.22190/jtesap230420029m","url":null,"abstract":"This study investigated levels of metacognitive awareness among Saudi Arabian applied college students, focusing on the impact of gender and academic majors on their writing skills. A total of 90 participants from Information Technology (IT) and Supply Chain Management majors were recruited, and data were collected through the Metacognitive Awareness of Writing Questionnaire (MAWQ). Results showed that participants had a moderate level of knowledge of cognition related to writing skills and a relatively high degree of regulation of cognition when it came to writing. Female students demonstrated higher metacognitive awareness than males, and IT students had higher mean scores on both \"knowledge of cognition\" and \"regulation of cognition\" than Supply Chain Management students. These findings have implications for educators and policymakers seeking to promote academic success and metacognitive awareness among college students, especially in terms of developing targeted interventions to improve writing skills.","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":"135149275","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/jtesap230821042s
Maria Sysoeva, Elena Shabashova
Increasing the share of multinational science in the global research and at the industry market leads to attracting promising young specialists and leaders to develop science, technology, engineering, economy and social sphere. The introduced course on "Leadership and Communication in Science, Industry and Education" for the Master’s program students at the Foreign Languages Department of the Moscow Institute of Physics and Technology (National Research University) (MIPT) gives the graduates an invaluable opportunity to become well-rounded leaders in their respective fields. By focusing on leadership and communication skills mastered through English this course equips the students with the essential tools to excel in their careers and make a meaningful impact enhancing the reputation and visibility of Russian scientific achievements which positions the students as advantageous candidates for roles in technology transfer, research management, and industry-academia partnerships both in Russia and internationally.
{"title":"TEACHING ENGLISH AT THE MASTER’S DEGREE COURSE “LEADERSHIP AND COMMUNICATION IN SCIENCE, INDUSTRY AND EDUCATION”","authors":"Maria Sysoeva, Elena Shabashova","doi":"10.22190/jtesap230821042s","DOIUrl":"https://doi.org/10.22190/jtesap230821042s","url":null,"abstract":"Increasing the share of multinational science in the global research and at the industry market leads to attracting promising young specialists and leaders to develop science, technology, engineering, economy and social sphere. The introduced course on \"Leadership and Communication in Science, Industry and Education\" for the Master’s program students at the Foreign Languages Department of the Moscow Institute of Physics and Technology (National Research University) (MIPT) gives the graduates an invaluable opportunity to become well-rounded leaders in their respective fields. By focusing on leadership and communication skills mastered through English this course equips the students with the essential tools to excel in their careers and make a meaningful impact enhancing the reputation and visibility of Russian scientific achievements which positions the students as advantageous candidates for roles in technology transfer, research management, and industry-academia partnerships both in Russia and internationally.","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":"135196212","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/jtesap230515032f
Natalia Fedorova
It is widely known that English teaching practices are largely rooted in colonialism and linguistic imperialism – the belief in the superiority of the Western teaching methods and linguistic norms established in such countries as the UK and the US. The current trend to decolonize English teaching has been gaining momentum for over three decades but has not entirely penetrated into the mainstream teaching of English, with English for Academic Purposes not being an exception. Relatively little focus has been placed in the research onto non-English speaking contexts with the purpose of analysing the current state of EAP provision at universities and gauging the influence of the native-speakerist academic English norms on EAP students’ writing. In the case of the EU context, it may be particularly pertinent to investigate the potential influence that Brexit might have had in terms of rejecting the imposition of the Standard British English norms and associated teaching approaches. This paper is meant to be a reflection with an attempt to stimulate the discussion of EAP teaching practices and academic discourses in the EU higher education in the post-Brexit era. It will consider the issues in the EAP provision in the EU with the example of Portuguese HE and will reflect on the native-speakerist tendencies within the academia and ways to tackle the dominance of the Anglophone norms. This paper hopes to contribute to the argument in favor of the decolonization of EAP teaching practices in non-English speaking contexts, as decolonization can help foster a more equitable and inclusive world.
{"title":"DECOLONIZING ANGLOPHONE EAP INFLUENCE IN THE EUROPEAN HIGHER EDUCATION CONTEXT","authors":"Natalia Fedorova","doi":"10.22190/jtesap230515032f","DOIUrl":"https://doi.org/10.22190/jtesap230515032f","url":null,"abstract":"It is widely known that English teaching practices are largely rooted in colonialism and linguistic imperialism – the belief in the superiority of the Western teaching methods and linguistic norms established in such countries as the UK and the US. The current trend to decolonize English teaching has been gaining momentum for over three decades but has not entirely penetrated into the mainstream teaching of English, with English for Academic Purposes not being an exception. Relatively little focus has been placed in the research onto non-English speaking contexts with the purpose of analysing the current state of EAP provision at universities and gauging the influence of the native-speakerist academic English norms on EAP students’ writing. In the case of the EU context, it may be particularly pertinent to investigate the potential influence that Brexit might have had in terms of rejecting the imposition of the Standard British English norms and associated teaching approaches. This paper is meant to be a reflection with an attempt to stimulate the discussion of EAP teaching practices and academic discourses in the EU higher education in the post-Brexit era. It will consider the issues in the EAP provision in the EU with the example of Portuguese HE and will reflect on the native-speakerist tendencies within the academia and ways to tackle the dominance of the Anglophone norms. This paper hopes to contribute to the argument in favor of the decolonization of EAP teaching practices in non-English speaking contexts, as decolonization can help foster a more equitable and inclusive world.","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":"135196032","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}
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