scholarly journals English for Tourism and Hospitality Purposes (ETP)

2017 ◽  
Vol 10 (9) ◽  
pp. 86 ◽  
Author(s):  
Nahid Zahedpisheh ◽  
Zulqarnain B Abu bakar ◽  
Narges Saffari
Keyword(s):  
Learning Style ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Hospitality Industry ◽  
English Language ◽  
Curriculum Planning ◽  
English Language Teaching ◽  
Practical Applications ◽  
Tourism And Hospitality Industry ◽  
Tourism And Hospitality

The quick development of the tourism and hospitality industry can straightly influence the English language which is the most widely used and spoken language in international tourism in the twenty-first century. English for tourism has a major role in the delivery of quality service. Employees who work in the tourism and hospitality industry are entirely and highly aware of its importance and they need to have a good command of English in their workplace. English for tourism and hospitality has been categorized under English for the specific purpose (ESP). It is an important and dynamic area of specialization within the field of English language teaching and learning. The necessity of teaching English for professional purposes and specifically in the area of tourism is irrefutable. Language proficiency is very important and essential in all professional fields specifically in the tourism and hospitality industry due to its specific nature and concepts. Thus, it is required that the educators understand the practical applications of this approach. This paper aims to provide an overview of the purpose of teaching ESP (English for Specific Purposes) and ETP (English for Tourism Purposes) to the learners and users. In addition, characteristic features of ESP and ETP concerning course development, curriculum planning, learning style, material development, English efficiency, types of activities and evaluation are outlined. Determining the ESP concepts and elements provides specific English instruction that could help the learners be well-prepared for meeting their workplace requirements.

scholarly journals Enhancing Chinese Students’ Learning in an Australian 2+2 Undergraduate Engineering Program

2018 ◽  
Vol 7 (5) ◽  
pp. 86
Author(s):  
Peter Edward Doe ◽  
Sarah Lyden ◽  
Seeta Jaikaran-Doe ◽  
Xiaolin Wang
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Chinese Students ◽  
Undergraduate Engineering ◽  
Flash Cards ◽  
Effective Delivery ◽  
Additional Support

Undergraduate engineering units (subjects) are delivered by Australian academics at two universities in China over a three-week period. Students may choose to transfer to the Australian university to complete the final two years of the Bachelor of Engineering with Honours degree (2+2 program). The aim of this study is to determine what strategies are most effective for the Australian university academics to adopt for effective delivery of engineering units at Chinese universities. A mixed methods approach was applied to in-class feedback and student surveys. Three major themes: Language, Learning and Social were identified. These themes were further explored in a quantitative survey of Chinese students newly-arrived in Australia in 2016. Successful strategies for delivering engineering units included referring questions to discussion groups; students explaining difficult concepts to other students; writing key words on the board and flash cards. The principal concern for students before they transferred to Australia was the teaching and learning style of the Australian university academics. However, English language proficiency was the major concern for students transferred to Australia. The strategy for improving Chinese students’ engagement and learning outcomes should focus on additional support both in China and Australia.

scholarly journals Counteractive Measures for the Tribulations Faced by Intermediate Students of Selected Colleges of Lucknow, While Teaching and Learning English

2019 ◽  
Vol 10 (3) ◽  
pp. 516
Author(s):  
Mohammad Owais Khan
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
College Education ◽  
Uttar Pradesh ◽  
English Language Teaching ◽  
Intermediate Students ◽  
Learning English

The present study attempts to highlight the issues related to the Tribulations and Counteractive measures for teaching and learning English to Intermediate students of Lucknow, Uttar Pradesh (UP), India. The language policy in intermediate college education emerged as a social and personal problem. The quality of English Language teaching in majority of Indian Intermediate Colleges presents a very appalling picture. Teachers’ language proficiency, exposure to language and teaching materials is major concerns for quality English language learning. In reality intermediate students’ situation in UP is very difficult. They don’t have good opportunities as the big cities’ students have. These students consider English as a subject not as a language. So they focus only on examination not on the learning. This is an area which needs proper investigation. This study and the remedial measures suggested at the end will hopefully help students and teachers in learning and teaching English easily and appropriately. The study will also be useful for teachers, scholars, course designers and material producers of English language teaching.

scholarly journals An investigation into English language use in the Vietnamese hospitality industry: The language of money exchange

2020 ◽  
Vol 8 (2) ◽  
pp. 14-22
Author(s):  
Vu Thi Hong Van
Keyword(s):  
Classroom Environment ◽  
Hospitality Industry ◽  
English Language ◽  
Real Life ◽  
Hotel Management ◽  
Currency Exchange ◽  
Language Communication ◽  
Tourism And Hospitality Industry ◽  
Tourism And Hospitality ◽  
High Level

Within the tourism and hospitality industry in Vietnam, English is now a dominant means of communication between staff and guests who come from different countries. The ability to communicate effectively in English is therefore an important attribute for those employed within the industry. Courses in English for Specific Purposes (ESP), such as English for Tourism and Hotel (English for Tourism Management/English for Hotel Management), are now part of English language programmes in Vietnamese educational institutions. These courses emphasise the importance of developing high-level English language communication skills for students. However, the teaching of these courses has mainly been conducted in the classroom environment, using textbooks which are written and published outside Vietnam. Given that recent research has focused on the need to teach language as it is used in authentic contexts, it is important for the teaching of ESP to understand how English is used in a real-life setting in the Vietnamese tourism and hospitality sector. This paper reports on the findings from a study which obtained and analysed hundreds of examples of authentic English language used by guests and staff in four different hotels in Vietnam. For illustrative purposes, the paper focuses on the language of interactions related to currency exchange, and examines the implications of the study findings for the teaching of ESP in Vietnam.

scholarly journals Teacher and learner beliefs and expectations about English language teaching and learning at a Mozambican university

Afrika Focus ◽  
2013 ◽  
Vol 26 (2) ◽  
pp. 81-109
Author(s):  
Marcos Abilio Nhapulo
Keyword(s):  
Teacher Beliefs ◽  
Language Proficiency ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Instruction ◽  
English Language Teaching ◽  
Learner Beliefs ◽  
Language Teaching And Learning

Recent studies have suggested that teacher and learner beliefs about second language instruction have a significant influence on language teaching and learning process and, consequently, on students’ achievements. However, in the Mozambican context, we still do not have studies focusing on learner and teacher beliefs about students and language proficiency, about teaching materials, about individual and cultural variations and beliefs about the learning process itself. Using questionnaires and a focus group report, we look at the Mozambican linguistic profile, the learner and teacher beliefs and their influence in tertiary English Language Teaching (ELT) and learning. The results show that there is a need for creating an environment in which teachers’ and learners’ cultural background, beliefs and needs are considered so as to enable teachers to teach effectively, as well as enabling learners to achieve positive learning outcomes.

scholarly journals Differentiating Instruction in the Language Learning Classroom: Theoretical Considerations and Practical Applications

2018 ◽  
Vol 9 (6) ◽  
pp. 1220
Author(s):  
Diego P. Ortega ◽  
Johanna M. Cabrera ◽  
Jhonny V. Benalcázar
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Academic Excellence ◽  
Classroom Context ◽  
Practical Applications

Differentiated instruction (DI) is a topic that has attracted the attention of in-service and pre-service teachers, teacher educators and educational authorities in the last few decades, because of its great importance and several different affordances for better student learning. In this sense, this article attempts to provide content-area, classroom teachers and English language teachers with a solid understanding of what DI entails by learning about its key characteristics and fundamental reasons for the use of DI within the classroom context. Moreover, the importance behind modifying content, process, and product is not only analyzed in this paper but also the value of adjusting the learning environment is examined as well. Then a brief narrative of a teaching situation in an EFL context is highlighted in order to set the stage and explain the necessity of the implementation of a DI model into the classroom, so that students can experience meaningful and successful language learning. Afterwards, practical applications, based on meaningful and varied ways to differentiate instruction are included, so that language teachers find it easier to help students achieve learning standards. It is concluded that DI helps teachers be responsive to leaners’ needs, interests, ability and language proficiency levels, and learning styles, as DI puts students at the center of teaching and learning, promotes equity and academic excellence, and acknowledges student uniqueness.

scholarly journals English Language Teaching and Learning Issues in Batam Learners’ Perception via Facebook Dialog Journal

2015 ◽  
Vol 6 (2) ◽  
Author(s):  
Warno Edi
Keyword(s):  
Language Proficiency ◽  
Social Networking Sites ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
English Language Teaching ◽  
Public And Private ◽  
Learning Issues ◽  
Language Teaching And Learning

The purpose of this research was to gather English as a second language (ESL) learners perceptions pertaining to their experience in learning English language in secondary schools, colleges and local universities. The research methodology incorporated dialog journal using facebook. Dialog journal is a written communication between a teacher and students or other writing partners, which provides a natural context for language development and a new channel of communication outside the classroom. The research incorporated facebook as it currently one of the most prominent online social networking sites among Indonesians. 46 respondents from public and private colleges and universities discussed various learning issues including impediment that they encountered during English lessons in secondary school, college and university: learners’ views and comments on issues pertaining to local English language teaching and learning; and suggestions to improve the teaching and learning of English. The discussion revealed varying viewpoints such as difficulties and reasons that students faced in learning the four language skills i.e. speaking, listening, reading and writing; and the lack of confidence which hampered their language improvement. This research hopes to enlighten educators of arduous challenges that students faced learning the English language so that they may strive to improve and consolidate their teaching skills.Key Words: Dialogue Response Journal; Language Proficiency; and Language Skills.

scholarly journals Assessing EFL Students’ Language Proficiency in Secondary School Classes in Benin

2021 ◽  
Vol 2 (1) ◽  
pp. 12-19
Author(s):  
Ulrich Orlando Sèna Hindeme ◽  
Katchédé Etienne Iwikotan ◽  
Arlette Joséline Arlette Hounhanou
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Quantitative Methods ◽  
English Language ◽  
Basic Function ◽  
English Language Teaching ◽  
Efl Learners ◽  
Qualitative And Quantitative Methods ◽  
Efl Students

This paper presents a study on assessing English as a Foreign Language (EFL) students’ language proficiency in Benin secondary schools. Assessment and evaluation are indispensable components of English language teaching. Assessing students is crucial to both learners and teachers themselves in the sense that its basic function is to improve learning. However, much awareness has not been raised on the key roles of assessment in Benin secondary schools. This study aims at investigating how effective teachers’ assessment of their learners’ language abilities is in EFL classroom and to explore EFL learners’ attitude towards assessment. Using qualitative and quantitative methods, 56 EFL teachers and 458 lower intermediate and upper EFL learners in the Atlantic region in Benin participated in this study. The field study revealed that many teachers wrongly mistake assessment for test and thus use both terms to mean the same thing. Teachers have not been able to see tests as a way of assessing their teaching methods and upgrading their students’ language skills. Besides, most teachers stated that testing is the only tool they use in assessing their learners’ language proficiency and it is mostly for the purpose of assigning grades at the end of the terms. Students declared that most tests consist of grammar questions. As this study draws attention to the close relationship between assessment and teaching, training workshops have been recommended to guide and train teachers on how to effectively assess their students so that teaching and learning in the EFL classroom meet expected objectives and goals.

scholarly journals Demystifying Perceptual Learning Style Preferences of Vietnamese University Freshmen in English Academic Achievement

2020 ◽  
Vol 19 (9) ◽  
pp. 15-38
Author(s):  
Tuan Van Vu ◽  
Dinh Ngoc Tran
Keyword(s):  
Academic Achievement ◽  
Second Language Acquisition ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Style ◽  
Teaching And Learning ◽  
English Language ◽  
Data Gathering ◽  
English Language Teaching ◽  
Perceptual Learning Style

Learning styles play an important role in teaching and learning, especially in second language acquisition. This study aims to investigate the perceptual language learning style preference of 385 first-year university students in Vietnam. Adapting Reid’s (1984) learning style questionnaire is used as a data gathering tool in which it was responded and retrieved via students’ emails incorporated with Google form. The results revealed that freshmen were active learners since they mostly belonged to 4 major learning styles, namely Tactile, Auditory, Group, and Kinesthetic learners, and 2 minor learning styles, i.e. Visual and Individual learners. In addition, the study did not find the differences between gender as well as major and non-major English students in comparison with learning styles. Besides, freshmen’s English academic achievement was highly influenced by their learning styles. The research findings contribute resourceful references to the formation of stakeholders’ policies on English language teaching and learning, teachers of English, and future studies.

scholarly journals The Integration of Soft Skills in English Language Teaching and Learning Through AL-ASPEM

2021 ◽  
Vol 58 (1) ◽  
pp. 1527-1534
Author(s):  
Patcharobon Jariyathitinant
Keyword(s):  
Critical Thinking ◽  
Language Proficiency ◽  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Soft Skills ◽  
Language Teaching ◽  
English Language Teaching ◽  
High Level

The purposes of this research were to develop the undergraduate students’ in three domains; the results of Language proficiency mainly in speaking and listening on project presentation, students’ competency (soft skills) in the 21st century, and the satisfaction on Teaching and Learning by AL-ASPEM. The AL-ASPEM is the integrated teaching process and developed under the Active learning (AL) and Problem-based learning (ASPEM) theories and principles. It focuses to develop students’ language proficiency and the process of critical thinking during students’ handling their project presentation. AL-ASPEM was implemented as English language teaching and learning with 94 students in University of Phayao, Thailand who registered in the 1st semester of 2020 for the 2 courses; English for specific purposes (ESP n=43) and English for communication (Eng.-Com n=51). Not only the English language proficiency especially in speaking and listening skills were developed and the soft skills (4CsMIT) refers 4Cs : critical thinking and problem-solving, creativity, communication and collaboration; in addition, MIT stands for media innovation and technology literacy could be enhanced. Students’ language proficiency was continually evaluated and graded by the 4 times of students’ project presentation rubric scores as learning process through AL-ASPEM, and the quality of the products. While the 51.16% from ESP students’ language proficiency was highest level and 48.83% was high level, the project quality was 100% excellent level. Otherwise, the 51 Eng.-Com students 78.43% was in highest level, 23.5% was in High level, and 1.9% was in moderate level of the learning process. But, the products quality showed that 50% was in the excellent level, and 50% was in good level. Moreover, the correlation of students’ competency (4CsMIT) in both the 21st century competency analysis and the developed critical thinking processes through AL-ASPEM found that in the high level in both groups of students; so that, ESP and Eng.-Com class had a positive correlated performance score. It tended to be significantly higher at the .01 level. Finally, for the satisfaction on teaching and learning by AL-ASPEM was assessed under the unit contents, class activities, teaching aids, students project, and students’ social skills. The results showed that all students form both ESP and Eng.-Com satisfied in high level. It tended to be significantly higher at the .01 level.

scholarly journals GUIDE IN ENGLISH AS A MATERIAL FOR PROFESSIONAL COMPETENCE ACQUISITION BY STUDENTS OF TOURISTS’ SPECIALTIES (ON THE EXAMPLE OF THE GUIDE SERIES ‘AWESOME UKRAINE’)

2021 ◽  
Vol 1 (21) ◽  
Author(s):  
Nataliia E. Polishko ◽  
◽  
Neliia M. Blynova ◽  
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Professional Competence ◽  
Professional Activities ◽  
English Speaking ◽  
Tourism And Hospitality Industry ◽  
Tourism And Hospitality ◽  
Didactic Material ◽  
Text Content

The article is devoted to the issues of learning English by students of bachelor’s specialty “Tourism” and «Hotel and restaurant business». Since foreign language proficiency is one of the main competencies for a student of this specialty, the question of the methodology of its study is extremely relevant. In this article the specifics of the ‘Awesome Ukraine’ English guide-book is being researched. In English-speaking guides the specifics of the target audience should be carefully taken into consideration, since not all tourists are fluent in English as a foreign language. Therefore, for students of ‘Tourism” and “Hotel and restaurant business” specialties referring to an English-language guide-book would be of a valuable assistance in methodological and linguistic aspects. Students will not only assimilate information about a certain monument or location, but will also adopt the proper way to present facts, assimilate necessary language patterns, and learn to apply them in practice. The publication makes an editorial, linguistic and methodological analysis of the ‘AWESOME UKRAINE’ series. These seven publications tell foreigners about Ukraine, it’s most attractive and interesting locations, present one of the most respected IT centers. All of that can be used during lectures and practical classes for various English-language disciplines as didactic material. Text content in all editions is laconic; the material is described in simple and accessible English. One article about a certain monument or location occupies one-page spread, which is convenient for perception. Each topic material is illustrated with a thematic photo. The series is competently created, has a thoroughly thought-out concept for the embodiment of the text and illustrative material. The article demonstrates that the capabilities of a modern guide-book are able to perform not only informative but also a communicative function of a mediator in intercultural communication. Thanks to this fact, it becomes possible to effectively use this potential in the formation of basic competences and skills to productively implement professional activities for future professionals in tourism and hospitality industry.

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