Pub Date : 2023-04-25DOI: 10.22190/jtesap221105010d
Suneeta De
Business Communication Teaching in India has its roots in English for Specific/Special Purposes or English for Technical Purposes (ESP/ETP) and its end products feed the recruitment markets worldwide. One assumes a certain degree of homogeneity in terms of industry-ask. A communication classroom is also perceived as having a minimum commonality of goals, competence and curriculum, the world over. What is intangibly heterogeneous, however, is the personal schema of individuals involved, and the complexity therein. Teachers and students of an Indian classroom bring with them their varied cultural contexts. While this definitely contributes to a great amount of healthy diversity of content, both the explicit as well as the implicit, this also creates challenges. Identifying patterns of communicative dissonance in cultural contexts in India and managing those communicative conflicts that arise therefrom, is the purpose of this discourse.
{"title":"CROSS CULTURAL COMMUNICATIVE CHALLENGES IN EAST INDIAN CLASSROOM","authors":"Suneeta De","doi":"10.22190/jtesap221105010d","DOIUrl":"https://doi.org/10.22190/jtesap221105010d","url":null,"abstract":"Business Communication Teaching in India has its roots in English for Specific/Special Purposes or English for Technical Purposes (ESP/ETP) and its end products feed the recruitment markets worldwide. One assumes a certain degree of homogeneity in terms of industry-ask. A communication classroom is also perceived as having a minimum commonality of goals, competence and curriculum, the world over. What is intangibly heterogeneous, however, is the personal schema of individuals involved, and the complexity therein. Teachers and students of an Indian classroom bring with them their varied cultural contexts. While this definitely contributes to a great amount of healthy diversity of content, both the explicit as well as the implicit, this also creates challenges. Identifying patterns of communicative dissonance in cultural contexts in India and managing those communicative conflicts that arise therefrom, is the purpose of this discourse.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223504","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 : 2023-04-25DOI: 10.22190/jtesap230126016n
Biljana Naumoska-Sarakinska
Writing and speaking are termed productive or active skills due to the fact that learners need to produce language when doing these. As EFL teaching is increasingly becoming more and more oriented toward helping learners develop and improve their communicative competence, it is not surprising that speaking and writing skills are becoming ever-more important. Though it goes without saying that speaking and writing undoubtedly go hand in hand with the receptive skills, reading and listening, EFL learners, and instructors, are, nevertheless, focusing their attention on improving speaking and writing skills. This is why it is so significant that clear and objective criteria is established and provided in the EFL teaching and learning environment, as this criteria will benefit not only the learners, but the teachers as well. As assessment is an integral part of the teaching and learning process, it goes without saying that learners are bound to find themselves receiving some kind of feedback at some point in their acquisition of these skills. However, the issue that arises is the fact that this assessment tends to be seen by many learners as subjective rather than objective, which is not the case with assessing listening and reading comprehension, for example, where it is easier to pinpoint the mistakes. This paper takes a closer look at what this includes, and how it can be done, without disrupting either the teachers’ or the learners’ autonomy, and hence make the whole process that much smoother.
{"title":"ESTABLISHING AND MAINTAINING OBJECIVE CRITERIA IN WRITING AND SPEAKING FEEDBACK STRATEGIES IN EFL","authors":"Biljana Naumoska-Sarakinska","doi":"10.22190/jtesap230126016n","DOIUrl":"https://doi.org/10.22190/jtesap230126016n","url":null,"abstract":"Writing and speaking are termed productive or active skills due to the fact that learners need to produce language when doing these. As EFL teaching is increasingly becoming more and more oriented toward helping learners develop and improve their communicative competence, it is not surprising that speaking and writing skills are becoming ever-more important. Though it goes without saying that speaking and writing undoubtedly go hand in hand with the receptive skills, reading and listening, EFL learners, and instructors, are, nevertheless, focusing their attention on improving speaking and writing skills. This is why it is so significant that clear and objective criteria is established and provided in the EFL teaching and learning environment, as this criteria will benefit not only the learners, but the teachers as well. As assessment is an integral part of the teaching and learning process, it goes without saying that learners are bound to find themselves receiving some kind of feedback at some point in their acquisition of these skills. However, the issue that arises is the fact that this assessment tends to be seen by many learners as subjective rather than objective, which is not the case with assessing listening and reading comprehension, for example, where it is easier to pinpoint the mistakes. This paper takes a closer look at what this includes, and how it can be done, without disrupting either the teachers’ or the learners’ autonomy, and hence make the whole process that much smoother.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223652","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 : 2023-04-25DOI: 10.22190/jtesap230126017r
Maria Rudneva
The study aims at investigating incorporation of TED talks (TTs) in ESP classes with a specific focus on abundant opportunities TTs provide for teaching intensive and extensive listening. Although the importance of listening comprehension is widely admitted, a few scholars still claim that it remains the most neglected micro-skill of all, a “Cinderella of communication strategies”. This misbalance can be partly put down to lack of graded listening materials of appealing content for lower proficiency students and TTs might serve as a potential remedy for ESP learners. The nature of TTs (with TED standing for Technology, Entertainment and Design) is of great interest for learners due to engaging topics, motivating speakers, easy access and overall user friendliness. Therefore a few SLA instructors have been attempting to utilize TTs in various ways, which include, but are not limited to vocabulary development and retention, listening comprehension, translation skills, speaking assignments varying from guided discussions to oral presentations, reading comprehension skills, writing and summation, EAP, etc. A few integration models have been suggested and evaluated in past literature. The author attempts to draw on those and suggest a detailed account of advances that refer to teaching extensive and intensive listening comprehension.
{"title":"TED LECTURES FOR ESP: BEST PRACTICES META-ANALYSIS","authors":"Maria Rudneva","doi":"10.22190/jtesap230126017r","DOIUrl":"https://doi.org/10.22190/jtesap230126017r","url":null,"abstract":"The study aims at investigating incorporation of TED talks (TTs) in ESP classes with a specific focus on abundant opportunities TTs provide for teaching intensive and extensive listening. Although the importance of listening comprehension is widely admitted, a few scholars still claim that it remains the most neglected micro-skill of all, a “Cinderella of communication strategies”. This misbalance can be partly put down to lack of graded listening materials of appealing content for lower proficiency students and TTs might serve as a potential remedy for ESP learners. The nature of TTs (with TED standing for Technology, Entertainment and Design) is of great interest for learners due to engaging topics, motivating speakers, easy access and overall user friendliness. Therefore a few SLA instructors have been attempting to utilize TTs in various ways, which include, but are not limited to vocabulary development and retention, listening comprehension, translation skills, speaking assignments varying from guided discussions to oral presentations, reading comprehension skills, writing and summation, EAP, etc. A few integration models have been suggested and evaluated in past literature. The author attempts to draw on those and suggest a detailed account of advances that refer to teaching extensive and intensive listening comprehension.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223498","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}
Since ESP materials call for authenticity and specific content related to the field, books available on the market are sometimes thought to be inadequate for students’ target situations. As a subset of ESP, aviation English in this instance demands teachers to create teaching materials that cater to the students’ needs, wants, and necessities. For many teachers, creating course materials in the aviation setting continues to be challenging. As a result, this article offers an alternative approach to designing aviation English lessons using the corpus. There are essentially two approaches to designing corpus-based material: direct and indirect. Nevertheless, combining the two approaches can be a new challenge in getting students interested in the learning activity. A corpus-data-driven learning activity is created and embedded in a lesson. This activity potentially involves students examining the linguistic patterns, lexical categories, word frequencies, synonyms, and other pertinent vocabulary tasks in the corpus. The activity exerts a considerable influence on enhancing their vocabulary knowledge and vocabulary size. Alternatively, aviation English teachers offer an indirect approach by selecting reading materials from the free online corpus, such as, among others, COCA. Choosing a text from the corpus is believed to ensure the text’s authenticity. The teachers can automatically generate word or phraseology lists related to the field being learned from the text. Here, the corpus assists aviation English teachers in choosing suitable vocabulary for aviation students. This article highlights the approach of corpus-informed material design in an aviation context.
{"title":"CREATING AN AVIATION ENGLISH LESSON: A CORPUS-INFORMED MATERIAL DESIGN","authors":"Deni Sapta Nugraha, Ilza Mayuni, Miftahulkhairah Anwar","doi":"10.22190/tesap230131004n","DOIUrl":"https://doi.org/10.22190/tesap230131004n","url":null,"abstract":"Since ESP materials call for authenticity and specific content related to the field, books available on the market are sometimes thought to be inadequate for students’ target situations. As a subset of ESP, aviation English in this instance demands teachers to create teaching materials that cater to the students’ needs, wants, and necessities. For many teachers, creating course materials in the aviation setting continues to be challenging. As a result, this article offers an alternative approach to designing aviation English lessons using the corpus. There are essentially two approaches to designing corpus-based material: direct and indirect. Nevertheless, combining the two approaches can be a new challenge in getting students interested in the learning activity. A corpus-data-driven learning activity is created and embedded in a lesson. This activity potentially involves students examining the linguistic patterns, lexical categories, word frequencies, synonyms, and other pertinent vocabulary tasks in the corpus. The activity exerts a considerable influence on enhancing their vocabulary knowledge and vocabulary size. Alternatively, aviation English teachers offer an indirect approach by selecting reading materials from the free online corpus, such as, among others, COCA. Choosing a text from the corpus is believed to ensure the text’s authenticity. The teachers can automatically generate word or phraseology lists related to the field being learned from the text. Here, the corpus assists aviation English teachers in choosing suitable vocabulary for aviation students. This article highlights the approach of corpus-informed material design in an aviation context.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223653","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 : 2023-04-25DOI: 10.22190/jtesap230120015m
Marijana Marjanovikj-Apostolovski
This paper gives an insight into the practical experience of designing and implementing an Advanced English course offered to first year undergraduate students from all Faculties at South East European University which included a research project as a grading component and resulted in an undergraduate student mock conference. It elaborates on the rationale behind the need for incorporating crucial, transferable, life-long skills that students can put to an immediate use during their undergraduate studies, but also skills they can use long after graduating and leaving SEEU. The paper also offers a detailed account of the practical day-to-day challenges faced by both language teachers and students. The peer- and self-evaluation completed at the end of the course reveal overlooked issues that require more attention, modifications and adaptations in the future. Along the way students were made aware of the importance of choosing the most appropriate research method, meticulously citing every source used, distinguishing between editing (as a process that begins as soon as one starts writing) and proofreading (as the activity left for the very end of the writing process when one double or even triple checks that everything is the way it should be before the research report is handed in), and avoiding plagiarism by summarising, paraphrasing and quoting. The Academic skills and research conference offered students practice in giving a well-structured presentation, whereas the follow-up self-evaluation helped them identify areas of possible improvements.Hopefully, thanks to this long and challenging, but also rewarding process, when asked to conduct research on a certain issue, present the results, draw conclusions and recommend a possible course of action or offer possible solutions, the students’ immediate reaction will be: “A-ha, No problem! Been there-done that! I know exactly what I am supposed to do, and I know how to do it!”
{"title":"INCORPORATING CRUCIAL TRANSFERRABLE LIFE-LONG SKILLS IN AN UNDERGRADUATE ADVANCED ENGLISH COURSE AT SOUTH EAST EUROPEAN UNIVERSITY","authors":"Marijana Marjanovikj-Apostolovski","doi":"10.22190/jtesap230120015m","DOIUrl":"https://doi.org/10.22190/jtesap230120015m","url":null,"abstract":"This paper gives an insight into the practical experience of designing and implementing an Advanced English course offered to first year undergraduate students from all Faculties at South East European University which included a research project as a grading component and resulted in an undergraduate student mock conference. It elaborates on the rationale behind the need for incorporating crucial, transferable, life-long skills that students can put to an immediate use during their undergraduate studies, but also skills they can use long after graduating and leaving SEEU. The paper also offers a detailed account of the practical day-to-day challenges faced by both language teachers and students. The peer- and self-evaluation completed at the end of the course reveal overlooked issues that require more attention, modifications and adaptations in the future. Along the way students were made aware of the importance of choosing the most appropriate research method, meticulously citing every source used, distinguishing between editing (as a process that begins as soon as one starts writing) and proofreading (as the activity left for the very end of the writing process when one double or even triple checks that everything is the way it should be before the research report is handed in), and avoiding plagiarism by summarising, paraphrasing and quoting. The Academic skills and research conference offered students practice in giving a well-structured presentation, whereas the follow-up self-evaluation helped them identify areas of possible improvements.Hopefully, thanks to this long and challenging, but also rewarding process, when asked to conduct research on a certain issue, present the results, draw conclusions and recommend a possible course of action or offer possible solutions, the students’ immediate reaction will be: “A-ha, No problem! Been there-done that! I know exactly what I am supposed to do, and I know how to do it!”","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223493","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 : 2023-04-25DOI: 10.22190/jtesap230214020k
Darko Kovačević
In today’s practice of teaching ESP at the university level, especially at the faculties with a great number of departments, it sometimes happens that the students from different departments are grouped to attend ESP lessons. Such a situation occurs due to different circumstances and conditions, such as a disproportional number of students at individual departments, the number of allocated lessons per week, classroom organization of the teaching process, etc. The paper will present, elaborate and discuss, the design of an ESP course for groups consisting of students from different departments within humanities and social sciences, in the duration of four semesters (four subjects, two academic years), with a special emphasis on the selection and creation of course materials. In doing that, both relevant and current ESP literature and practical experiences will be used. The outcome of the paper will be the creation of a detailed course plan, containing all the components relevant to its practical application.
{"title":"DESIGN OF ESP COURSE FOR GROUPS OF STUDENTS FROM DIFFERENT DEPARTMENTS WITHIN HUMANITIES AND SOCIAL SCIENCES","authors":"Darko Kovačević","doi":"10.22190/jtesap230214020k","DOIUrl":"https://doi.org/10.22190/jtesap230214020k","url":null,"abstract":"In today’s practice of teaching ESP at the university level, especially at the faculties with a great number of departments, it sometimes happens that the students from different departments are grouped to attend ESP lessons. Such a situation occurs due to different circumstances and conditions, such as a disproportional number of students at individual departments, the number of allocated lessons per week, classroom organization of the teaching process, etc. The paper will present, elaborate and discuss, the design of an ESP course for groups consisting of students from different departments within humanities and social sciences, in the duration of four semesters (four subjects, two academic years), with a special emphasis on the selection and creation of course materials. In doing that, both relevant and current ESP literature and practical experiences will be used. The outcome of the paper will be the creation of a detailed course plan, containing all the components relevant to its practical application.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223495","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 : 2023-04-25DOI: 10.22190/jtesap230215021i
Gordana Ignjatovic
This paper provides an insight into the instructional design of several tailor-made ELP/LE courses developed within the JA Project: English for the Judiciary (2017-2020). The courses were designed for adult working professionals from several judicial institutions in the City of Niš, organized at three CEFR proficiency levels, and held at the Judicial Academy Niš in the period 2018-2020. After a brief overview of the instructional design framework, the article outlines the major stages in the ELP/LE instructional design process, particularly focusing on the design and classroom practices in B1+/B2 and B2+/C1 courses. Based on the provided insights, the author examines the encountered challenges, learner benefits and considerations for prospective development of similar authentic learning courses for a wider discourse community.
{"title":"ELP/LE FOR THE JUDICIARY: INTEGRATED INSTRUCTIONAL DESIGN FOR AUTHENTIC LEARNING","authors":"Gordana Ignjatovic","doi":"10.22190/jtesap230215021i","DOIUrl":"https://doi.org/10.22190/jtesap230215021i","url":null,"abstract":"This paper provides an insight into the instructional design of several tailor-made ELP/LE courses developed within the JA Project: English for the Judiciary (2017-2020). The courses were designed for adult working professionals from several judicial institutions in the City of Niš, organized at three CEFR proficiency levels, and held at the Judicial Academy Niš in the period 2018-2020. After a brief overview of the instructional design framework, the article outlines the major stages in the ELP/LE instructional design process, particularly focusing on the design and classroom practices in B1+/B2 and B2+/C1 courses. Based on the provided insights, the author examines the encountered challenges, learner benefits and considerations for prospective development of similar authentic learning courses for a wider discourse community.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223650","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 : 2023-04-25DOI: 10.22190/jtesap230205018r
Neda Radosavlevikj
This paper has two primary goals: 1) to help students understand the effectiveness of using videos; and 2) to promote students’ motivation, interactivity, creativity and communication by designing their own video. The study was conducted at South East European University (SEEU) with 14 students. They were ethnic Albanian students, between 18 and 20 years old, who come from linguistically and culturally diverse backgrounds, but who were all enrolled in the ESP course for Social Sciences 1. Students were given the task of selecting a topic that is professionally linked to their field of study. They were then instructed to deliver an oral presentation in class according to established criteria from rubrics, and to produce the same presentation at home by using a video with self-evaluation rubrics. I conducted a survey comparing the motivation, experiences and challenges students faced while delievering an oral presentation in class vs. video-recorded presentations made at home.The preliminary research findings showed that most of the students were motivated to create their own videos because they were not limited by time or place: the asynchronous learning allows students to access materials, and to practice their skills, at any time that works for them. The majority of the students found this pilot project very interesting and engaging because it helped them develop their communication skills as well as to become more autonomous in learning English.
{"title":"STUDENTS’ MOTIVATION, CHALLENGES AND EXPERIENCES IN DESIGNING VIDEO PRESENTATIONS VS. DELIVERING ORAL PRESENTATIONS IN AN ESP COURSE FOR SOCIAL SCIENCES","authors":"Neda Radosavlevikj","doi":"10.22190/jtesap230205018r","DOIUrl":"https://doi.org/10.22190/jtesap230205018r","url":null,"abstract":"This paper has two primary goals: 1) to help students understand the effectiveness of using videos; and 2) to promote students’ motivation, interactivity, creativity and communication by designing their own video. The study was conducted at South East European University (SEEU) with 14 students. They were ethnic Albanian students, between 18 and 20 years old, who come from linguistically and culturally diverse backgrounds, but who were all enrolled in the ESP course for Social Sciences 1. Students were given the task of selecting a topic that is professionally linked to their field of study. They were then instructed to deliver an oral presentation in class according to established criteria from rubrics, and to produce the same presentation at home by using a video with self-evaluation rubrics. I conducted a survey comparing the motivation, experiences and challenges students faced while delievering an oral presentation in class vs. video-recorded presentations made at home.The preliminary research findings showed that most of the students were motivated to create their own videos because they were not limited by time or place: the asynchronous learning allows students to access materials, and to practice their skills, at any time that works for them. The majority of the students found this pilot project very interesting and engaging because it helped them develop their communication skills as well as to become more autonomous in learning English.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223655","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 : 2023-04-25DOI: 10.22190/jtesap230130003d
Nazmi Dinçer, Gökhan Demirdöken
Flying is costly, time-consuming, dependent on weather and maintenance, and sometimes simply does not match with schedules well. When flying a real aircraft is not a feasible or even preferable for one reason or another, a flight simulator could be remedy. Using a flight simulator to improve ab-initio pilots’ knowledge and abilities may make their flying experience more effective and enjoyable. In this respect, this study aims to enhance aviation training through simulation-based learning and develop an understanding of how prospective pilots perceive the innovative approach of simulation integration in Aviation English courses. The X-Plane version 11 was used in conjunction with an introductory course in Aviation English and provided a substitute for an actual flight test experience at an aeronautical university. The sampling consisted of 20 tertiary level students enrolled in the Aviation English course. After the intervention, randomly selected 7 students were interviewed to gain insights into their perceptions about the use of simulation.
{"title":"AB-INITIO PILOTS’ PERSPECTIVES ON THE USE OF SIMULATION IN THE AVIATION ENGLISH COURSE","authors":"Nazmi Dinçer, Gökhan Demirdöken","doi":"10.22190/jtesap230130003d","DOIUrl":"https://doi.org/10.22190/jtesap230130003d","url":null,"abstract":"Flying is costly, time-consuming, dependent on weather and maintenance, and sometimes simply does not match with schedules well. When flying a real aircraft is not a feasible or even preferable for one reason or another, a flight simulator could be remedy. Using a flight simulator to improve ab-initio pilots’ knowledge and abilities may make their flying experience more effective and enjoyable. In this respect, this study aims to enhance aviation training through simulation-based learning and develop an understanding of how prospective pilots perceive the innovative approach of simulation integration in Aviation English courses. The X-Plane version 11 was used in conjunction with an introductory course in Aviation English and provided a substitute for an actual flight test experience at an aeronautical university. The sampling consisted of 20 tertiary level students enrolled in the Aviation English course. After the intervention, randomly selected 7 students were interviewed to gain insights into their perceptions about the use of simulation.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223497","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 : 2023-04-25DOI: 10.22190/jtesap220618009k
Margaret Kersten
The paper reports on the benefits of imbedding an online negotiation support system (NSS) into the experiential learning framework of an English for Academic Purposes (EAP) course. Proponents of experiential learning projects in the second/foreign language classroom emphasize the benefits of learning by doing. To test the claim, the performances of students in two advanced level EAP courses at Carleton University, Ottawa, Canada, were compared. One course was developed with the principles of content-based (CBI) instruction, with input primarily from academic texts; the other course also used content-based instruction but was enhanced by an experiential learning project for which the online negotiation system was adopted. Participation in the project provided a novel learning experience for second language learners at Carleton, with counterparts from universities in three additional countries (Austria, Poland, and Taiwan) also participating. A statistical analysis of student grades showed that the students in the EAP course enhanced by the experiential learning project obtained significantly higher grades on the final assignment in comparison to the students in the “traditional” CBI course.The paper also demonstrates that this teaching and training system enhances learning by promoting learner autonomy, critical thinking, and academic language development. Relevant aspects of the experiential learning project led to enhanced learning outcomes, supporting the claim that learning by doing benefits language acquisition. The paper proposes a new experiential learning model, applicable to ESP/EAP instruction, i.e., the sustained-content experiential learning model which can be applied to any project that emphasizes learning through direct experience. The model depicts the importance of sequencing academic content tasks that build on each other allowing learners to accumulate knowledge and language and prepare them to engage in a meaningful, authentic communication. It also illustrates the importance of using reflection as an effective learning tool that helps develop critical thinking and analysis, skills necessary for academic success.
{"title":"LEARNING BY DOING: THE BENEFITS OF ADOPTING AN ONLINE NEGOTIATION SUPPORT SYSTEM INTO AN ENGLISH FOR ACADEMIC PURPOSES COURSE","authors":"Margaret Kersten","doi":"10.22190/jtesap220618009k","DOIUrl":"https://doi.org/10.22190/jtesap220618009k","url":null,"abstract":"The paper reports on the benefits of imbedding an online negotiation support system (NSS) into the experiential learning framework of an English for Academic Purposes (EAP) course. Proponents of experiential learning projects in the second/foreign language classroom emphasize the benefits of learning by doing. To test the claim, the performances of students in two advanced level EAP courses at Carleton University, Ottawa, Canada, were compared. One course was developed with the principles of content-based (CBI) instruction, with input primarily from academic texts; the other course also used content-based instruction but was enhanced by an experiential learning project for which the online negotiation system was adopted. Participation in the project provided a novel learning experience for second language learners at Carleton, with counterparts from universities in three additional countries (Austria, Poland, and Taiwan) also participating. A statistical analysis of student grades showed that the students in the EAP course enhanced by the experiential learning project obtained significantly higher grades on the final assignment in comparison to the students in the “traditional” CBI course.The paper also demonstrates that this teaching and training system enhances learning by promoting learner autonomy, critical thinking, and academic language development. Relevant aspects of the experiential learning project led to enhanced learning outcomes, supporting the claim that learning by doing benefits language acquisition. The paper proposes a new experiential learning model, applicable to ESP/EAP instruction, i.e., the sustained-content experiential learning model which can be applied to any project that emphasizes learning through direct experience. The model depicts the importance of sequencing academic content tasks that build on each other allowing learners to accumulate knowledge and language and prepare them to engage in a meaningful, authentic communication. It also illustrates the importance of using reflection as an effective learning tool that helps develop critical thinking and analysis, skills necessary for academic success.","PeriodicalId":42098,"journal":{"name":"Journal of Teaching English for Specific and Academic Purposes","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135223501","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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