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THE E-LEARNING COMPONENT OF A BLENDED LEARNING COURSE

100%
Olejarczuk E.
Teaching English with Technology
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2014
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vol. 14
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issue 3
58-68
EN
Using new technologies in the academic field has become more and more visible in Poland in the recent years. In the past, digital learning resources were used as supplementary materials helping to support face-to-face instruction. Nowadays, we have the opportunity not only to apply ‘traditional’ methods but also to use more sophisticated approaches such as e-learning and blended learning (BL) to provide more effective and flexible ways of delivering knowledge to students. E-learning can become a very effective part of ‘blended learning’ where a part of the course content is delivered online. This article provides a brief overview of the basic issues that need to be taken into consideration while designing a blended learning course. More precisely, it focuses on the e-learning aspect of blended learning. It also aims at providing the reader with adopted solutions and encountered problems in the process of BL course design.
2
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Specialized Training Workshops for Algerian EFL Teachers. A Transformative Pathway for ESP Instruction.

88%
Ouarniki O., Turqui B.
Academicus. International Scientific Journal
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2024
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vol. 15
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issue 29
134-156
EN
This article presents a comprehensive exploration of a pioneering initiative aimed at equipping Algerian English as a Foreign Language (EFL) teachers with the skills and strategies to become proficient practitioners in the realm of English for Specific Purposes (ESP) instruction. The study delves into the outcomes of two international online workshops, each comprising five interactive sessions, conducted via Zoom. These workshops were meticulously designed to empower educators in conducting needs analysis and crafting ESP courses that cater to learners' specific needs. The article sheds light on the structure, content, and outcomes of the workshops, highlighting the transformative impact on teaching practices. The study not only emphasizes the collaborative nature of the workshops but also underscores the significance of tailored teacher training in shaping the trajectory of ESP instruction.
3

THE ROLE OF TEACHER KNOWLEDGE IN ESP COURSE DESIGN

75%
Górska-Poręcka B.
Studies in Logic, Grammar and Rhetoric
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2013
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vol. 34
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issue 1
27-42
EN
English for specific purposes (ESP) has been conceptualized by its leading scholars, like Hutchinson and Waters (1987) or Dudley-Evans and St. John (1998), as a multi-stage process, where the ESP practitioner fulfils a variety of roles, including that of learner needs researcher, course designer, language instructor, learning assessor, and course evaluator. The performance of these roles requires considerable knowledge of a linguistic, socio-cultural and pedagogical nature, necessary to inform the teacher’s cognitive processes, par- ticularly those involved in course decision making. The necessary professional knowledge of the ESP teacher, which is gained through professional school- ing, teacher training, and teaching experience, comprises both relevant theo- retical concepts (knowing what) and performance skills (knowing how). It di- rectly impacts on all stages of the ESP process, namely the planning, design, teaching, assessment and evaluation of a course, largely determining its quality. The present paper focuses on ESP teacher cognition, especially those cognitions (i.e. knowledge and beliefs) that are involved in course design, informing the teacher’s choices of course parameters and instructional practices. Elaborating on the concepts developed by language cognition scholars, like Shulman (1987), Andrews (e.g. 2007), and Borg (e.g. 2006), the author tries to outline the in- ternal structure of ESP teacher cognition and describe the function of each subordinate knowledge base. The paper also presents the preliminary results of a small-scale exploratory study into the professional cognition of 13 teachers of Legal and Business English employed at the University of Warsaw.
4
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Proposing a comprehensive framework for needs analysis in ESP – on the integrality of needs analysis in Business English course design

75%
Romanowski P.
Glottodidactica
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2017
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vol. 44
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issue 2
147-159
EN
The present paper discusses the importance of needs analysis in ESP. By delving into different theories, the author’s overall objective is to scrutinize a wide spectrum of existing frameworks that would lead to a single, comprehensive model for needs assessment. The impact of the said approaches on course design is underlined with the particular example of Business English. Ultimately, the author unveils a framework which could serve as a basis for syllabus design in all types of ESP courses.
5
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Complexity of ageeffects and its implications for instruction: the case of 50+ learners

63%
Klimczak-Pawlak A., Kossakowska-Pisarek S., Klimczak-Pawlak A., Kossakowska-Pisarek S.
Kwartalnik Neofilologiczny
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2019
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issue 1
6
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Les possibles applications du français sur objectif universitaire dans un département de langues romanes

63%
Lallouet J.-M.
Studia Romanica Posnaniensia
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2014
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vol. 41
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issue 3
63-72
EN
French for academic purpose is a recent development of French for specific purposes. This new branch of didactics aims to facilitate studies of non-native speakers at French or French speaking universities. Its concern is also to analyze the needs and diffi culties of foreign students so that a tailored course enabling them to follow any course in their fi eld of study could be worked up. The purpose of this article is to see if such an approach can be applied into a department of French where French language is at the same time aim, content and means of study. It will be briefl y explained what French for academic purpose is all about. We will then outline the diffi culties experienced by our students when writing their BA and MA theses. Finally we will take into account the practical aspects and     difficulties of such an approach.
7
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Using Instructional Media to Improve Student Learning Outcomes in an Online Toxicology Course - a Case Study

51%
Egiebor E., Adebowale O., Teng T.-L.
e-mentor
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2019
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issue 3 (80)
24-33
EN
This case study investigated how student interaction patterns (Moore, 1993) with different instructional media in a graduate level online environmental toxicology course impacted student outcomes, as measured by grades and student engagement levels. Student engagement levels were measured as Posts, Access, Time, and Hits (PATHs) by using the PATHs Framework (Adebowale, 2017) approach to quantify learning analytics obtained from a Learning Management System. Data was obtained from 13 online students during the fall 2018 semester. Findings indicate that Narrated PowerPoint and Shaky Hand video led to higher student outcomes compared to the other forms of instructional media. Implications for course design, quality assurance mechanisms, assessments, improvement of student outcomes, and criteria for selecting the type of instructional media to use in online courses are also discussed.
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