scholarly journals Outcome assessment of the online English learning and management system: A project on educational technology application to English learning in Taiwanese polytechnic higher education

2017 ◽  
Author(s):  
Da-Fu Huang
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Outcome Assessment ◽  
English Education ◽  
English Proficiency ◽  
Learning System ◽  
English Learning ◽  
Technology Application ◽  
Management Platform ◽  
Outcome Management

This paper presents the result of a three-year action research plan involving the innovative application of “LiveDVD”, a web-based English learning system loaded with VODs and embedded into the English learning program of a polytechnic university in Taiwan. Over the implementation period, the LiveDVD action plan essentially involves use requirement on students along with creation of learning and assessment materials for the target VODs and outcome management. Outcome assessment indicators include (1) the association between use activeness of LiveDVD and pass status of English proficiency certificates and (2) the causal relations between LiveDVD-related variables and English learning outcome.  A survey questionnaire on LiveDVD and the management platform were employed to collect relevant data. The chi-squared test of group independence and an SEM-based path analysis were performed to address the outcome indicators respectively. The findings of the project include: (1) use of LiveDVD is positively and significantly associated with the pass status of English proficiency certificates and, (2) use motivation has direct effect on English proficiency and create the significant mediation effect on English proficiency certificates.  This project yields significant implications especially for vocational higher education in Taiwan in the innovative application of educational technology to English education coupled with an effective outcome management model.

scholarly journals Enhancing Thai elementary students’ English and maintaining Thainess using localized materials: Two putative confronting forces

2021 ◽  
Vol 8 (3) ◽  
pp. 1006-1025
Author(s):  
Budsaba Kanoksilapatham ◽  
Todsapon Suranakkharin
Keyword(s):  
Learning Outcomes ◽  
Test Scores ◽  
Local Community ◽  
English Education ◽  
English Proficiency ◽  
English Learning ◽  
Community Members ◽  
Global English ◽  
Thai Students ◽  
Simulation Task

In Thailand, concerns over the imperative need to improve its citizens’ English proficiency and the unsatisfactory English learning outcomes have long been present. In addition, ongoing globalization has raised another concern that Thainess is being eroded due to external influences. This study attempted to compromise these two seemingly conflicting forces by enhancing Thai students’ global English and maintaining local Thainess associated with three regions of Thailand. First, a set of instructional innovations for elementary English education was constructed in each region. These were based on prominent characteristics of local Thainess elicited through a questionnaire completed by local community members and subsequently implemented in Grade 4 classes at three schools in each region of Thailand for ten weeks. Next, two separate sets of pretests-posttests corresponding to each instructional set were constructed and administered to assess their local Thainess and English knowledge. Finally, to ensure that the knowledge gained from the instruction was put into practical use, a tour guide simulation task was conducted by the students. The analysis of the test scores demonstrates that localized lessons were beneficial, enhancing their local Thainess knowledge and associated English vocabulary. The accomplishment of the task thus represented their knowledge of local Thainess and English, contributing to a sense of pride in their nation and a sense of achievement in their English proficiency and instruction.

scholarly journals CAN CLOSE COOPERATION BETWEEN ESP/CLIL EXPERTS AND DISCIPLINARY TEACHERS IN HIGHER EDUCATION LEAD TO FOSTERING ENGLISH EDUCATION ENVIRONMENT.

2021 ◽  
pp. 129
Author(s):  
Ľudmila Hurajová
Keyword(s):  
Higher Education ◽  
English Education ◽  
English Learning ◽  
Education Environment ◽  
Project Outcome ◽  
Multidisciplinary Cooperation ◽  
Close Cooperation ◽  
English Speaking ◽  
English Competence ◽  
Web Platform

Current challenges and issues are so complex that without a close, interdisciplinary and multidisciplinary cooperation it is very difficult or even impossible to solve and find innovative approaches to them. We are living in the era of big data, artificial intelligence and also virtual reality which are changing the paradigm of all our living including education. As far as communication within multidisciplinary and multinational working teams is concerned, English has become a preferable language that is used worldwide including academia and research. In non-English speaking countries Higher Education Institutions (HEIs) have faced very similar challenge how to foster establishing English Education Environment (EEE). Most of their students speak different language and their level of English competence differs. Likewise, disciplinary teachers’ (DTs’) English competence and readiness to teach their courses in English vary. This contribution describes the project (Visegrad+) of HEIs from Slovakia, Hungary, Poland, Albania and Serbia, intended to study if Content and Language Integrated Learning (CLIL) and close cooperation between ESP/CLIL experts and DTs can result in effective English learning-teaching environment. The main project outcome – web platform for ESP/ CLIL and DTs communities is presented. Finally, as far as interdisciplinary teacher cooperation is concerned, some observations during COVID19 pandemic are illustrated. 

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

The Strategies and Response of Internalizing Islamic values in English Learning

2019 ◽  
Vol 2 ◽  
Author(s):  
Aswir Aswir ◽  
Hasanul Misbah
Keyword(s):  
Qualitative Study ◽  
Education Program ◽  
Role Model ◽  
English Education ◽  
Moral Values ◽  
English Learning ◽  
Preparation Process ◽  
The Impact ◽  
Islamic Values ◽  
Descriptive Qualitative

This study is aimed at describing lecturers’ strategies to internalize Islamic values and students’ response toward the strategies. This a descriptive-qualitative study. The participants were 40 students of English education program and 3 English lecturers. All participants were given questionnaire and 3 students and 3 lecturers were interviewed. The data showed that all lecturers did internalize the Islamic values such as aqidah, worship, and moral values in the English learning preparation, process, and evaluation. However, students requested that the lecturers should consistently became the role model, performed positive habit, and gave best learning service so that the impact of internalizing Islamic values would be significantly and positively received.

scholarly journals The Finnish Product Development Teachers’ Perceptions of their Pedagogical Content Knowledge in Higher Education

2019 ◽  
Vol 1 (1) ◽  
pp. 609-618
Author(s):  
Elina Mäkelä ◽  
Petra Auvinen ◽  
Tero Juuti
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Product Development ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Curriculum Design ◽  
Teacher Interviews ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Knowledge Based

AbstractThe paper concerns the Finnish product development teacherś perceptions on their pedagogical content knowledge in higher education settings. The aim is to describe and analyse what kind of pedagogical content knowledge the teachers have and, therefore, to provide a better understanding of the type of knowledge unique to product development teaching. The model of pedagogical content knowledge used here includes the components of product development content knowledge, pedagogical knowledge and pedagogical content knowledge. Based on seven teacher interviews, the main content knowledge concerns the process of product development, its different phases and methods as well as the usage of different software programs. The teachers use diverse teaching methods and their attitude towards educational technology is mostly positive. Course learning outcomes and working life are acknowledged when planning teaching, but only a few teachers take curriculum into account and participate in curriculum design. Even though the teachers use different evaluation methods in teaching, new ways of evaluation are needed. This may be something that innovative educational technology tools can make possible.

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