scholarly journals Developing speaking competences in technical English for Spanish civil engineering students

2017 ◽  
Author(s):  
Romero de Ávila Serrano Vicente ◽  
Sarai Diaz García ◽  
Laura Asensio Sánchez ◽  
Jose Antonio Lozano Galant ◽  
Amparo Moyano Enríquez de Salamanca ◽  
...  
Keyword(s):  
Labor Market ◽  
Engineering Students ◽  
Civil Engineering ◽  
Language Skills ◽  
Writing Skills ◽  
Role Playing ◽  
Reading And Writing ◽  
Self Confidence ◽  
Training Activities ◽  
Regular Classes

Traditionally, Spanish schools of civil engineering provide their students a class on “Technical English” in order to develop their language skills. However, this class does not cover all the skills that the student would need in the labor market and mainly focuses in the reading and writing skills, and in a lower degree in the speaking and listening ones. This paper proposes a series of innovative and informal training activities (cine-forum on technical civil engineering topics and role playing on real professional situations) that allow Spanish civil engineering students to develop English skills that can rarely be worked in the classroom (i.e. speaking, negotiating and conversing), encouraging debate, participation, and fostering their self-confidence to speak about technical-English topics in public. Although the students’ level of English is much lower than expected, they all agree on the importance of technical English for their future career. The results also show the students’ lack in skills that are difficult to train in regular classes (speaking and talking). Consequently, this situation would require to provide complementary activities like the ones suggested in this project in order to develop these skills and increase the students’ demand for engineering classes taught in English.

scholarly journals KEEFEKTIFAN PENGGUNAAN MODEL MID (Meaningful instruksional Design) TERHADAP KETERAMPILAN MENULIS CERITA PADA PEMBELAJARAN BAHASA INDONESIA SISWA KELAS 5 SEKOLAH DASAR

2016 ◽  
Vol 6 (02) ◽  
Author(s):  
Dian Permatasari Kusuma Dayu
Keyword(s):  
Learning Outcomes ◽  
Language Skills ◽  
Writing Skills ◽  
Student Learning Outcomes ◽  
Reading And Writing ◽  
Teachers And Students ◽  
Written Form ◽  
Learning Language ◽  
Improve Student Learning ◽  
Bahasa Indonesia

<p>The learning process that takes place in the form of learning involves two parties between teachers and students that aims to improve student learning outcomes. In learning language there are four skills namely listening, speaking, reading, and writing. Among the four skills, writing skills is regarded as the most difficult language skills. Writing Skills is one language skills that must be mastered by the student. Civilizing expressing ideas or students' ideas in written form can be developed through education. However, unfortunately this habituation is not taken seriously in the education system, so that the culture of writing in the student still low and there are still many students who find it difficult to carry out writing stories. Thus to overcome these difficulties using model MID (meaningfull instructional design).</p><p>Keywords: Writing Skills, Model MID, Indonesian.</p>

scholarly journals Students’ perception on the Digital Storytelling implementation on Developing the Writing Skills

2020 ◽  
Vol 6 (2) ◽  
pp. 1-9
Author(s):  
Sektalonir Oscarini Wati Bhakti
Keyword(s):  
Engineering Students ◽  
Digital Storytelling ◽  
Civil Engineering ◽  
Writing Skills ◽  
Engineering Department ◽  
The Impact

This research tried to explore Civil Engineering students’ perception on the impact of Digital Storytelling strategy on developing the students’ writing skills.  There were 48 participants from two classes in Civil Engineering Department in Politeknik Negeri Samarinda filled out the adopted questionnaires.  The questionnaire was asked divided into two sections.  The sections were the students’ perspective regarding the digital storytelling and the students’ writing.  The results showed that 85% of the students agreed that Digital Storytelling helped them in the process of learning in the class.  They found out that this strategy made them enjoy the class.  And, whilst 88% of the participants agreed that the digital storytelling helped them to write well since they know the elements of writing. The keyword: Perception, digital storytelling, writing skills

scholarly journals Genre Analysis of Civil Engineering’s Research Article Introductions

2020 ◽  
Vol 10 (2) ◽  
pp. 322
Author(s):  
Hina Manzoor ◽  
Aisha Majeed ◽  
Madiha Munaf
Keyword(s):  
Civil Engineering ◽  
Writing Skills ◽  
Research Articles ◽  
Linguistic Features ◽  
Subject Knowledge ◽  
Reading And Writing ◽  
Engineering Research ◽  
Space Model ◽  
Research Article ◽  
Effective Role

The present study explores the structures of Civil Engineering research articles&rsquo; (RA) introductions based on Swales&rsquo; 1990 CARS (Create a Research Space) model. It analyzes fifteen Civil Engineering research articles&rsquo; introductions according to the move structure and linguistic features that would indicate the use and avoidance of the move. Findings show that move-pattern in RA introductions of this field follow all three moves but it does not adhere to the proposed sequence given in the model. It is suggested for enhancement of reading and writing skills and subject knowledge of ESL/EFL/ESP students, pedagogy of CARS model can play an effective role as it is still applicable.

scholarly journals Academic Writing: Difficulties and Possible Solutions for Engineering Students

2020 ◽  
Vol 29 (10) ◽  
pp. 77-85
Author(s):  
L. M. Bolsunovskaya ◽  
I. E. Rymanova
Keyword(s):  
Academic Writing ◽  
Reading Skills ◽  
Engineering Students ◽  
Language Skills ◽  
Writing Skills ◽  
Writing Difficulties ◽  
Poor Reading ◽  
Know How ◽  
Expert Opinions ◽  
Remedial Strategies

Academic writing is considered to be the most challenging and difficult skill in terms of English as a Second Language. This study critically explores the obstacles in academic writing faced by students at Tomsk Polytechnic University, Russia. To investigate, a comprehensive questionnaire has been floated among professional teachers to get their expert opinions (about students’ obstacles in writing) in order to identify some problems and form effective remedial strategies eventually. This paper focuses on the two significant aspects of academic writing, namely language skills (LS) (Grammar etc.) and writing skills (WS) (writing itself as a skill). Equally relevant to the issue are organization, coherence, and connectivity. The authors claim that Russian learners have poor learning background in writing skills due to the lack of balanced syllabus and teaching technologies. Aside from this, only determining problems is not sufficient to take students out of writing phobia. Furthermore, it is necessary to point out the fact that poor reading skills also lead to this kind of disappointment. Most of Russian learners do not know how to initiate their composition (essays). This paper will prove to be an academic contribution to improve the writing skills among ESL/EFL Russian learners in general and students of Tomsk Polytechnic University in particular. The presented analysis should also be of interest to researchers in other countries (universities) in which the field of academic writing is emerging.

Development of Psychomotor Skill and Programme Outcome Attainment of Civil Engineering Students in Malaysia

2020 ◽  
Vol 1 (2) ◽  
pp. 9-24
Author(s):  
C. M Mat Isa ◽  
N. K Mustaffa ◽  
E. O Joseph ◽  
C. N Preece
Keyword(s):  
Quantitative Research ◽  
Engineering Students ◽  
Civil Engineering ◽  
Skill Development ◽  
Psychomotor Skill ◽  
Skill Sets ◽  
Learning And Teaching ◽  
Self Confidence ◽  
Complex Skill ◽  
Engineering Programme

A substantial amount of practice is required throughout an engineering programme to develop the psychomotor skill for a practice-oriented industry and fulfil the hands-on component of the accreditation requirements. This study aims to analyse the engineering students‟ psychomotor skill development based on psychomotor programme outcome (PO) attainment during their course of study and to determine the important suggestions on improvement in the learning and teaching processes in the programme based on the respondents‟ feedback. A quantitative research design was adopted using a questionnaire survey to record the students‟ opinions on skill development and PO attainment, classified under the psychomotor domain in an undergraduate civil engineering programme in Malaysia. Out of the 327 chosen students, who consisted of final year students enrolling in open ended laboratory (OEL) and final year project (FYP) courses, approximately 32% of them responded to the survey. It was agreed by most of the students that psychomotor skill assisted the development of their self-confidence and proficiency, which consisted of complex skill sets and movement. The students also agreed that they have attained the PO through usage of laboratory apparatus and data collection. As they agreed that their psychomotor PO attainment was influenced by the condition of the equipment in the laboratories, they proposed that the programme should increase the number of equipment and enhance the laboratory facilities by implementing new and up-to-date technologies relevant to the programme. It was shown from a direct PO measurement from the myCOPO system that the students attained the psychomotor skill required by the programme. This study contributes to the improvement in the engineering curriculum development and assists the Institute of Higher Learning (IHL) in fulfilling the requirements by the Board of Engineers Malaysia, which are related to psychomotor skill development. As it captures an important aspect of psychomotor skill acquired by civil engineering students, it would be a positive approach for IHL to apply a more practice-based learning curriculum to prepare them for future careers in design consultant office, contractor site operations, and other construction-related work environment.

scholarly journals Developing Language Skills in Preschool Children through Games

2018 ◽  
Vol 4 (4) ◽  
pp. 6
Author(s):  
Shpëtim Zymberaj
Keyword(s):  
Language Skills ◽  
Writing Skills ◽  
Traditional Education ◽  
Organized Activities ◽  
Negative Consequences ◽  
Student Centered ◽  
Integrated Education ◽  
Reading And Writing ◽  
Neurotic Disorders ◽  
Heavy Workload

Preschool institution as a first level of the unified system of education bases its activity on the “student centered” philosophy of education which promotes different ideas from that of traditional education. Through organized activities in all its field activities foreseen in a curricula, the preschool institution with its structured environment in harmony with the goals and concrete objectives offers numerous possibilities to develop general abilities of children, which create appropriate conditions to prepare and offer optimal readiness to master the reading and writing skills. The activities that we handle and which aim accomplishment of this concrete objective come out and are supported by the living context of children in accordance to fulfillment and urging of the knowing interests for developing and deepening the knowledge of letters, sounds, reading and writing. In this view, children should not be imposed or prevent the interest they show in order to learn letters, sounds, reading and writing. Working with children of this age in order to understand and learn letters isn’t a program-based obligation because this is the school’s duty and not the preschool institution’s obligation. Obligations cause unwanted consequences which generate different psych-neurotic disorders. Overwork and heavy workload of these children, diminishes or misplaces children’s trust on possibilities of overcoming difficulties in learning basic letters, sounds, reading and writing. In addition, it diminishes and misplaces their interest in continuing school and the learning process. Therefore in order to prevent these negative consequences, there is an immediate need for a general preparation which offers children a possibility to transfer and generate skills in specific fields and content. The best strategy to prepare children to recognize letters, sounds and master reading and writing is no doubt activity through games which in this case represents the main substance for organizing activities in aspects of integrated education within preschool institutions.

scholarly journals تعليم مهارة الاستماع للناطقين بغير العربية

2020 ◽  
Vol 9 (1) ◽  
pp. 73
Author(s):  
Maulidati Maulidati
Keyword(s):  
Language Skills ◽  
Writing Skills ◽  
Communication Process ◽  
Listening Skills ◽  
Reading And Writing

Listening skills are one of the most important language skills and must be learned by all students, and it is the most important language art off all time in teaching Arabic to speakers of other language. These language skills occupy first place in language skills. Then speaking, reading and writing skills. Listening is an important factor in communication process, because it always playts an important role in teching and learning throughout the age, but listening skills are often ignored bechouse everyone assumed that students can listen on their own. They just listen if asked, but this opinion eventually changes. Research has proven that listening skills are process that requires practice and learning

scholarly journals KEBUTUHAN SISWA DAN PERMINTAAN KURIKULUM BAHASA INGGRIS: PROGRAM PAKET C DI PKBM

2010 ◽  
Vol 5 (1) ◽  
pp. 40-46
Author(s):  
Zuharty Zuharty ◽  
Ifan Iskandar ◽  
Eko Budiarto
Keyword(s):  
Language Skills ◽  
Writing Skills ◽  
Learning Center ◽  
Community Learning ◽  
Reading And Writing ◽  
Community Learning Center ◽  
National Examination ◽  
Teaching Aids ◽  
C Program ◽  
Listening And Speaking

This study aims at finding out how far the English Package C curriculum meets the Package C learnerS needs Of English to pass the national examination (UN) and identify whether the learners* needs in learning listening, speaking, reading, and writing, skills are acommodated by he curriculum. The subjects Of the Study were 27 learners of Package C Program, consisting of 7 Terampil learners and 20 Mahir learners at the Community Learning Center (PKBM) 33 Malaka, East Jakarta. Questionnaires and interviews were conducted to get the data. The study revealed that the curriculum contents, though not complete, could accommodate most of the Package C learners' needs to learn reading, writing, listening and speaking skills although the tutor did not teach all the four skills. It was also found that the learners had some expectations: they needed more time to practice the four language skills in class, and sufficient teaching aids to SUDDort the Jearning-teaching process so that the learning would be more efficient.

scholarly journals THE NEED OF ENGLISH AT HIGHER EDUCATION

2017 ◽  
Vol 3 (1) ◽  
pp. 31
Author(s):  
Yulia Hapsari ◽  
Esti Junining ◽  
Devinta Puspita Ratri
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Skills ◽  
Academic Support ◽  
Writing Skills ◽  
Support Staff ◽  
Reading And Writing ◽  
The University ◽  
English Language Skills ◽  
Speaking Skills

Issues related to the need of English at higher education continue to be a discussion among scholars. Many believe that there is a positive relationship between English language skills of university students and their academic performance, and that English language skills are highly valued as a graduate attribute for employability. However, there are still few actions taken to gain information regarding which specific English language skills needed by educators and academic support staff. Universitas Brawijaya (UB) as one of the prominent higher education institutions in Indonesia is continuously taking actions to keep improving the quality of its graduates. One of the actions is to help its students to have a decent level of English language skills in order to help them to be ready to compete in work market that is going global. To reveal English language skills needed by bachelor graduates of the university as well as the reasons behind the need, sets of questionnaire were distributed to the educators in this case represented by the deans and academic support staff and the heads of academic support units both in the faculty and university level. The data from the questionnaires were then analyzed qualitatively. The findings of this study demonstrated that the educators need Reading and Writing skills more than the other two skills. This finding supports the idea that reading and writing skills are desperately needed to increase the number of publication in UB. Different from this result, the academic support staff perception on the need of English for the employees is on speaking skills. They think that speaking skills are the most needed skills for the employees to be able to handle the guest, and as a speaker of the units.Keyword: need of English, English language skills, higher education

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