Search results

1

HOW CAN ENGLISH BE TAUGHT FULLY ONLINE? THE EXAMPLE OF AN INTERMEDIATE COURSE IN TOURISM

100%

Fernández M. L. O.

Teaching English with Technology

|

2010

|

vol. 10

|

issue 2

50-68

EN

This article considers the question of what ICT can do for English language teaching and learning. It focuses on a pilot teaching English experience at university level in a totally virtual space, carried out since 2007 for the ten public universities in Andalusia (Spain). The paper outlines the design principles of the course integrating all linguistic skills through WebCT, and then discusses how teaching English online can be put into practice. It includes feedback and results, and suggests a definition of the students’ and teachers’ roles within this online environment.

2

Revisiting the Concept of Communication in Business English. Some Implications on Teaching Communicative Skills

100%

Romanowski P.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

|

2015

|

issue 13

65-76

EN

The major aim of the present paper is to discuss the skills relevant in the process of communication in Business English, which prove to differ enormously from those worked on in General English courses. It also becomes evident that the intercultural component is essential and learners should not only have a chance to become familiar with the cultural information related to the language they are studying, but also possess and develop a certain degree of intercultural awareness and sensitivity since they are de-manded from any businessmen communicating at the criss-cross of cultures. Last but not least, teaching Business English communicative skills is seen as a process of working creatively with the business content supplied by the students that we as teachers of English then shape in terms of its language.

3

ENGLISH FOR PSYCHOLOGY

100%

Kozieł L.

Teaching English with Technology

|

2008

|

vol. 8

|

issue 2

EN

Internet lesson plans

4

A comparative ESP study: The case of Poland and Romania

100%

Kic-Drgas J., MUREŞAN O.

Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik

|

2017

|

issue 22

46-64

EN

The paper presents a study performed in two universities in Poland and Romania. It aimed to identify learners’ needs and difficulties when learning ESP, and also what common needs students in the two universities have, in spite of the fact that they study different branches of ESP–English for Economics and Medical English, respectively. For this purpose, we designed a questionnaire containing 14 open and closed questions. The participants in the study were 100 students at the Koszalin University of Technology in Poland and 100 students from the “Iuliu Hatieganu” University of Medicine and Pharmacy in Cluj-Napoca, Romania. The results of the study showed that, in spite of their different fields of training, there were many similarities between the responses of the students, but also certain differences that derived mostly from the different background and specific language needs of learners. Therefore, we may conclude that university students who study sciences, in particular Business and Medicine, might have certain similar needs when learning Professional English. Moreover, being aware of the students’ needs and difficulties, as revealed in the present study, might help their teachers to adjust the sy

5

COMPUTER-ASSISTED ASSESSMENT: HIGHLIGHTS AND CHALLENGES

100%

Tahmasebi S., Rahimi A.

Teaching English with Technology

|

2013

|

vol. 13

|

issue 2

55-74

EN

Due to the unquestionable roles of technology in language classes, it might be necessary to use computers in assessing language knowledge. This study aimed to examine how computers may be used to assess language ability of ESP students. Sixty computer-major university students at Abadan University are the participants of this study. They have taken an ESP course for a four-month academic term. To measure these participants’ ESP knowledge, two types of tests were used: a final achievement test based on course content, and a computer-assisted test based on TLU domain. The study used a computer-assisted test to highlight the validity of the final achievement test. This study also investigated ESP students’ perception of computer-supported assessment and highlighted some obstacles that may hinder e-supported activities in an Iranian context. Regarding the findings, the study points to the possibility of using computer-assisted assessment as an alternative to the present mainstream testing system.

6

Assessment preferences and learning styles in ESP

100%

Simonova I.

Journal of Language and Cultural Education

|

2016

|

vol. 4

|

issue 3

142-153

EN

The article deals with the research on assessment preferences reflected in learning styles within English for Specific Purposes (ESP) instruction on the higher education level. The sample group consisted of 287 respondents of the Faculty of Informatics and Management, University of Hradec Kralove, Czech Republic. The main objective of the research was to discover expected correlations between respondents’ learning styles and relating preferences in selected assessment formats. Two questionnaires were applied to reach the objective; however, the expectations did not prove. The discovered findings were discussed within the world context.

7

English for International Trade Law

100%

Bilová Š.

Studies in Logic, Grammar and Rhetoric

|

2014

|

vol. 38

|

issue 1

27-41

EN

The Faculty of Law at Masaryk University in Brno, the Czech Re- public, offers several fields of studies, one of them being the three-year Bachelor’s degree programme of International Trade Law. This programme includes two semesters of English for specific purposes which the students take in their first year of studies. However, as the programme is offered as a part time study, there are only 10 lessons of English taught within two days per semester. Preparing a course which would develop the students’ language abilities and skills in the international trade law environment appears to be rather challenging under such conditions. In the paper I would like to share the ideas and experience from re- designing the syllabus for this course of English for international trade law. I describe the process from the original syllabus to a new one in which the teaching situation and students’ needs are taken into account. The course in- tends to include both product and process oriented goals and helps to improve general professional needs. In order to cover the field specific vocabulary, language practice and soft skills development within the above mentioned limited time frame, the students need to work both before and after the classes. The course is going to be piloted this year and we expect further modifications after its evaluation.

8

Case Briefs in Legal English Classes

100%

Bilová S.

Studies in Logic, Grammar and Rhetoric

|

2016

|

vol. 45

|

issue 1

7-20

EN

A case brief can be described as a succinct summary of a case which specifies the facts, procedural history, legal issue(s), court decision and legal reasoning supporting the judgment, even though exact formats may vary. Case briefing is a demanding activity which is required from students during their law studies. The goal is to teach students to focus on the essential parts of the case and to obtain a thorough understanding of the case and the reasoning, which means the students need to employ their analytical and critical thinking skills. The course of English for academic legal purposes (as part of English for specific purposes) can also benefit from implementing case briefs. Students are exposed to useful legal vocabulary while the cases themselves bring real life examples of the law, which can increase students’ interest and motivation. The paper briefly introduces the literature on the methodology of teaching case briefing and on case briefs within the linguistics research and then describes a sample activity on case briefs from legal English classes. My experience shows that it is important to provide students with sufficient scaffolding for completing the task successfully. Even though the students feel they are easily and quickly acquainted with the format and the language used, they encounter problems when preparing particular cases. The activity combines both individual and collaborative work, oral and written outputs and peer reviewing. Case briefing is a valuable learning activity; nevertheless, some students may find it difficult as they need not only language skills, but also general critical thinking skills. The teacher should therefore facilitate their work, help them practice the ability to find relevant information, identify the issue, and comprehend the reasoning behind.

9

A multimodal generic perspective on Nigerian stand-up comedy

100%

Ogoanah F. N., Ojo F. O.

The European Journal of Humour Research

|

2018

|

vol. 6

|

issue 4

EN

Studies in stand-up comedy in Nigeria have recently begun to gain serious attention. Several articles that describe the psychological and socio-cultural contexts of joke texts of stand-up comedy in Nigeria have appeared within the last few years (Orhiunu 2007; Imo 2010; Adetunji 2013; Filani 2015, 2016, etc.). However, one aspect of the phenomenon that is yet to be explored is the function of a multimodal generic framework and its contributions to the humorous content of the genre. While it is important to maintain the spoken text as many writers have done, the “multiple embodied modes” (Norris 2008: 13) that amplify the spoken text must be given due consideration. This study, therefore, examines the Nigerian stand-up comedy from the perspective of a multimodal-ESP theory to genre analysis. This theory takes cognizance not only of joke-texts, but also the visual features that enhance the performance. The material for analysis is videoed data of a popular stand-up comedy show in Nigeria, “A Nite of a Thousand Laugh.” The study demonstrates that stage management, nonverbal cues (e.g. gesture, movements, and gaze), speeches, body postures, and music/sounds contribute to the communicative value and the production of the genre. Also, it shows how plausible multimodal-ESP approach to genre is in the description of stand-up comedy in the Nigerian context and how the knowledge can be integrated into the teaching and learning of technology-mediated communications (TMC), such as using English for entertainment purposes.

10

Anna Borowska (2017). Avialinguistics. The Study of Language for Aviation Purposes. Frankfurt am Main: Peter Lang - by Adam Wojtaszek

100%

Wojtaszek A. S.

Theory and Practice of Second Language Acquisition

|

2018

|

vol. 4

|

issue 2

11

Creative E-Course Model in English for Engineering Students

100%

Rumpīte D.

|

2008

|

vol. 1

|

issue 1

54-62

EN

Introduction A topical task is to research the methodology of designing an online course in English for Specific Purposes (ESP) to foster students' communicative and creative thinking skills in their integrity.Aim of the Study To design a creative online course model in ESP for engineering students.Materials and Methods Ministry of Education and Science of Latvia, and Riga Technical University project "Development of Online Course Design and Delivery Approach in Creative Learning of ESP".Results The set of criteria developed in designing a creative online ESP course may be also applied in other languages, and includes specific course content, creative process support and corresponding course administration.Conclusions The suggested model is integrated and complex, and enables development of students' professional, communicative and thinking skills.

12

ESP LEARNER SELF-GENERATED FEEDBACK AS A TECHNOLOGY-ENHANCED TASK

88%

Plastina A. F.

Teaching English with Technology

|

2015

|

vol. 15

|

issue 2

54-66

EN

In Higher Education, feedback is still largely implemented as an external teacher-centred practice, which has been found to be irrelevant in improving students’ language learning. This paper advocates that internal, or self-generated feedback, has a potential role to play in learners’ formative processes under the condition that it is implemented as a task-based activity enhanced by suitable technological tools. In an experimental study, learners were engaged in the task of creating screencasts, or digital audio-visual recordings, of oral medical reports for authentic professional purposes. The study surveyed the kind of knowledge restructuring processes learners activated as a result of self-generated feedback enhanced by screencast technology. It also sought to understand learners’ perceptions of the experience. Results show that learners used different digital tools for knowledge restructuring leading to readjustment of their initial performances. Screencasts were thus effective in heightened learners’ awareness of the gap between their current weaknesses and their expected goals and in taking necessary action to narrow this gap. Learner perceptions further recorded a positive impact of self-generated feedback enhanced by screencasts, suggesting major motivation and interest in learning.

13

ESP LEARNER SELF-GENERATED FEEDBACK AS A TECHNOLOGY-ENHANCED TASK

88%

Plastina A. F.

Teaching English with Technology

|

2015

|

vol. 15

|

issue 2

106-118

EN

In Higher Education, feedback is still largely implemented as an external teacher-centred practice, which has been found to be irrelevant in improving students’ language learning. This paper advocates that internal, or self-generated feedback, has a potential role to play in learners’ formative processes under the condition that it is implemented as a task-based activity enhanced by suitable technological tools. In an experimental study, learners were engaged in the task of creating screencasts, or digital audio-visual recordings, of oral medical reports for authentic professional purposes. The study surveyed the kind of knowledge restructuring processes learners activated as a result of self-generated feedback enhanced by screencast technology. It also sought to understand learners’ perceptions of the experience. Results show that learners used different digital tools for knowledge restructuring leading to readjustment of their initial performances. Screencasts were thus effective in heightened learners’ awareness of the gap between their current weaknesses and their expected goals and in taking necessary action to narrow this gap. Learner perceptions further recorded a positive impact of self-generated feedback enhanced by screencasts, suggesting major motivation and interest in learning.

14

An Increase in Imported Goods, Imports Have Increased – The Role of Teaching Pronunciation in an Esp Classroom

88%

Đurović T., Silaški N.

Romanian Journal of English Studies

|

2013

|

vol. 10

|

issue 1

89-98

EN

The fact that English has become the major lingua franca of international business and economy has influenced the goal of teaching pronunciation in an ESP economics classroom: the nativelike speaking skill as the ultimate goal has been superseded by a more realistic and more reasonable goal - the adoption of intelligibility and communicability skills. We argue here, however, that pronunciation skills should be included in a university level ESP economics course syllabus. We point out common pronunciation errors made by economics students due to first-language transfer, exemplifying our points with various types of exercises aiming at overcoming their pronunciation problems.

15

Technology-Based Projects in Medical English

88%

Pop A., Crişan R.

Acta Universitatis Sapientiae, Philologica

|

2015

|

vol. 7

|

issue 3

67-75

EN

The paper presents empirical results of applying asynchronous writing and speaking tools in Medical English learning (ME). Class-size Voice-Thread and Blogger-based non-mandatory projects were conducted with general and dental medicine students in two consecutive years for one semester each, with significantly improved outcomes in terms of extension of the writing and speaking time in the target language, motivation and engagement levels as well as confidence and awareness of one’s competence.

16

Mobile-assisted ESP learning in technical education

88%

Šimonová I.

Journal of Language and Cultural Education

|

2015

|

vol. 3

|

issue 3

1-15

EN

This paper presents research results from the field of mobile-assisted instruction of English for specific purposes for technical and engineering students. The research was structured in three phases: (1) Questionnaire 1 was applied to detect what sources of information students use in higher education, what types of mobile devices they own, what purposes they use them for, (2) how the process of instruction, particularly students´ autonomous work supported by mobile devices ran, (3) students´ feedback was collected by Questionnaire 2 to evaluate the mobile-assisted learning and provide proposals for future exploitation of mobile devices in higher technical language education. The results show students are sufficiently equipped with mobile technologies and exploit them for various purposes, including education and ESP. At the end, examples of helpful mobile applications are presented.

17

TRAINING ESP STUDENTS IN CORPUS USE - CHALLENGES OF USING CORPUS-BASED EXERCISES WITH STUDENTS OF NON-PHILOLOGICAL STUDIES

88%

Marinov S.

Teaching English with Technology

|

2013

|

vol. 13

|

issue 4

49-76

EN

This paper focuses on planning a series of activities to train learners of undergraduate, non-philological studies in using a small specialised ad hoc corpus and the results they achieved in doing them. The procedure discussed in this paper is a part of a larger project which investigates the possibility of using a small specialised corpus with ESP learners in improving their written texts. The planned activities are carefully designed to address particular issues either related to the technical aspect of using and reading corpora or to some of the language issues that are (relatively) easily observable in corpus data. The set of devised exercises is referred to as a training programme meant to prepare and guide learners towards the status of more independent corpus users. The training was carried out as a part of an obligatory language course taken by the second year university students of tourism. The paper analyses the learners’ success in dealing with each particular exercise as well as the major challenges encountered in the process. Conclusions are drawn and recommendations for future applications and researches are made.

18

Teaching Biomonitoring through English

88%

Belyaeva T.

Studia Periegetica

|

2017

|

vol. 17(1)

89-98

EN

The aim of this article is to describe how the interdisciplinary approach to teaching English, based on some aspects of content and language integrated learning (CLIL) methodology, is implemented by combining environmental science, sustainable development, and the English language. The paper introduces an English as a Second Language (ESL) course book designed for students of Environmental Monitoring, who study biomonitoring within the framework of an experimental CLIL course. At the end of each topic students present a project which proves their acquisition of professional and language knowledge. As a result, students obtain professional competence in a wide range of skills. More importantly, this goal is achieved without extending the curriculum.

19

Integrating project-based learning, task-based language teaching approach and YouTube in the ESP class: a study on students’ motivation

88%

Rodríguez-Peñarroja M.

Teaching English with Technology

|

2022

|

vol. 22

|

issue 1

62-81

EN

ESP courses have been considered as crucial for the academic training of future professionals in different areas of knowledge. Their broad spectrum mainly includes the mastery of a foreign language, the learning of specific terminology, and the development of skills related to students’ career needs. Recent research has examined the implementation of the task-based language teaching approach, the design and accomplishment of projects, and the use of technology for the enhancement of digital competence. Nevertheless, few studies have addressed the combination of these three key elements in the ESP class and its effects on students’ motivation. This study examines the effects of merging of project-based learning sequenced into different communicative tasks on ESP students’ motivation. A research project was designed and structured in communicative tasks integrating the use of YouTube as a source of multimodal input. To measure motivation, an adaptation of the intrinsic motivation questionnaire was administered to students. Results reveal high mean scores in the motivation subscales studied along with positive correlations between motivation and participants’ academic performance. These findings may contribute to the body of research that appraises the value of merging different teaching methodologies and approaches for the teaching and learning of ESP disciplines.

20

Nauczanie biomonitoringu w języku angielskim

88%

Belyaeva T.

Studia Periegetica

|

2017

|

vol. 17(1)

89-98

PL

Celem artykułu jest przedstawienie sposobu wdrożenia interdyscyplinarnego podejścia do nauczania języka angielskiego opartego na wybranych aspektach zintegrowanego kształcenia przedmiotowo-językowego (CLIL) poprzez połączenie nauki o środowisku i rozwoju zrównoważonym z nauczaniem języka angielskiego. W artykule opisano podręcznik do nauki języka angielskiego jako języka drugiego (ESL) przeznaczony dla studentów monitorowania środowiskowego, studiujących biomonitoring w ramach kursu CLIL. Należy zaznaczyć, że na końcu każdego tematu studenci prezentują projekt, w którym demonstrują wiedzę merytoryczną i językową, jaką sobie przyswoili. Cel ten jest osiągany bez zwiększania wymiaru czasowego programu nauczania.

Refine search results

HOW CAN ENGLISH BE TAUGHT FULLY ONLINE? THE EXAMPLE OF AN INTERMEDIATE COURSE IN TOURISM

Revisiting the Concept of Communication in Business English. Some Implications on Teaching Communicative Skills

ENGLISH FOR PSYCHOLOGY

A comparative ESP study: The case of Poland and Romania

COMPUTER-ASSISTED ASSESSMENT: HIGHLIGHTS AND CHALLENGES

Assessment preferences and learning styles in ESP

English for International Trade Law

Case Briefs in Legal English Classes

A multimodal generic perspective on Nigerian stand-up comedy

Anna Borowska (2017). Avialinguistics. The Study of Language for Aviation Purposes. Frankfurt am Main: Peter Lang - by Adam Wojtaszek

Creative E-Course Model in English for Engineering Students

ESP LEARNER SELF-GENERATED FEEDBACK AS A TECHNOLOGY-ENHANCED TASK

ESP LEARNER SELF-GENERATED FEEDBACK AS A TECHNOLOGY-ENHANCED TASK

An Increase in Imported Goods, Imports Have Increased – The Role of Teaching Pronunciation in an Esp Classroom

Technology-Based Projects in Medical English

Mobile-assisted ESP learning in technical education

TRAINING ESP STUDENTS IN CORPUS USE - CHALLENGES OF USING CORPUS-BASED EXERCISES WITH STUDENTS OF NON-PHILOLOGICAL STUDIES

Teaching Biomonitoring through English

Integrating project-based learning, task-based language teaching approach and YouTube in the ESP class: a study on students’ motivation

Nauczanie biomonitoringu w języku angielskim