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medium instruction</title> <meta name="description" content="Search results for: English medium instruction"> <meta name="keywords" content="English medium instruction"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="English medium instruction"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 5152</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: English medium instruction</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5152</span> Impact of Instructional Mode and Medium of Instruction on the Learning Outcomes of Secondary Level School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Dipti%20Parida">Dipti Parida</a>, <a href="https://publications.waset.org/abstracts/search?q=Atasi%20Mohanty"> Atasi Mohanty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The focus of this research is to examine the interaction effect of flipped teaching and traditional teaching mode across two different medium (English and Odia) of instructional groups. Both Science and History subjects were taken to be taught in the Class- VIII in two different instructional mode/s. In total, 180 students of Class-VIII of both Odia and English medium schools were taken as the samples of this study; 90 participants (each group) were from both English and Odia medium schools ; 45 participants of each of these two groups were again assigned either to flip or traditional teaching method. We have two independent variables and each independent variable with two levels. Medium and mode of instruction are the two independent variables. Medium of instruction has two levels of Odia medium and English medium groups. The mode of instruction has also two levels of flip and traditional teaching method. Here we get 4 different groups, such as Odia medium students with traditional mode of teaching (O.M.T), Odia medium students with flipped mode of teaching (O.M.F), English medium students with traditional mode of teaching (E.M.T) and English medium students with flipped mode of teaching (E.M.F). Before the instructional administration, these four groups were given a test on the concerned topic to be taught. Based on this result, a one-way ANOVA was computed and the obtained result showed that these four groups don’t differ significantly from each other at the beginning. Then they were taught the concerned topic either in traditional or flip mode of teaching method. After that a 2×2×2 repeated measures ANOVA was done to analyze the group differences as well as the learning outcome before and after the teaching. The result table also shows that in post-test the learning outcome is highest in case of English medium students with flip mode of instruction. From the statistical analysis it is clear that the flipped mode of teaching is as effective for Odia medium students as it is for English medium students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medium%20of%20instruction" title="medium of instruction">medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=mode%20of%20instruction" title=" mode of instruction"> mode of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=test%20mode" title=" test mode"> test mode</a>, <a href="https://publications.waset.org/abstracts/search?q=vernacular%20medium" title=" vernacular medium"> vernacular medium</a> </p> <a href="https://publications.waset.org/abstracts/71475/impact-of-instructional-mode-and-medium-of-instruction-on-the-learning-outcomes-of-secondary-level-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/71475.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5151</span> English as a Medium of Instruction in Tunisian Higher Education Institutions: Exploring Attitudes, Challenges, and Opportunities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Karim%20Karmi">Karim Karmi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> To keep pace with the requirements of globalization, a lot of universities across the globe have started teaching various academic subjects in English. In Tunisia, two higher education institutions have embarked on the experience of teaching in English instead of French. The aim of the present study was threefold. First, it sought to explore the stakeholders’ attitudes toward this shift. By stakeholders, we mean students and teachers. Second, it aimed at probing the challenges that might arise in the classroom. By challenges, we mean the linguistic and pedagogical difficulties that students and teachers might face. Third, the study investigated the reasons that led teachers and students to opt for English as a medium of instruction instead of French. The participants were 335 students and 14 teachers selected from two Tunisian universities teaching in English. Data was collected by means of questionnaires, interviews, and classroom observations. The findings showed that there is a positive attitude towards English, in contrast to French. In other words, both students and teachers are enjoying the experience, and they hope that English will officially become the medium of instruction in Tunisia. Students and teachers reported a number of linguistic and pedagogical challenges, and they mainly ascribed them to the abrupt transition from French to English. The vast majority of the respondents, be they students or teachers, opted for English as a medium of instruction to maximise their chances of getting a job abroad. It is also worth noting that most teachers stated that teaching through English helps them when it comes to publishing academic articles. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes" title="attitudes">attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=challenges" title=" challenges"> challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20medium%20of%20instruction" title=" English as a medium of instruction"> English as a medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=opportunities" title=" opportunities"> opportunities</a> </p> <a href="https://publications.waset.org/abstracts/185222/english-as-a-medium-of-instruction-in-tunisian-higher-education-institutions-exploring-attitudes-challenges-and-opportunities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/185222.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">46</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5150</span> The Implications in the Use of English as the Medium of Instruction in Business Management Courses at Vavuniya Campus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeyaseelan%20Gnanaseelan">Jeyaseelan Gnanaseelan</a>, <a href="https://publications.waset.org/abstracts/search?q=Subajana%20Jeyaseelan"> Subajana Jeyaseelan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The paper avails, in a systemic form, some of the results of the investigation into nature, functions, problems, and implications in the use of English as the medium of Instruction (EMI) in the Business Management courses at Vavuniya Campus of the University of Jaffna, located in the conflict-affected northern part of Sri Lanka. It is a case study of the responses of the students and the teachers from Tamil and Sinhala language communities of the Faculty of Business Studies. This paper analyzes the perceptions on the use of the medium, the EMI background, resources available and accessible, language abilities of the teachers and learners, learning style and pedagogy, the EMI methodology, the socio-economic and socio-political contexts typical of a non-native English learning context. The analysis is quantitative and qualitative. It finds out the functional perspective of the EMI in Sri Lanka and suggests practical strategies of contextualization and acculturation in the EMI organization and positions. The paper assesses the learner and teacher capacity in the use of English. The ethnic conflict and linguistic politics in Sri Lanka have contributed multiple factors to the current use of English as the medium. It has conflicted with its domestic realities and the globalization trends of the world at large which determines efficiency and effectiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=medium%20of%20instruction" title="medium of instruction">medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=English" title=" English"> English</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20management" title=" business management"> business management</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/104021/the-implications-in-the-use-of-english-as-the-medium-of-instruction-in-business-management-courses-at-vavuniya-campus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/104021.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5149</span> Adopting English as a Language of Instruction of STEM in Tunisian Higher Education Institutions: Promises and Challenges</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mimoun%20Melliti">Mimoun Melliti</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research paper investigates the promises, challenges, and perspectives associated with teaching STEM subjects in English within Tunisian higher education institutions. The study explores the potential benefits of English-medium instruction in Science, Technology, Engineering, and Mathematics (henceforth STEM) education, with a special focus on enhanced global competitiveness, improved English language proficiency, and increased access to international resources and collaborations. Additionally, it examines the various challenges faced by educators and students, such as language shift/barriers, curriculum adaptation, faculty training, and student support. Through a comprehensive analysis of promises and challenges, this paper aims to provide insights and recommendations for effectively implementing English medium instruction (henceforth EMI) of STEM in Tunisian higher education institutions. The paper concludes with a recommended action plan for the proper introduction of EMI of STEM in Tunisia. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EMI%3B" title="EMI;">EMI;</a>, <a href="https://publications.waset.org/abstracts/search?q=STEM%20education" title=" STEM education"> STEM education</a>, <a href="https://publications.waset.org/abstracts/search?q=EFL" title=" EFL"> EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20reforms" title=" language reforms"> language reforms</a> </p> <a href="https://publications.waset.org/abstracts/178302/adopting-english-as-a-language-of-instruction-of-stem-in-tunisian-higher-education-institutions-promises-and-challenges" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178302.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">76</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5148</span> A Multidimensional Analysis of English as a Medium of Instruction in Algerian Higher Education: Policy, Practices and Attitudes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Imene%20Medfouni">Imene Medfouni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of postcolonial Algeria, language policy, language planning as well as language attitudes have recently stirred up contested debates in higher education system. This linguistic and politically-oriented conflict have constantly created a complex environment for learning. In the light of this observation, English language situates itself at the core of this debate with respects to its international status and potential influences. This presentation is based on ongoing research that aims to gain a better understanding of the introduction of English as a medium of instruction (EMI) in a postcolonial context, marked by multilingualism and language conflict. This research offers interesting insights to critically explore EMI from different perspectives: policy, practices, and attitudes. By means of methodological triangulation, this research integrates a mixed approach, whereby the sources of data triangulation will be elicited from the following methods: classroom observations, document analysis, focus groups, questionnaires and interviews. Preliminary findings suggest that English language might not replace French status in Algerian universities because of the latter strong presence and diffusion within Algerian linguistic landscape. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20lingua%20franca" title="English as a lingua franca">English as a lingua franca</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20medium%20of%20instruction" title=" English as a medium of instruction"> English as a medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20policy%20and%20planning" title=" language policy and planning"> language policy and planning</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingualism" title=" multilingualism"> multilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=postcolonial%20contexts" title=" postcolonial contexts"> postcolonial contexts</a>, <a href="https://publications.waset.org/abstracts/search?q=World%20Englishes" title=" World Englishes"> World Englishes</a> </p> <a href="https://publications.waset.org/abstracts/70102/a-multidimensional-analysis-of-english-as-a-medium-of-instruction-in-algerian-higher-education-policy-practices-and-attitudes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70102.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">258</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5147</span> Effects of Bilingual Education in the Teaching and Learning Practices in the Continuous Improvement and Development of k12 Program</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Miriam%20Sebastian">Miriam Sebastian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research focused on the effects of bilingual education as medium of instruction to the academic performance of selected intermediate students of Miriam’s Academy of Valenzuela Inc. . An experimental design was used, with language of instruction as the independent variable and the different literacy skills as dependent variables. The sample consisted of experimental students comprises of 30 students were exposed to bilingual education (Filipino and English) . They were given pretests and were divided into three groups: Monolingual Filipino, Monolingual English, and Bilingual. They were taught different literacy skills for eight weeks and were then administered the posttests. Data was analyzed and evaluated in the light of the central processing and script-dependent hypotheses. Based on the data, it can be inferred that monolingual instruction in either Filipino or English had a stronger effect on the students’ literacy skills compared to bilingual instruction. Moreover, mother tongue-based instruction, as compared to second-language instruction, had stronger effect on the preschoolers’ literacy skills. Such results have implications not only for mother tongue-based (MTB) but also for English as a second language (ESL) instruction in the country <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bilingualism" title="bilingualism">bilingualism</a>, <a href="https://publications.waset.org/abstracts/search?q=effects" title="effects">effects</a>, <a href="https://publications.waset.org/abstracts/search?q=monolingual" title=" monolingual"> monolingual</a>, <a href="https://publications.waset.org/abstracts/search?q=function" title="function">function</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual" title=" multilingual"> multilingual</a>, <a href="https://publications.waset.org/abstracts/search?q=mother%20tongue" title=" mother tongue"> mother tongue</a> </p> <a href="https://publications.waset.org/abstracts/120430/effects-of-bilingual-education-in-the-teaching-and-learning-practices-in-the-continuous-improvement-and-development-of-k12-program" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120430.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">127</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5146</span> Investigating Secondary Students’ Attitude towards Learning English</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pinkey%20Yaqub">Pinkey Yaqub</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this study was to investigate secondary (grades IX and X) students’ attitudes towards learning the English language based on the medium of instruction of the school, the gender of the students and the grade level in which they studied. A further aim was to determine students’ proficiency in the English language according to their gender, the grade level and the medium of instruction of the school. A survey was used to investigate the attitudes of secondary students towards English language learning. Simple random sampling was employed to obtain a representative sample of the target population for the research study as a comprehensive list of established English medium schools, and newly established English medium schools were available. A questionnaire ‘Attitude towards English Language Learning’ (AtELL) was adapted from a research study on Libyan secondary school students’ attitudes towards learning English language. AtELL was reviewed by experts (n=6) and later piloted on a representative sample of secondary students (n= 160). Subsequently, the questionnaire was modified - based on the reviewers’ feedback and lessons learnt during the piloting phase - and directly administered to students of grades 9 and 10 to gather information regarding their attitudes towards learning the English language. Data collection spanned a month and a half. As the data were not normally distributed, the researcher used Mann-Whitney tests to test the hypotheses formulated to investigate students’ attitudes towards learning English as well as proficiency in the language across the medium of instruction of the school, the gender of the students and the grade level of the respondents. Statistical analyses of the data showed that the students of established English medium schools exhibited a positive outlook towards English language learning in terms of the behavioural, cognitive and emotional aspects of attitude. A significant difference was observed in the attitudes of male and female students towards learning English where females showed a more positive attitude in terms of behavioural, cognitive and emotional aspects as compared to their male counterparts. Moreover, grade 10 students had a more positive attitude towards learning English language in terms of behavioural, cognitive and emotional aspects as compared to grade 9 students. Nonetheless, students of newly established English medium schools were more proficient in English as gauged by their examination scores in this subject as compared to their counterparts studying in established English medium schools. Moreover, female students were more proficient in English while students studying in grade 9 were less proficient in English than their seniors studying in grade 10. The findings of this research provide empirical evidence to future researchers wishing to explore the relationship between attitudes towards learning language and variables such as the medium of instruction of the school, gender and the grade level of the students. Furthermore, policymakers might revisit the English curriculum to formulate specific guidelines that promote a positive and gender-balanced outlook towards learning English for male and female students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=behavioral%20aspect%20of%20attitude" title=" behavioral aspect of attitude"> behavioral aspect of attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20aspect%20of%20attitude" title=" cognitive aspect of attitude"> cognitive aspect of attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20aspect%20of%20attitude" title=" emotional aspect of attitude"> emotional aspect of attitude</a> </p> <a href="https://publications.waset.org/abstracts/55317/investigating-secondary-students-attitude-towards-learning-english" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55317.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">228</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5145</span> From Theory to Practice: An Iterative Design Process in Implementing English Medium Instruction in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Linda%20Weinberg">Linda Weinberg</a>, <a href="https://publications.waset.org/abstracts/search?q=Miriam%20Symon"> Miriam Symon</a> </p> <p class="card-text"><strong>Abstract:</strong></p> While few institutions of higher education in Israel offer international programs taught entirely in English, many Israeli students today can study at least one content course taught in English during their degree program. In particular, with the growth of international partnerships and opportunities for student mobility, English medium instruction is a growing phenomenon. There are however no official guidelines in Israel for how to develop and implement content courses in English and no training to help lecturers prepare for teaching their materials in a foreign language. Furthermore, the implications for the students and the nature of the courses themselves have not been sufficiently considered. In addition, the institution must have lecturers who are able to teach these courses effectively in English. An international project funded by the European Union addresses these issues and a set of guidelines which provide guidance for lecturers in adapting their courses for delivery in English have been developed. A train-the-trainer approach is adopted in order to cascade knowledge and experience in English medium instruction from experts to language teachers and on to content teachers thus maximizing the scope of professional development. To accompany training, a model English medium course has been created which serves the dual purpose of highlighting alternatives to the frontal lecture while integrating language learning objectives with content goals. This course can also be used as a standalone content course. The development of the guidelines and of the course utilized backwards, forwards and central design in an iterative process. The goals for combined language and content outcomes were identified first after which a suitable framework for achieving these goals was constructed. The assessment procedures evolved through collaboration between content and language specialists and subsequently were put into action during a piloting phase. Feedback from the piloting teachers and from the students highlight the need for clear channels of communication to encourage frank and honest discussion of expectations versus reality. While much of what goes on in the English medium classroom requires no better teaching skills than are required in any classroom, the understanding of students' abilities in achieving reasonable learning outcomes in a foreign language must be rationalized and accommodated within the course design. Concomitantly, preparatory language classes for students must be able to adapt to prepare students for specific language and cognitive skills and activities that courses conducted in English require. This paper presents findings from the implementation of a purpose-designed English medium instruction course arrived at through an iterative backwards, forwards and central design process utilizing feedback from students and lecturers alike leading to suggested guidelines for English medium instruction in higher education. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20medium%20instruction" title="English medium instruction">English medium instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=iterative%20design%20process" title=" iterative design process"> iterative design process</a>, <a href="https://publications.waset.org/abstracts/search?q=train-the-trainer" title=" train-the-trainer"> train-the-trainer</a> </p> <a href="https://publications.waset.org/abstracts/51001/from-theory-to-practice-an-iterative-design-process-in-implementing-english-medium-instruction-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51001.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">300</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5144</span> Improving Teaching in English-Medium Instruction Classes at Japanese Universities through Needs-Based Professional Development Workshops </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Todd%20Enslen">Todd Enslen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to attract more international students to study for undergraduate degrees in Japan, many universities have been developing English-Medium Instruction degree programs. This means that many faculty members must now teach their courses in English, which raises a number of concerns. A common misconception of English-Medium Instruction (EMI) is that teaching in English is simply a matter of translating materials. Since much of the teaching in Japan still relies on a more traditional, teachercentered, approach, continuing with this style in an EMI environment that targets international students can cause a clash between what is happening and what students expect in the classroom, not to mention what the Scholarship of Teaching and Learning (SoTL) has shown is effective teaching. A variety of considerations need to be taken into account in EMI classrooms such as varying English abilities of the students, modifying input material, and assuring comprehension through interactional checks. This paper analyzes the effectiveness of the English-Medium Instruction (EMI) undergraduate degree programs in engineering, agriculture, and science at a large research university in Japan by presenting the results from student surveys regarding the areas where perceived improvements need to be made. The students were the most dissatisfied with communication with their teachers in English, communication with Japanese students in English, adherence to only English being used in the classes, and the quality of the education they received. In addition, the results of a needs analysis survey of Japanese teachers having to teach in English showed that they believed they were most in need of English vocabulary and expressions to use in the classroom and teaching methods for teaching in English. The result from the student survey and the faculty survey show similar concerns between the two groups. By helping the teachers to understand student-centered teaching and the benefits for learning that it provides, teachers may begin to incorporate more student-centered approaches that in turn help to alleviate the dissatisfaction students are currently experiencing. Through analyzing the current environment in Japanese higher education against established best practices in teaching and EMI, three areas that need to be addressed in professional development workshops were identified. These were “culture” as it relates to the English language, “classroom management techniques” and ways to incorporate them into classes, and “language” issues. Materials used to help faculty better understand best practices as they relate to these specific areas will be provided to help practitioners begin the process of helping EMI faculty build awareness of better teaching practices. Finally, the results from faculty development workshops participants’ surveys will show the impact that these workshops can have. Almost all of the participants indicated that they learned something new and would like to incorporate the ideas from the workshop into their teaching. In addition, the vast majority of the participants felt the workshop provided them with new information, and they would like more workshops like these. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English-medium%20instruction" title="English-medium instruction">English-medium instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=materials%20development" title=" materials development"> materials development</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20development" title=" professional development"> professional development</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20effectiveness" title=" teaching effectiveness"> teaching effectiveness</a> </p> <a href="https://publications.waset.org/abstracts/106026/improving-teaching-in-english-medium-instruction-classes-at-japanese-universities-through-needs-based-professional-development-workshops" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/106026.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">89</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5143</span> The Status of English Learning in the Israeli Academy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ronit%20German">Ronit German</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandra%20Beytenbrat"> Alexandra Beytenbrat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although English seems to be prevalent in every sphere of Israeli daily life, not many Israeli students have a sufficient level of writing and speaking in English which is necessary for academic studies. The inadequate level of English among Israeli students is because the sole focus is on teaching reading comprehension, and the need to adapt to the trends of the professional worldwide demands triggered a reform that requires implementing Common European Framework of Reference (CEFR) and English as a Medium of Instruction (EMI) courses in the Israeli academic institutions. However, it will be argued that this reform is challenging to implement. The fact that modern Hebrew is a revived language, and that English is L3 for more than 30% of the population, the diverse social and cultural students’ background, and psychological factors stand in the way of the new reform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CEFR" title="CEFR">CEFR</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20diversity" title=" cultural diversity"> cultural diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=EMI%20courses" title=" EMI courses"> EMI courses</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20in%20Israel" title=" English in Israel"> English in Israel</a>, <a href="https://publications.waset.org/abstracts/search?q=reform" title=" reform"> reform</a> </p> <a href="https://publications.waset.org/abstracts/139693/the-status-of-english-learning-in-the-israeli-academy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139693.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">218</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5142</span> The Status of English in the Israeli Academy</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ronit%20German">Ronit German</a>, <a href="https://publications.waset.org/abstracts/search?q=Alexandra%20Beytenbrat"> Alexandra Beytenbrat</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although English seems to be prevalent in every sphere of Israeli daily life, not many Israeli students have a sufficient level of writing and speaking in English which is necessary for academic studies. The inadequate level of English among Israeli students, almost the sole focus on teaching reading comprehension, and the need to adapt to the trends of the professional worldwide demands triggered a reform that requires to implement Common European Framework of Reference (CEFR) and English as a Medium of Instruction (EMI) courses in the Israeli academic institutions. However, it will be argued that this reform is challenging to implement. The fact that modern Hebrew is a revived language, and that English is L3 for more than 30% of the population, the diverse social and cultural students’ background, and psychological factors stand in the way of the new reform. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CEFR" title="CEFR">CEFR</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20diversity" title=" cultural diversity"> cultural diversity</a>, <a href="https://publications.waset.org/abstracts/search?q=EMI%20courses" title=" EMI courses"> EMI courses</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20in%20Israel" title=" English in Israel"> English in Israel</a>, <a href="https://publications.waset.org/abstracts/search?q=reform" title=" reform"> reform</a> </p> <a href="https://publications.waset.org/abstracts/139657/the-status-of-english-in-the-israeli-academy" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139657.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">205</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5141</span> Teaching Speaking Skills to Adult English Language Learners through ALM</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wichuda%20Kunnu">Wichuda Kunnu</a>, <a href="https://publications.waset.org/abstracts/search?q=Aungkana%20Sukwises"> Aungkana Sukwises</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Audio-lingual method (ALM) is a teaching approach that is claimed that ineffective for teaching second/foreign languages. Because some linguists and second/foreign language teachers believe that ALM is a rote learning style. However, this study is done on a belief that ALM will be able to solve Thais’ English speaking problem. This paper aims to report the findings on teaching English speaking to adult learners with an “adapted ALM”, one distinction of which is to use Thai as the medium language of instruction. The participants are consisted of 9 adult learners. They were allowed to speak English more freely using both the materials presented in the class and their background knowledge of English. At the end of the course, they spoke English more fluently, more confidently, to the extent that they applied what they learnt both in and outside the class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching%20English" title="teaching English">teaching English</a>, <a href="https://publications.waset.org/abstracts/search?q=audio%20lingual%20method" title=" audio lingual method"> audio lingual method</a>, <a href="https://publications.waset.org/abstracts/search?q=cognitive%20science" title=" cognitive science"> cognitive science</a>, <a href="https://publications.waset.org/abstracts/search?q=psychology" title=" psychology"> psychology</a> </p> <a href="https://publications.waset.org/abstracts/12355/teaching-speaking-skills-to-adult-english-language-learners-through-alm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/12355.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">418</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5140</span> The Investigation of Students’ Learning Preference from Native English Speaking Instructor and Non-Native Speaking Instructor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yingling%20Chen">Yingling Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Most current research has been focused on whether NESTs have advantages over NNESTs in English language Teaching. The purpose of this study was to investigate English learners’ preferences toward native English speaking teachers and non-English speaking teachers in four skills of English language learning. This qualitative study consists of 12 participants. Two open-ended questions were investigated and analyzed. The findings revealed that the participants held an overall preference for NESTs over NNESTs in reading, writing, and listening English skills; nevertheless, they believed both NESTs and NNESTs offered learning experiences strengths, and weaknesses to satisfy students’ need in their English instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=Student%20Rating%20of%20Instructions%20%28SRI%29" title=" Student Rating of Instructions (SRI)"> Student Rating of Instructions (SRI)</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a> </p> <a href="https://publications.waset.org/abstracts/77959/the-investigation-of-students-learning-preference-from-native-english-speaking-instructor-and-non-native-speaking-instructor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77959.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">214</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5139</span> English as a Medium of Instruction in Algerian Higher Business Degree Programmes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sidi%20Ahmed%20Berrabah">Sidi Ahmed Berrabah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English as a Medium of Instruction (EMI) is expanding rapidly in the world. A growing volume of research has been dedicated to investigating its introduction, with findings that describe a complex picture and suggest that the practicality and effectiveness of EMI are still the subjects of debate. However, considerably less attention has been given to understanding EMI in a context where its introduction has been discussed but not yet put into practice. One such context is Algeria, where discourses about a potential introduction of EMI have been going on for some time. It is likely that the first courses where EMI is introduced are Business degree programmes. This study aims to examine the current discourses and attitudes towards the potential implementation of EMI and the language practices in Business degree programmes in three Algerian universities. The research is conducted in three different universities in three different regions in Algeria with the aim of including both ‘centre’ and ‘periphery’ Algerian universities. In order to achieve the previous aims, a mixed research paradigm is used. Questionnaires, semi structured interviews, and classroom observations are used to gather data from three participant cohorts: university students of Business, lecturers of Business, and lecturers of English for specific purposes. The findings showed that students and lecturers of Business are found in favour of the introduction of English instead of French or standard Arabic as a medium of instruction. The reason is that English is seen as having internationalisation and instrumental benefits, while French was too closely linked to the colonial history of the country. The favourable attitudes towards EMI, however, seem to contrast with the daily classroom practices at the departments of Business studies, where students and lecturers make practical choices of using their language repertoire based on their linguistic background and skills. Classrooms in the three Algerian universities featured fluid and translanguaging practices that cannot be reduced to a monolingual EMI policy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EMI" title="EMI">EMI</a>, <a href="https://publications.waset.org/abstracts/search?q=Algerian%20universities" title=" Algerian universities"> Algerian universities</a>, <a href="https://publications.waset.org/abstracts/search?q=business%20degree%20programmes" title=" business degree programmes"> business degree programmes</a>, <a href="https://publications.waset.org/abstracts/search?q=translanguaging" title=" translanguaging"> translanguaging</a> </p> <a href="https://publications.waset.org/abstracts/162217/english-as-a-medium-of-instruction-in-algerian-higher-business-degree-programmes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162217.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">213</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5138</span> Implementing an English Medium of Instruction Policy in Algerian Higher Education: A Study of Teachers’ Attitudes, Agency, and Professional Identity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ikram%20Metalsi">Ikram Metalsi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English as a Medium of Instruction known as (EMI) is expanding rapidly in the world. A growing volume of research has been dedicated to investigating its implementation. However, considerably less attention has been given to understanding EMI in a context where its implementation has been discussed but not yet put into practice. One such context is Algeria, where talks about a possible implementation of EMI have been going on for some time. The present study examines the current discourses and university lecturers’ attitudes towards the potential implementation of EMI as well as investigating the current implicit and explicit language policies in scientific courses in Algerian state universities. The focus is specifically on Engineering departments, as this field has gained worldwide importance in EMI research (Macaro et al. 2018), and, traditionally, French has been the MOI for Engineering in Algerian universities. Using the ROADMAPPING framework (Dafouz and Smit 2016) and the mixed method research approach, the present work explores the language in education policy (LEP) and planning situation in Algeria, the current media of instruction as well as the status and use of the English language in the scientific courses of the tertiary sector. Finally, the current study explores the perceived challenges and benefits of the implementation of EMI programmes from teachers’ perspectives with a particular focus on agency and how this potential policy implementation and teachers’ perceptions of agency around it may reflexively influence their professional identity. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=media%20of%20instruction" title="media of instruction">media of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20in%20education%20policy" title=" language in education policy"> language in education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers%20attitudes" title=" lecturers attitudes"> lecturers attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20agency" title=" teacher agency"> teacher agency</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20identity" title=" professional identity"> professional identity</a> </p> <a href="https://publications.waset.org/abstracts/173555/implementing-an-english-medium-of-instruction-policy-in-algerian-higher-education-a-study-of-teachers-attitudes-agency-and-professional-identity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173555.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">117</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5137</span> The Attitude of Parents and Teachers towards Multilingual Medium of Instruction in Lower Primary School Classrooms: The Case of Kapiri District Schools of Zambia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=E.%20Machinyise">E. Machinyise</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this study was to investigate the attitudes of parents and teachers towards multilingual medium of instruction in lower primary schools of Zambia. In 2013, the Government of Zambia formulated a language policy which stipulates that regional familiar languages should be used as the medium of instruction (MOI) from grade one to four in all public primary schools, while English is introduced as a subject in the second grade. This study investigated the views of parents and teachers on the use of multilingual medium of instruction in lower primary schools in order to accommodate learners who are not native speakers of regional familiar languages as well as the second languages which are official languages used in class. The study revealed that most parents suggested that teachers who teach lower primary school classes should be conversant with at least the four major local languages of Zambia (Bemba, Nyanja, Tonga and Lozi). In the same vain other parents felt that teachers teaching lower grades should not only be familiar with the regional official language but should be able to speak other dialects found in the region. Teachers teaching in lower primary grade felt that although it is difficult to speak all languages of learners in class, it is important for a teacher of lower grade class to try to accommodate children who are not speakers of the familiar languages by addressing them in the language they understand. Both teachers and parents highlighted a number of advantages of teaching children in their mother tongues. Both qualitative and quantitative methods were used for the collection of data for this study. 30 teachers from selected public primary schools and 20 parents of Kapiri district and five lecturers of teacher training colleges in Central province were selected for this study. The researcher also observed class lessons in lower primary schools of Kapiri district. This study revealed that both parents and teachers are of the views that teachers teaching lower primary classes should use multilingual medium of instruction in lower primary classes so as to accommodated children of different linguistic backgrounds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=familiar%20languages" title="familiar languages">familiar languages</a>, <a href="https://publications.waset.org/abstracts/search?q=medium%20of%20instruction" title=" medium of instruction"> medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=multilingual%20medium%20of%20instruction" title=" multilingual medium of instruction"> multilingual medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=native%20speakers" title=" native speakers"> native speakers</a> </p> <a href="https://publications.waset.org/abstracts/89720/the-attitude-of-parents-and-teachers-towards-multilingual-medium-of-instruction-in-lower-primary-school-classrooms-the-case-of-kapiri-district-schools-of-zambia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89720.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">194</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5136</span> An Empirical Study on the Integration of Listening and Speaking Activities with Writing Instruction for Middles School English Language Learners</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Xueyan%20Hu">Xueyan Hu</a>, <a href="https://publications.waset.org/abstracts/search?q=Liwen%20Chen"> Liwen Chen</a>, <a href="https://publications.waset.org/abstracts/search?q=Weilin%20He"> Weilin He</a>, <a href="https://publications.waset.org/abstracts/search?q=Sujie%20Peng"> Sujie Peng</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Writing is an important but challenging skill For English language learners. Due to the small amount of time allocated for writing classes at schools, students have relatively few opportunities to practice writing in the classroom. While the practice of integrating listening and speaking activates with writing instruction has been used for adult English language learners, its application for young English learners has seldom been examined due to the challenge of listening and speaking activities for young English language learners. The study attempted to integrating integrating listening and speaking activities with writing instruction for middle school English language learners so as to improving their writing achievements and writing abilities in terms of the word use, coherence, and complexity in their writings. Guided by Gagne's information processing learning theory and memetics, this study conducted a 8-week writing instruction with an experimental class (n=44) and a control class (n=48) . Students in the experimental class participated in a series of listening and retelling activities about a writing sample the teacher used for writing instruction during each period of writing class. Students in the control class were taught traditionally with teachers’ direction instruction using the writing sample. Using the ANCOVA analysis of the scores of students’ writing, word-use, Chinese-English translation and the text structure, this study showed that the experimental writing instruction can significantly improve students’ writing performance. Compared with the students in the control class, the students in experimental class had significant better performance in word use and complexity in their essays. This study provides useful enlightenment for the teaching of English writing for middle school English language learners. Teachers can skillfully use information technology to integrate listening, speaking, and writing teaching, considering students’ language input and output. Teachers need to select suitable and excellent composition templates for students to ensure their high-quality language input. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wring%20instruction" title="wring instruction">wring instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=retelling" title=" retelling"> retelling</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20learners" title=" English language learners"> English language learners</a>, <a href="https://publications.waset.org/abstracts/search?q=listening%20and%20speaking" title=" listening and speaking"> listening and speaking</a> </p> <a href="https://publications.waset.org/abstracts/168631/an-empirical-study-on-the-integration-of-listening-and-speaking-activities-with-writing-instruction-for-middles-school-english-language-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/168631.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5135</span> Disequilibrium between the Demand and Supply of Teachers of English at the Junior Secondary Schools in Gashua, Yobe State: Options for 2015 and Beyond</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Clifford%20Irikefe%20Gbeyonron">Clifford Irikefe Gbeyonron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Nigerian educational system, which has English language as a major medium of instruction, has been designed in such a way that the cognitive, psychomotor and affective endowments of the Nigerian learner could be explored. However, the human resources that would impart the desired knowledge, skills and values in the learners seem to be in short supply. This paucity is more manifest in the area of teachers of English. As a result, this research was conducted on the demand and supply of teachers of English at the junior secondary schools in Gashua, Yobe State. The results indicate that there was dearth of teachers of English the domain under review. This thus presents a challenge that should propel English language teacher education industries to produce more teachers of English. As a result, this paper recommends that the teacher production process should make use of qualified and enthusiastic teacher trainers that would be able to inculcate in-depth linguistic and communicative competence of English language and English language teaching skills in the potential teachers of English. In addition, English language education service providers should attract and retain the trained teachers of English in the business of English language teaching in such a way that all the states of Nigeria could experience educational development. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=demand" title="demand">demand</a>, <a href="https://publications.waset.org/abstracts/search?q=supply" title=" supply"> supply</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20of%20English" title=" teachers of English"> teachers of English</a>, <a href="https://publications.waset.org/abstracts/search?q=Yobe%20State" title=" Yobe State"> Yobe State</a> </p> <a href="https://publications.waset.org/abstracts/37476/disequilibrium-between-the-demand-and-supply-of-teachers-of-english-at-the-junior-secondary-schools-in-gashua-yobe-state-options-for-2015-and-beyond" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37476.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">374</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5134</span> 'I Mean' in Teacher Questioning Sequences in Post-Task Discussions: A Conversation Analytic Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Derya%20Duran">Derya Duran</a>, <a href="https://publications.waset.org/abstracts/search?q=Christine%20Jacknick"> Christine Jacknick</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Despite a growing body of research on classroom, especially language classroom interactions, much more is yet to be discovered on how interaction is organized in higher education settings. This study investigates how the discourse marker 'I mean' in teacher questioning turns functions as a resource to promote student participation as well as to enhance collective understanding in whole-class discussions. This paper takes a conversation analytic perspective, drawing on 30-hour video recordings of classroom interaction in an English as a medium of instruction university in Turkey. Two content classrooms (i.e., Guidance) were observed during an academic term. The course was offered to 4th year students (n=78) in the Faculty of Education; students were majoring in different subjects (i.e., Early Childhood Education, Foreign Language Education, Mathematics Education). Results of the study demonstrate the multi-functionality of discourse marker 'I mean' in teacher questioning turns. In the context of English as a medium of instruction classrooms where possible sources of confusion may occur, we found that 'I mean' is primarily used to indicate upcoming adjustments. More specifically, it is employed for a variety of interactional purposes such as elaboration, clarification, specification, reformulation, and reference to the instructional activity. The study sheds light on the multiplicity of functions of the discourse marker in academic interactions and it uncovers how certain linguistic resources serve functions to the organization of repair such as the maintenance of understanding in classroom interaction. In doing so, it also shows the ways in which participation is routinely enacted in shared interactional events through linguistic resources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conversation%20analysis" title="conversation analysis">conversation analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=discourse%20marker" title=" discourse marker"> discourse marker</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20medium%20of%20instruction" title=" English as a medium of instruction"> English as a medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=repair" title=" repair"> repair</a> </p> <a href="https://publications.waset.org/abstracts/100063/i-mean-in-teacher-questioning-sequences-in-post-task-discussions-a-conversation-analytic-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100063.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">161</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5133</span> Content Based Instruction: An Interdisciplinary Approach in Promoting English Language Competence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sanjeeb%20Kumar%20Mohanty">Sanjeeb Kumar Mohanty</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Content Based Instruction (CBI) in English Language Teaching (ELT) basically helps English as Second Language (ESL) learners of English. At the same time, it fosters multidisciplinary style of learning by promoting collaborative learning style. It is an approach to teaching ESL that attempts to combine language with interdisciplinary learning for bettering language proficiency and facilitating content learning. Hence, the basic purpose of CBI is that language should be taught in conjunction with academic subject matter. It helps in establishing the content as well as developing language competency. This study aims at supporting the potential values of interdisciplinary approach in promoting English Language Learning (ELL) by teaching writing skills to a small group of learners and discussing the findings with the teachers from various disciplines in a workshop. The teachers who are oriented, they use the same approach in their classes collaboratively. The inputs from the learners as well as the teachers hopefully raise positive consciousness with regard to the vast benefits that Content Based Instruction can offer in advancing the language competence of the learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=content%20based%20instruction" title="content based instruction">content based instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20approach" title=" interdisciplinary approach"> interdisciplinary approach</a>, <a href="https://publications.waset.org/abstracts/search?q=writing%20skills" title=" writing skills"> writing skills</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20approach" title=" collaborative approach"> collaborative approach</a> </p> <a href="https://publications.waset.org/abstracts/77459/content-based-instruction-an-interdisciplinary-approach-in-promoting-english-language-competence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77459.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">277</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5132</span> To Prepare a Remedial Teaching Programme for Dyslexic Students of English and Marathi Medium Schools and Study Its Effect on Their Learning Outcome</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khan%20Zeenat">Khan Zeenat</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20B.%20Dandegaonkar"> S. B. Dandegaonkar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dyslexia is a neurological disorder which affects the reading and writing ability of children. A sample of 72 dyslexic children (36 from English medium and 36 from Marathi medium schools) of class V from English and Marathi medium schools were selected. The Experimental method was used to study the effect of Remedial Teaching Programme on the Learning outcome of Dyslexic students. The findings showed that there is a Positive effect of remedial teaching programme on the Learning outcome of English and Marathi medium students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=remedial%20teaching" title="remedial teaching">remedial teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=Dyslexic%20students" title=" Dyslexic students"> Dyslexic students</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20outcome" title=" learning outcome"> learning outcome</a>, <a href="https://publications.waset.org/abstracts/search?q=neurological" title=" neurological"> neurological</a> </p> <a href="https://publications.waset.org/abstracts/7992/to-prepare-a-remedial-teaching-programme-for-dyslexic-students-of-english-and-marathi-medium-schools-and-study-its-effect-on-their-learning-outcome" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/7992.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">520</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5131</span> Syntactic Errors in Written Assessments of Non-Native English-Speaking Undergraduate Students and Pedagogical Implications in Correcting Grammatical Mistakes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Cheng%20Shuk%20Ling">Cheng Shuk Ling</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper examines the English syntactic errors and their patterns in the written assignments of a General Education course at City University of Hong Kong. Subjects are 60 local and non-local (exchange) undergraduate students who are all EFL learners and L2 users with diversified education and disciplinary background (i.e. their major of study), which are unrelated to English language studies. The objective of this paper brings to the foreground a broad discussion of EFL/L2 undergraduate learners’ average syntactic ability in terms of written assessment. This paper is an attempt in classifying the patterns and categories of syntactic errors committed by students who were brought up and educated in non-native English-speaking countries. Thus, pedagogical recommendations are offered for both EFL/L2 learners and educators in tertiary education settings in such ways as to calibrate how and in what manner English language as the medium of instruction can lead to more enduring effects in learners within non-native English-speaking countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=syntactic%20errors" title="syntactic errors">syntactic errors</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20as%20a%20foreign%20language" title=" english as a foreign language"> english as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=second%20language%20users" title=" second language users"> second language users</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/155027/syntactic-errors-in-written-assessments-of-non-native-english-speaking-undergraduate-students-and-pedagogical-implications-in-correcting-grammatical-mistakes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155027.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5130</span> English Language Performance and Emotional Intelligence of Senior High School Students of Pit-Laboratory High School </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sonia%20Arradaza-Pajaron">Sonia Arradaza-Pajaron</a> </p> <p class="card-text"><strong>Abstract:</strong></p> English as a second language is widely spoken in the Philippines. In fact, it is used as a medium of instruction in school. However, Filipino students, in general, are still not proficient in the use of the language. Since it plays a very crucial role in the learning and comprehension of some subjects in the school where important key concepts and in English, it is imperative to look into other factors that may affect such concern. This study may post an answer to the said concern because it aimed to investigate the association between a psychological construct, known as emotional intelligence, and the English language performance of the 55 senior high school students. The study utilized a descriptive correlational method to determine the significant relationship of variables with preliminary data, like GPA in English subject as baseline information of their performance. Results revealed that the respondents had an average GPA in the English subject; however, improving from their first-year high school level to the fourth year. Their English performance resulted to an above average level with a notable higher performance in the speaking test than in the written. Further, a strong correlation between English performance and emotional intelligence was manifested. Based on the findings, it can be concluded that students with higher emotional intelligence their English language performance is expected to be the same. It can be said further that when students’ emotional intelligence (EI components) is facilitated well through various classroom activities, a better English performance would just be spontaneous among them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20language%20performance" title="English language performance">English language performance</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title="emotional intelligence">emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=EI%20components" title=" EI components"> EI components</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20literacy" title=" emotional literacy"> emotional literacy</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20quotient%20competence" title=" emotional quotient competence"> emotional quotient competence</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20quotient%20outcomes" title=" emotional quotient outcomes"> emotional quotient outcomes</a>, <a href="https://publications.waset.org/abstracts/search?q=values%20and%20beliefs" title=" values and beliefs"> values and beliefs</a> </p> <a href="https://publications.waset.org/abstracts/32583/english-language-performance-and-emotional-intelligence-of-senior-high-school-students-of-pit-laboratory-high-school" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/32583.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">449</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5129</span> Feedback Preference and Practice of English Majors’ in Pronunciation Instruction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Claerchille%20Jhulia%20Robin">Claerchille Jhulia Robin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the perspective of ESL learners towards pronunciation instruction. It sought to determine how these learners view the type of feedback their speech teacher gives and its impact on their own classroom practice of providing feedback. This study utilized a quantitative-qualitative approach to the problem. The respondents were Education students majoring in English. A survey questionnaire and interview guide were used for data gathering. The data from the survey was tabulated using frequency count and the data from the interview were then transcribed and analyzed. Results showed that ESL learners favor immediate corrective feedback and they do not find any issue in being corrected in front of their peers. They also practice the same corrective technique in their own classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL" title="ESL">ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20perspective" title=" learner perspective"> learner perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation%20instruction" title=" pronunciation instruction"> pronunciation instruction</a> </p> <a href="https://publications.waset.org/abstracts/95311/feedback-preference-and-practice-of-english-majors-in-pronunciation-instruction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">234</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5128</span> Investigating English Dominance in a Chinese-English Dual Language Program: Teachers' Language Use and Investment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peizhu%20Liu">Peizhu Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Dual language education, also known as immersion education, differs from traditional language programs that teach a second or foreign language as a subject. Instead, dual language programs adopt a content-based approach, using both a majority language (e.g., English, in the case of the United States) and a minority language (e.g., Spanish or Chinese) as a medium of instruction to teach math, science, and social studies. By granting each language of instruction equal status, dual language education seeks to educate not only meaningfully but equitably and to foster tolerance and appreciation of diversity, making it essential for immigrants, refugees, indigenous peoples, and other marginalized students. Despite the cognitive and academic benefits of dual language education, recent literature has revealed that English is disproportionately privileged across dual language programs. Scholars have expressed concerns about the unbalanced status of majority and minority languages in dual language education, as favoring English in this context may inadvertently reaffirm its dominance and moreover fail to serve the needs of children whose primary language is not English. Through a year-long study of a Chinese-English dual language program, the extensively disproportionate use of English has also been observed by the researcher. However, despite the fact that Chinese-English dual language programs are the second-most popular program type after Spanish in the United States, this issue remains underexplored in the existing literature on Chinese-English dual language education. In fact, the number of Chinese-English dual language programs being offered in the U.S. has grown rapidly, from 8 in 1988 to 331 as of 2023. Using Norton and Darvin's investment model theory, the current study investigates teachers' language use and investment in teaching Chinese and English in a Chinese-English dual language program at an urban public school in New York City. The program caters to a significant number of minority children from working-class families. Adopting an ethnographic and discourse analytic approach, this study seeks to understand language use dynamics in the program and how micro- and macro-factors, such as students' identity construction, parents' and teachers' language ideologies, and the capital associated with each language, influence teachers' investment in teaching Chinese and English. The research will help educators and policymakers understand the obstacles that stand in the way of the goal of dual language education—that is, the creation of a more inclusive classroom, which is achieved by regarding both languages of instruction as equally valuable resources. The implications for how to balance the use of the majority and minority languages will also be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dual%20language%20education" title="dual language education">dual language education</a>, <a href="https://publications.waset.org/abstracts/search?q=bilingual%20education" title=" bilingual education"> bilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20immersion%20education" title=" language immersion education"> language immersion education</a>, <a href="https://publications.waset.org/abstracts/search?q=content-based%20language%20teaching" title=" content-based language teaching"> content-based language teaching</a> </p> <a href="https://publications.waset.org/abstracts/165181/investigating-english-dominance-in-a-chinese-english-dual-language-program-teachers-language-use-and-investment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165181.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">84</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5127</span> Exploring Reading Attitudes among Iranian English Language Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Narges%20Nemati">Narges Nemati</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammadreza%20Fallahpour"> Mohammadreza Fallahpour</a>, <a href="https://publications.waset.org/abstracts/search?q=Hossein%20Bozorgian"> Hossein Bozorgian</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Reading is one of the receptive skills which has an important role in improving other skills like writing and speaking. Furthermore, language learners can acquire plenty of vocabularies and become more acquainted with written expression through reading. Also, negative attitudes toward reading can cause negligible reading comprehension, which could prompt poor performance in the English language. Considering the fact that reading instruction was discussed as a low priority skill in the field of EFL teacher education, this study attempted to investigate EFL teachers’ attitudes toward reading instruction. Therefore, to serve the purpose of this study, a mixed-method approach was utilized by inviting 100 Iranian EFL teachers who taught at English language institutes of Iran to fill out a validated questionnaire on teachers’ attitude toward reading. Subsequently, 10 participants were randomly selected for further observations and interview sessions to evaluate the differences between their stated attitude and their actual practices. The findings from analyzing questionnaires, observations, and interviews revealed that EFL teachers’ stated attitude toward reading instruction was positive; whereas, due to some reasons like lack of time, scarcity of interesting passages, and lack of interest in reading long passages, teachers did not show positive actual attitude toward teaching reading skill. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=English%20as%20foreign%20language%20classroom" title="English as foreign language classroom">English as foreign language classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language" title=" English language"> English language</a>, <a href="https://publications.waset.org/abstracts/search?q=reading%20skill" title=" reading skill"> reading skill</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20attitude" title=" teachers' attitude"> teachers' attitude</a> </p> <a href="https://publications.waset.org/abstracts/133788/exploring-reading-attitudes-among-iranian-english-language-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/133788.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5126</span> Using Metacognitive Strategies in Reading Comprehension by EFL Students</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Simin%20Sadeghi-Saeb">Simin Sadeghi-Saeb</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Metacognitive strategies consistently play important roles in reading comprehension. The metacognitive strategies involve the active monitoring and consequent regulation and orchestration of the cognitive processes in relation to the cognitive objects or data on which they bear. In this paper, the effect of instruction in using metacognitive strategies on reading academic materials, type of metacognitive strategies were mostly used by college university students before and after the instruction and the level they use those strategies before and after the instruction were studied. For these aims, 50 female college students were chosen. Then, they were divided randomly into two groups, experimental and control groups. At first session, students in both groups took the standard TOFEL exam. After the pre-test had been administered, the instruction began. After treatment, a post-test was taken. It is useful to state that after pre-test and post-test the same questionnaire was handed to the students of experimental group. The results of this research show that the instruction of metacognitive strategies has positive effect on the students' scores in reading comprehension tests. Furthermore, it showed that before and after the instruction, the students' usage of metacognitive strategies changed. Also, it demonstrated that the instruction affected the students' level of metacognitive strategies' usage. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL%20students" title="EFL students">EFL students</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20reading%20comprehension" title=" English reading comprehension"> English reading comprehension</a>, <a href="https://publications.waset.org/abstracts/search?q=instruction" title=" instruction"> instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20strategies" title=" metacognitive strategies"> metacognitive strategies</a> </p> <a href="https://publications.waset.org/abstracts/41179/using-metacognitive-strategies-in-reading-comprehension-by-efl-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/41179.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5125</span> Encounters of English First Additional Language Teachers in Rural Schools</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rendani%20Mercy%20Makhwathana">Rendani Mercy Makhwathana</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper intends to explore teachers' encounters when teaching English First Additional Language in rural public schools. Teachers are pillars of any education system around the globe. Educational transformations hinge on them as critical role players in the education system. Thus, teachers' encounters are worth consideration, for they impact learners' learning and the well-being of education in general. An exploratory qualitative approach was used in this paper. The population for this paper comprised all Foundation Phase teachers in the district. A purposive sample of 15 Foundation Phase teachers from five rural-based schools was used. Data were collected through classroom observation and individual face-to-face interviews. Data were categorized, analyzed, and interpreted. Amongst the revealed teachers' encounters are learners' inability to read and write and learners' lack of English language background and learners' lack of the vocabulary to express themselves. This paper recommends the provision of relevant resources and support to effectively teach English First Additional Language to enable learners' engagement and effective use of the English language. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=first%20additional%20language" title="first additional language">first additional language</a>, <a href="https://publications.waset.org/abstracts/search?q=english%20second%20language" title=" english second language"> english second language</a>, <a href="https://publications.waset.org/abstracts/search?q=medium%20of%20instruction" title=" medium of instruction"> medium of instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20professional%20development" title=" teacher professional development"> teacher professional development</a> </p> <a href="https://publications.waset.org/abstracts/165686/encounters-of-english-first-additional-language-teachers-in-rural-schools" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165686.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">78</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5124</span> The Battle between French and English in the Algerian University: Ideological and Pedagogical Stakes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Taoufik%20Djennane">Taoufik Djennane</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Algeria is characterized by a fragmented language education policy. While pre-university education is entirely conducted in Arabic, higher education remains linguistically divided, with some fields offered in Arabic and others exclusively based on French. Within this linguistic policy, English remains far behind French. However, there has been a significant shift in the state’s linguistic orientation since the social riot of March 2019, known as El-Hirak, which ousted away the ex-president. Since then, social calls were voiced to get rid of French, and English started to receive an unprecedented political push. The historical decision only came at the beginning of the academic year 2023-2024 when the ministry of higher education imposed English as medium of instruction (hereafter EMI), especially in scientific and technological fields. As such, this paper considered this abrupt switch in the medium of instruction and its effects on the community of teachers. Building on a socio-psychological approach, teachers’ attitudes towards EMI were measured. Data were collected using classroom observation, semi-structured interviews and a survey. The results showed that a clear majority of teachers hold negative attitudes towards EMI. The point is that they are linguistically incompetent, and they are not ready yet to deliver content subjects in a language they have no, or little, command of. The study showed the importance of considering attitudes in the ‘policy-formation’ stage before the ‘implementation’ stage. The findings also proved that teachers are not passive bystanders; they can rather be the final arbiters imposing themselves as policy-makers resisting ministerial instructions through their linguistic practices inside the classroom which only acknowledge French. The study showed the necessity to avoid sudden switch and opt for gradual change, without putting aside those who are directly concerned with political/pedagogical measures (teachers, learners, etc). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=micro%20planning" title="micro planning">micro planning</a>, <a href="https://publications.waset.org/abstracts/search?q=EMI" title=" EMI"> EMI</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20education%20policy" title=" language education policy"> language education policy</a>, <a href="https://publications.waset.org/abstracts/search?q=agency" title=" agency"> agency</a> </p> <a href="https://publications.waset.org/abstracts/176034/the-battle-between-french-and-english-in-the-algerian-university-ideological-and-pedagogical-stakes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/176034.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">75</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">5123</span> The Role of Professional Teacher Development in Introducing Trilingual Education into the Secondary School Curriculum: Lessons from Kazakhstan, Central Asia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kairat%20Kurakbayev">Kairat Kurakbayev</a>, <a href="https://publications.waset.org/abstracts/search?q=Dina%20Gungor"> Dina Gungor</a>, <a href="https://publications.waset.org/abstracts/search?q=Adil%20Ashirbekov"> Adil Ashirbekov</a>, <a href="https://publications.waset.org/abstracts/search?q=Assel%20Kambatyrova"> Assel Kambatyrova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Kazakhstan, a post-Soviet economy located in the Central Asia, is making great efforts to internationalize its national system of education. The country is very ambitious in making the national economy internationally competitive and education has become one of the main pillars of the nation’s strategic development plan for 2030. This paper discusses the role of professional teacher development in upgrading the secondary education curriculum with the introduction of English as a medium of instruction (EMI) in grades 10-11 grades. Having Kazakh as the state language and Russian as the official language, English bears a status of foreign language in the country. The development of trilingual education is very high on the agenda of the Ministry of Education and Science. It is planned that by 2019 STEM-related subjects – Biology, Chemistry, Computing and Physics – will be taught in EMI. Introducing English-medium education appears to be a very drastic reform and the teaching cadre is the key driver here. At the same time, after the collapse of the Soviet Union, the teaching profession is still struggling to become attractive in the eyes of the local youth. Moreover, the quality of Kazakhstan’s secondary education is put in question by OECD national review reports. The paper presents a case study of the nation-wide professional development programme arranged for 5 010 school teachers so that they could be able to teach their content subjects in English starting from 2019 onwards. The study is based on the mixed methods research involving the data derived from the surveys and semi-structured interviews held with the programme participants, i.e. school teachers. The findings of the study imply the significance of the school teachers’ attitudes towards the top-down reform of trilingual education. The qualitative research data reveal the teachers’ beliefs about advantages and disadvantages of having their content subjects (e.g. Biology or Chemistry) taught in EMI. The study highlights teachers’ concerns about their professional readiness to implement the top-down reform of English-medium education and discusses possible risks of academic underperforming on the part of students whose English language proficiency is not advanced. This paper argues that for the effective implementation of the English-medium education in secondary schools, the state should adopt a comprehensive approach to upgrading the national academic system where teachers’ attitudes and beliefs play the key role in making the trilingual education policy effective. The study presents lessons for other national academic systems considering to transfer its secondary education to English as a medium of instruction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teacher%20education" title="teacher education">teacher education</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20beliefs" title=" teachers' beliefs"> teachers' beliefs</a>, <a href="https://publications.waset.org/abstracts/search?q=trilingual%20education" title=" trilingual education"> trilingual education</a>, <a href="https://publications.waset.org/abstracts/search?q=case%20study" title=" case study"> case study</a> </p> <a href="https://publications.waset.org/abstracts/84185/the-role-of-professional-teacher-development-in-introducing-trilingual-education-into-the-secondary-school-curriculum-lessons-from-kazakhstan-central-asia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/84185.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">181</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=English%20medium%20instruction&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=English%20medium%20instruction&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=English%20medium%20instruction&page=4">4</a></li> <li class="page-item"><a class="page-link" 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