scholarly journals OCENA ZEWNĘTRZNA A SAMOOCENA – ROZBIEŻNOŚCI I PUNKTY STYCZNE

Neofilolog ◽  
2019 ◽  
pp. 29-57
Author(s):  
Krystyna Mihułka
Keyword(s):  
Standardized Tests ◽  
Language Proficiency ◽  
Research Question ◽  
External Evaluation ◽  
Self Assessment ◽  
Main Research ◽  
Proficiency Level ◽  
Language Tests ◽  
The University ◽  
Assessment Questionnaire

The aim of this article is to discuss two types of evaluation of students’ language skills: external evaluation (objective) and self-assessment (subjective). The article presents the results of the study conducted among students of German Philology at the University of Rzeszów. The language proficiency level of respondents was assessed three times by means of certified language tests and a self-assessment questionnaire developed in accordance with the CEFR guidelines (2001). The data provided the answer to the main research question: whether and to what extent the students’ self-assessment corresponds to their results achieved in the standardized tests.

A novel approach to assessing language proficiency in adults: A pre-pilot classification accuracy study

2021 ◽  
pp. 136700692199945
Author(s):  
Amy Louise Schwarz ◽  
Maria Resendiz ◽  
Laura Catarina Herrera ◽  
Maria Diana Gonzales
Keyword(s):  
Outcome Measures ◽  
Language Proficiency ◽  
Classification Accuracy ◽  
Service Providers ◽  
Research Question ◽  
Likelihood Ratios ◽  
Self Assessment ◽  
Proficiency Levels ◽  
English Bilingual ◽  
Accuracy Study

Aims and objectives/purpose/research questions: Speech–language pathologists who speak more than one language and who are members of the American Speech–Language–Hearing Association self-identify in one yes/no question whether they have the proficiency level to be bilingual service providers. This research note describes a preliminary attempt to address the very practical issue of whether and in what circumstances Spanish–English bilinguals can accurately judge their proficiency levels in both languages. The research question is: Will bilingual adults accurately identify their first language and second language proficiency levels using a self-assessment when compared to a commonly used standardized norm-referenced test (SNRT) in both formal and informal contexts across the following outcome measures: (a) overall proficiency; (b) listening; (c) speaking; (d) reading; and (e) writing? Design/methodology/approach: Classification accuracy studies require at least 34 participants. Thirty-nine participants completed the commonly used Language Use Questionnaire (LUQ) self-assessment and the commonly used Woodcock–Muñoz Language Survey SNRT (WMLS-III). For this pre-pilot study, participants were Spanish–English bilingual university students. Data and analysis: Forty likelihood ratios (LRs) were calculated. Benchmarks for interpreting LRs for classification accuracy studies were applied to identify the likelihood of an individual being proficient or non-proficient in two languages. Findings/conclusions: For the overall proficiency and formal speaking proficiency outcomes in Spanish, positive LRs met the benchmark for strong agreement. Originality: The current study is the first to show that Spanish–English bilingual adults can accurately judge their Spanish proficiency levels for two specific outcome measures. Significance/implications: These results are important for two reasons. First, they suggest that Spanish–English bilingual adults can accurately judge their overall proficiency levels in Spanish. Second, they identify which outcome measures from the LUQ and WMLS-III should be considered in a future classification accuracy study.

scholarly journals Developing ESD Competences in Higher Education Institutions—Staff Training at the University of Vechta

2020 ◽  
Vol 12 (24) ◽  
pp. 10336
Author(s):  
Lukas Scherak ◽  
Marco Rieckmann
Keyword(s):  
Higher Education ◽  
Staff Training ◽  
Research Question ◽  
Trigger Points ◽  
Training Programme ◽  
Self Assessment ◽  
University Teachers ◽  
Limited Opportunity ◽  
Assessment Survey ◽  
The University

Education for Sustainable Development (ESD) competences have been widely discussed over the past decade. A number of frameworks have been developed, and the Erasmus+ Project “A Rounder Sense of Purpose” (RSP) set out to establish a profound and practical framework of competences to be used in any European context to enable in-service and pre-service educators to demonstrate their competence in ESD. Over the course of two years at the University of Vechta, staff training was provided using the RSP competences model as a guiding framework. Data were collected through a focus group and a self-assessment survey in order to answer the research question, “Which competences do university teachers need in order to work with the concept of ESD in higher education and how can these be developed in a series of staff training workshops?” The results show that all 12 RSP competences are indeed relevant for higher education teaching, but the potential for developing them into a staff training programme is limited. There are multiple trigger points and settings that are beneficial to and necessary for the development of ESD competences. If those conditions are not met there is limited opportunity for applying ESD methods within higher education.

scholarly journals COMPARATIVE ANALYSIS OF TRANSLATIONS PREPARED BY STUDENTS WITH AND WITHOUT LEGAL QUALIFICATIONS

2019 ◽  
Vol 37 ◽  
pp. 85-115
Author(s):  
Márta LESZNYÁK ◽  
Dorka BALOGH
Keyword(s):  
Information Transfer ◽  
Research Question ◽  
Second Phase ◽  
Main Research ◽  
Legal Professionals ◽  
Political Sciences ◽  
Catholic University ◽  
The University ◽  
Made In

In our paper, we present the results of the second phase of a study conducted in collaboration between two higher education institutions in Hungary with different types of translator training: a postgraduate (MA) course at the University of Szeged (SZTE), Faculty of Arts, and a postgraduate specialist training course at Pázmány Péter Catholic University, Budapest (PPKE JÁK), Faculty of Law and Political Sciences. At SZTE, students do not have any legal qualifications, while at PPKE JÁK, students are all qualified legal professionals. Our main research question was whether there are significant differences in the quality of legal translations carried out by students with and without legal qualifications. We analyzed and evaluated the global (holistic) quality of the translations using a five-point scale as suggested by Kiraly (1995: 83), and compared types of errors made by the two groups of students with the help of a special error typology. Our results show that students with legal qualifications perform better in terms of both global and analytic indicators, with significantly less errors made in information transfer and in legal register. 

scholarly journals Silence of Thai Students as a Face-Saving Politeness Strategy in a Multicultural University Context

2019 ◽  
Author(s):  
Eric A. Ambele ◽  
Yusop Boonsuk
Keyword(s):  
Language Proficiency ◽  
Foreign Students ◽  
Peer Interactions ◽  
Research Question ◽  
Main Research ◽  
Intercultural Awareness ◽  
Spontaneous Interaction ◽  
Thai Students ◽  
Face Saving ◽  
Face Threat

Silence as a communicative act in face-to-face spontaneous interaction has been under-investigated in linguistic politeness research in Thailand. With the recent increase in the influx of foreign students gaining admission into Thai universities yearly, the result is that such universities will be a coexistence of cultures. This study therefore aims to investigate the situational face-threat contexts where Thai students use silence as a politeness strategy. This aim is guided by the main research question of what different situational face-threat contexts could lead to the use of silence by Thai students in their foreign-peer interactions in a Thai multicultural university context. Twenty students’ interactions were sampled using micro-socio-ethnographic technique, with data from observation, interview, and questionnaire. The main findings revealed that: uncertainty of language proficiency, expected hurting words from interlocutor, and unexpected negative change in hearer’s mood, amongst others, were the main circumstances where Thai students use silence as a face-saving politeness strategy. The findings imply better intercultural awareness in multicultural university contexts.

scholarly journals Pedagogical Concept of Self-reflection of Students of Social Education: Qualitative Study of Self-reflection Determinants

2021 ◽  
Vol 10 (4) ◽  
pp. 1793-1806
Author(s):  
Jana Martincová ◽  
Lucie Trubáková ◽  
Sabrina Fröhlichová
Keyword(s):  
Qualitative Research ◽  
Research Question ◽  
Research Strategy ◽  
Social Education ◽  
Education Students ◽  
Self Assessment ◽  
Main Research ◽  
Self Reflection ◽  
Social Pedagogy ◽  
Depth Interviews

<p style="text-align: justify;">The main topic of the presented article is the pedagogical concept of self-reflection of students of Social Education. The authors understand the pedagogical concept as primarily educational determinants that influence and shape students’ self-reflection. To identify this aim, the authors formulate the main research question: How do social education students reflect on themselves as students, and what are the determinants of study self-reflection for social pedagogy students? The authors used the qualitative research strategy, specifically The Grounded Theory, through which sixty self-reflecting essays were analysed. These written self-reflections were further complemented with six in-depth interviews in which we acquired clarifying information on self-reflection and self-assessment of social education students. It was ascertained that students’ self-reflection is shaped through an awareness of internal and external study factors, which subsequently influence the overall concept of their study, motivation to perform, study style, and self-assessment.</p>

scholarly journals Dental Students’ Perceptions of ESP Material and its Impact on Their Language Proficiency: A Case Study of a Saudi Arabian University

2020 ◽  
Author(s):  
Uzma M Hashmi ◽  
Hussam Rajab ◽  
Asrar Ehsan Sindi
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Research Question ◽  
Saudi Arabian ◽  
Dental Students ◽  
Future Research ◽  
Structured Interviews ◽  
Main Research ◽  
Classroom Activities ◽  
The Impact

The paper aims to explore the dental English for Specific Purposes (ESP) students’ perceptions of the ESP material and its influence on their English proficiency in the dentistry department of a Saudi Arabian university. The study adopts a qualitative technique of semi-structured interviews to elicit the views of 12 purposively chosen participants. The process of a thematic analysis of the qualitative data led to the emergence of three overarching themes that aimed to answer the main research question which is how the dental students in the Saudi context perceive the ESP materials and the impact these materials have on their language proficiency. The key findings indicate that the ESP learners in the dentistry department have a very positive attitude towards learning the English language in general and ESP in particular. Their awareness of their linguistic needs makes it a significant study in the field of ESP in Saudi Arabia. The results also suggest that the coursebook contents and material are outdated and inappropriate for the ESP learners in the Saudi English as a Foreign Language (EFL) context. The findings illustrate that the ESP teachers need to use the English language in classrooms and introduce learner-centred interactive activities to encourage students to participate in classroom activities. In light of the findings, the study outlines the implications and gives directions for future research.

scholarly journals PERSPECTIVAS DE LA EVALUACIÓN UNIVERSITARIA: UN RETO PARA LA EDUCACIÓN SUPERIOR Y LOS ORGANISMOS DE ACREDITACIÓN EN LA SOCIEDAD DEL CONOCIMIENTO

2011 ◽  
Vol 1 (1) ◽  
pp. 14-25
Author(s):  
Guillermo León-Londoño
Keyword(s):  
The State ◽  
Shared Responsibility ◽  
Educación Superior ◽  
External Evaluation ◽  
Self Assessment ◽  
Educacion Superior ◽  
Sociedad Del Conocimiento ◽  
University Evaluation ◽  
Higher Education Quality ◽  
The University

ResumenEl artículo ofrece una perspectiva de la evaluación universitaria en donde la acreditación y la evaluación son dos dispositivos estratégicos que permiten orientar los desarrollos de la institución y de los programas, como instrumentos que la institución acoge y los utiliza según sus intereses y condiciones específicas.Sostieneque la educación no es responsabilidad exclusiva del Estado, de la sociedad o de la institución educativa, sino responsabilidad de todos, de manera compartida.Entendidos así los ejercicios de auto evaluación y evaluación externa y las relaciones que entre ellas se establecen se hace claro el principio de que "la evaluación es el ejercicio de la academia para examinar la academia" y que al Estado y a los entes externos sólo les es dado armarse de los criterios y mecanismos que aquella les proporciona.Establece los márgenes de accionar de la universidad y de los entes acreditadores, como la responsabilidad compartida y los límites en el accionar.Palabras claves: autoevaluación, acreditación, evaluación externa, educación superior, calidad. Abstract  The article offers an overview of the university evaluation where the accreditation and evaluation are two strategic devices capable of guiding the development of the institution and programs, including instruments that the institution welcomes and uses them according to their interests and specific conditions. It argues that education is not the sole responsibility of the State, society or school, but everyone's responsibility, a shared basis. Well understood self-assessment exercises and external evaluation and the relationship between them becomes clear down the principle that "the assessment is the practice of the academy to examine the academy" and that the state and external entities is their only muster given the criteria and mechanisms that provide them. Set the margins of the triggering of the university and accrediting bodies, such as shared responsibility and the limits on power. Keywords: self-assessment, accreditation, external evaluation, higher education quality. 

scholarly journals Een taalvaardigheidstest voor anderstaligen voorgelegd aan leerlingen in het Nederlandstalig middelbaar onderwijs : Een onverwacht effect?

2021 ◽  
Vol 59 (2) ◽  
pp. 99-113
Author(s):  
Elke Gilin ◽  
Jordi Heeren ◽  
Lieve De Wachter
Keyword(s):  
Academic Success ◽  
Foreign Language ◽  
Language Proficiency ◽  
Small Scale ◽  
School Students ◽  
High Stakes ◽  
Proficiency Level ◽  
Language Tests ◽  
Economic Background ◽  
Entry Requirements

Abstract High stakes university entrance language tests for L2-speakers are assumed to measure the language proficiency needed for academic success. Few studies have investigated the claim that L1-speakers automatically have a sufficient language proficiency level and consequently do not need to be tested. In Flanders, Belgium, there are no real entry requirements or tests for L1-speakers, except for Dentistry and Medicine. In that respect, it is interesting to investigate how Flemish secondary school students score on a language test designed for L2-students. This study focuses on the results of a small-scale study carried out with 50 pupils of the regular Flemish schooling system. All pupils took the computer test of the Interuniversity test Dutch as a Foreign Language (ITNA) testing reading, listening and language in use, one of the two officially recognized university entrance tests in Flanders. Interestingly, not all of the pupils pass the test. Especially pupils with a multilingual background or from a lower socio-economic background seem to have more difficulties passing the threshold.SamenvattingVoordat L2-sprekers zich kunnen inschrijven in het hoger onderwijs, moeten ze een taalvaardigheidstoets afleggen. Er wordt vanuit gegaan dat zo’n toelatingstest het taalniveau meet dat noodzakelijk is voor academisch succes. Weinig studies onderzochten echter de bewering dat L1-sprekers automatisch over het gevraagde taalvaardigheidsniveau beschikken. Zij hoeven immers geen test af te leggen. In Vlaanderen, België, zijn er geen verplichte of bindende universitaire toelatingstoetsen voor L1-sprekers, behalve de toelatingsproeven bij geneeskunde of tandheelkunde. In dat opzicht is het interessant om na te gaan hoe Vlaamse leerlingen uit het secundair onderwijs scoren op een taalvaardigheidstest voor anderstaligen. Deze studie richt zich op de resultaten van een kleinschalig onderzoek met vijftig laatstejaarsscholieren uit het reguliere Vlaamse onderwijssysteem. Alle scholieren legden de computertest van de Interuniversitaire Taaltest Nederlands voor Anderstaligen (ITNA) af, wat een van de twee officieel erkende universitaire toelatingstesten in Vlaanderen is. Niet alle scholieren legden de ITNA-computertest succesvol af. Vooral leerlingen met een meertalige achtergrond of met een lage socio-economische status bleken meer moeite te hebben om de cesuur te behalen.

scholarly journals Selected Problems of an Entrepreneurial University - a Theoretical Perspective

2019 ◽  
Vol 1 (1) ◽  
pp. 426-437
Author(s):  
Barbara Czerniachowicz ◽  
Anna Wieczorek-Szymańska
Keyword(s):  
Academic Entrepreneurship ◽  
Research Question ◽  
Theoretical Perspective ◽  
Entrepreneurial University ◽  
New Combination ◽  
Modern World ◽  
University Management ◽  
Main Research ◽  
Entrepreneurial Activities ◽  
The University

AbstractThe aim of the paper is to identify university’s activities and characteristics that enable it to reorient itself towards the idea of an entrepreneurial university. In the modern world, universities have an additional important role, that is, the need to adopt entrepreneurial strategies without disrupting the quality of teaching and research. First of all, the authors discuss the idea of entrepreneurship and focus mainly on academic entrepreneurship. The idea of entrepreneurship is becoming more and more desirable in a modern organization thus also in a university. The new role of the university is to create the entrepreneurial ideas and attitudes among students and all university employees, as well as to initiate entrepreneurial activities in academic institutions. It is also necessary to plan entrepreneurial university architecture. The article focuses on presenting the theoretical foundations of the academic entrepreneurship process to finally make a synthetic comparison of the features of a traditional university and an entrepreneurial university. The main research question of the article is: In which dimensions the idea of an entrepreneurial university can lead to the development of the university?The result of the research is a new combination of attributes and characteristics of an enterprising university and new directions of university’s development. By this paper the authors take part in the discussion about the implementation of the idea of entrepreneurship in contemporary university management.

scholarly journals A comparative self-assessment of difficulty in learning English and German among Sudanese students

2015 ◽  
Vol 3 (2) ◽  
pp. 32-38 ◽  
Author(s):  
Adil Ishag ◽  
Claus Altmayer ◽  
Evelin Witruk
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Language Skills ◽  
Foreign Language Learning ◽  
German Language ◽  
Self Assessment ◽  
Language Difficulty ◽  
Perceived Difficulty ◽  
The University

Abstract It is generally assumed that self-assessment plays a profound role in autonomous language learning and, accordingly, leads to learner independency. It encourages learners to prospect their own language learning processes and provides them with feedback of their learning progress. Self-assessment also raises the awareness of learners’ individual needs among both students and teachers alike and will therefore contribute to the development of the whole learning process. The purpose of the current study is to explore and compare – through self-assessment – the level of perceived difficulty of the overall foreign language learning and language skills among Sudanese students enrolled at the English and German language departments respectively, at the University of Khartoum in Sudan. A representative sample composed of 221 students from the two departments have been asked to self-evaluate and rate the overall language difficulty and areas of difficulty in language skills, as well as their own language proficiency. The results indicate that German language is relatively rated as a difficult language in comparison to the English language and that German grammar was also rated as more difficult. However, students rated the pronunciation and spelling of German language as easier than in English language. Concerning the language skills, reading and speaking skills were reported as more difficult in German, whereas writing and listening tend to be easier than in English. Finally, students’ academic achievements have been self-reported.

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