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Tytuł:
USING WIKIS IN AN ENGLISH FOR SPECIFIC ACADEMIC PURPOSES (ESAP) CONTEXT: UNIVERSITY STUDENTS’ PERCEPTIONS AND REFLECTIONS
Autorzy:
Papadima-Sophocleous, Salomi
Yerou, Christina
Powiązania:
https://bibliotekanauki.pl/articles/941175.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
ESP EAP
Opis:
This study explores students' perceptions regarding the use of wikis in their learning of English for Specific Academic Purposes (ESAP). First year university students of the department of Commerce, Finance and Shipping were given a questionnaire prior to and after their ESAP course. Students worked with wikis during the entire semester and recorded their reflections concerning the wiki integration and its perceived effect on their language learning. The results show that the wiki experience was a positive one overall.
Źródło:
Teaching English with Technology; 2013, 13, 2; 23-54
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A call for reconciling EAP and CALL
Autorzy:
Dashtestani, Reza
Krajka, Jarosław
Powiązania:
https://bibliotekanauki.pl/articles/2096314.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
CALL
EAP
Źródło:
Teaching English with Technology; 2020, 20, 5; 1-5
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
WEBSITE REVIEW OF UEFAP.COM
Autorzy:
Alexander, Chris
Powiązania:
https://bibliotekanauki.pl/articles/955936.pdf
Data publikacji:
2008
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
website review
EAP
Opis:
This paper provides a review of Andy Gillet’s UEfAP.com site (Using English for Academic Purposes — A Guide for Students in Higher Education). UEfAP.com is an immense repository of English for Academic Purposes (EAP) materials that undoubtedly represents years of dedicated work. It is a well-organised, wide-ranging, easy-to-navigate (well-signposted) and reliable site. Thus this manifestly ‘extensive’ review attempts to describe this ‘extensive’ and noteworthy Internet EAP resource. A key recommendation is that these materials, which may have been designed for self-access use, also be utilised in a modern language-lab teaching classroom.
Źródło:
Teaching English with Technology; 2008, 8, 2
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Online English for academic purposes instruction in the context of Iran: exploring the instructor element
Autorzy:
Dashtestani, Reza
Powiązania:
https://bibliotekanauki.pl/articles/2096319.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
attitudes
challenges
digital literacy
EAP
EAP instructors
online instruction
Opis:
Online learning has become a highly effective tool for many language learning institutions and educational environments. However, very limited attention has been directed towards the teacher element in online learning environments in ESP/EAP instruction. To fill this gap, this study investigated the attitudes of 91 Iranian EAP instructors towards the implementation of online EAP instruction. A mixed-methods design was employed in this study, with both semi-structured interviews and questionnaires used to examine the participants’ perspectives. The findings of the study revealed that the majority of the participants hold positive attitudes towards the implementation of online EAP instruction while they are fully aware of the challenges and obstacles to the implementation of online EAP instruction in the Iranian context. Several limitations, including the lack of online EAP teacher training, the lack of facilities for online learning implementation, low digital literacy levels of instructors and students, and the lack of online instruction infrastructures were identified and reported. The participants also pointed out several practical measures and suggestions in order to pave the way for incorporating online EAP instruction which can be considered by EAP policy-makers and course designers. The study can have practical and theoretical implications for the renewal of EAP instruction in Iran and in other countries.
Źródło:
Teaching English with Technology; 2020, 20, 5; 23-37
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
WHILE CURIOSITY KILLED THE CAT ... WASN’T IT SATISFACTION THAT BROUGHT IT BACK? – EAPQUEST AS A MODIFIED VERSION OF WEBQUEST IN THE CONTEXT OF UNIVERSITY TEACHING
Autorzy:
Burzyńska, Kamila
Powiązania:
https://bibliotekanauki.pl/articles/955931.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
EAP Quest
writing instruction
materials design
Opis:
The Internet provides a powerful digital learning environment for language acquisition and noticing. Thus implementation of challenging tasks to be solved by exploring the Web may sound appealing. The primary idea of the WebQuest project emphasizes data collection. The idea of the TalenQuest, however, goes beyond this traditional concept so as to draw on the richness of both ELT materials and authentic resources in terms of the target language. Consequently, TalenQuest activities may constitute effective SLA activities. Doing a web-based second language research should therefore result in enhancing one’s language areas and developing language skills. Taking all the possible advantages which may derive from taking part in a TalenQuest project into account, the implementation of this activity format in university contexts seems justified. There is a need, nevertheless, to customize the idea of TalenQuest for academic language learning specifically. Such an activity format, the EAPQuest, may have educational and motivational value especially when learners are confronted with tasks they find challenging. Writing an academic essay definitely matches the description. The aim of the article is therefore to present the concept of the EAPQuest as a motivating tool to train web-related language skills. Furthermore, an EAPQuest is sketched so as to illustrate a sample procedure. This may serve as a stimulus for designing materials and applying similar procedures into one’s own learning environment.
Źródło:
Teaching English with Technology; 2012, 12, 4; 48-67
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Enhancing EAP learners’ academic vocabulary learning: an investigation of WhatsApp-based reporting and receiving activities
Autorzy:
Arifani, Yudhi
Jumadi
Powiązania:
https://bibliotekanauki.pl/articles/2087159.pdf
Data publikacji:
2021
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
WhatsApp-based reporting
receiving activities
academic vocabulary
EAP learner
Opis:
Previous studies have indicated inconsistencies in utilizing the mobile application known as WhatsApp in academic vocabulary learning. This study attempts to overcome those inconsistencies by addressing three research aims, namely a) to examine any significant difference of employing vocabulary learning between using WhatsApp-based reporting and receiving on the one hand, and traditional-based reporting and receiving strategies on the other; (b) to determine the best predictor of vocabulary learning, and (c) to draw learners’ attitudes among the four types of strategies. A mixed randomized experimental type of research with pre-test and post-test design as well as survey design has been consecutively applied for these purposes. The results of the study reveal that English Academic Purposes (EAP) learners who expand their academic vocabulary using WhatsApp-based reporting activities achieve better having been exposed to these three different treatments. Learners’ endeavours to find out the mixed Indonesian-English vocabulary definitions by themselves, followed by reporting these to their teacher using WhatsApp turn out to be the best vocabulary learning predictor. Learners’ attitudes observed in this cohort also show positive responses. Since the aspect of familiarity with academic vocabulary learning is not incorporated into this study, future researchers may find filling up this lacuna worth pursuing
Źródło:
Teaching English with Technology; 2021, 21, 4; 51-75
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Educational technologies in textbooks: the case of Iranian EAP context
Autorzy:
Nushi, Musa
Momeni, Ali
Powiązania:
https://bibliotekanauki.pl/articles/2096329.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
English for Academic Purposes (EAP)
educational technologies
authors
textbooks
Opis:
Technological developments have been changing the English for Academic Purposes (EAP) instruction. Although there is a wide literature on (the effects of) application of various educational technologies in EAP courses, there is scarcely any literature on the inclusion of such technologies in EAP textbooks. This study addresses that gap and investigates whether and how educational technologies have been introduced or applied in the EAP textbooks used in Iranian universities. Moreover, it tries to elicit the reasons why the authors of those textbooks included or excluded such technologies. To achieve the first objective, 94 EAP textbooks from four disciplines, namely Arts, Engineering, Humanities, and Medicine, were selected and analyzed to find out whether and how these textbooks treat educational technologies. To fulfil the second objective, a semi-structured interview was conducted with 18 of the EAP textbook writers to discover their justifications regarding the inclusion or exclusion of educational technologies in the books. The results indicated that the textbooks were largely devoid of educational technologies, with the authors citing a number of reasons for not including such technologies in the books, the most important of which was their own lack of educational technology know-how. Since EAP courses are usually implemented in universities, this study suggests that introduction and incorporation of affordances provided by educational technologies in EAP textbooks can contribute to university teachers’ efficacy and students’ academic development.
Źródło:
Teaching English with Technology; 2020, 20, 5; 65-86
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
COMPUTER LITERACY IN LEARNING ACADEMIC ENGLISH: IRANIAN EAP STUDENTS’ AND INSTRUCTORS’ ATTITUDES AND PERSPECTIVES
Autorzy:
Alavi, Seyed Mohammad
Borzabadi, Davood
Dashtestani, Reza
Powiązania:
https://bibliotekanauki.pl/articles/955418.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
EAP learning
computer literacy
civil engineering
technology
training
Opis:
This study aimed to analyze perceptions of Iranian English for Academic Purposes (EAP) students on their computer literacy levels. A total of 641 undergraduate students of civil engineering and 34 EAP instructors participated in the study. Data collection instruments included questionnaires and semi-structured interviews. Findings confirmed that the participants perceived Iranian EAP students’ computer literacy levels as low and insufficient for the efficient implementation of Computer-Assisted Language Learning (CALL) in EAP instruction. The results of the study highlighted that computer literacy occupies a significant role in tertiary students’ academic and EAP achievement. It appeared that there are several constraints and barriers which would discourage EAP students from promoting their computer literacy and using computers for learning EAP. Furthermore, the study found evidence to support the view that there should be adequate computer literacy training programs for EAP students to facilitate the incorporation of computer technology in EAP instruction. The analysis of qualitative data provided insights into participants’ perceptions of several specific computer-based skills required for technology-enhanced EAP learning. Implications for the integration of technology and CALL in EAP instruction are provided.
Źródło:
Teaching English with Technology; 2016, 16, 4; 56-77
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
PROMOTING LEARNER AUTONOMY THROUGH SCHOOLOGY M-LEARNING PLATFORM IN AN EAP CLASS AT AN INDONESIAN UNIVERSITY
Autorzy:
Priyatno, Ardi
Powiązania:
https://bibliotekanauki.pl/articles/955868.pdf
Data publikacji:
2017
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
autonomy in language learning
Schoology
mobile learning
EAP
Opis:
The advent of mobile learning platforms and Web 2.0 technologies is believed to provide an autonomous learning space that minimizes the power structure between the teacher and students in Indonesian EFL classes, accommodating the students to display their capacity to navigate their own learning. Schoology m-learning platform, a social networking learning management system, is one of potential platforms facilitating the exercise of autonomy in English language learning. This paper aims to report how Schoology m-learning platform facilitated the exercise of learner autonomy in an EAP class at an Indonesian higher education. The qualitative case study involved twenty one-students enrolled in an EAP course that adopted a blended learning method. The findings suggested that Schoology m-learning platform helped the students to exercise autonomy in EAP learning. The students exercised their control over learning management, cognitive process, and selection of learning materials. The exercise of autonomy is due to the affordance of Schoology. First, Schoology’s social networking interface facilitated interaction and communication among the students. Second, its mobile application enabled the students to learn English at their pace, time, and place. Third, the media-rich materials encouraged the students to further explore other materials online.
Źródło:
Teaching English with Technology; 2017, 17, 2; 55-76
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
EXAMINING THE USE OF WEB-BASED TESTS FOR TESTING ACADEMIC VOCABULARY IN EAP INSTRUCTION
Autorzy:
Dashtestani, Reza
Powiązania:
https://bibliotekanauki.pl/articles/955943.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Web-based testing
attitudes
EAP
academic vocabulary
assessment
Opis:
Interest in Web-based and computer-assisted language testing is growing in the field of English for academic purposes (EAP). In this study, four groups of undergraduate EAP students (n=120), each group consisted of 30 students, were randomly selected from four different disciplines, i.e. biology, political sciences, psychology, and law. The four groups were homogeneous regarding their English proficiency. Four course-specific web-based tests of academic vocabulary were administered to each group with regard to their specific disciplines. Questionnaires were employed to explore the EAP students’ perceptions and self-efficacy concerning web-based language testing. Also, the perceptions of the four groups of undergraduates were compared in order to identify the differences among their attitudes. The findings would have implications for renewing assessment approaches and methods used in EAP instruction.
Źródło:
Teaching English with Technology; 2015, 15, 1; 48-61
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Enhancing EAPeap learners’ vocabulary acquisition: an investigation of individual SMS-based reporting activities
Autorzy:
Arifani, Yudhi
Hidayat, Nur
Mulyadi, Dodi
Wardhono, Agus
Powiązania:
https://bibliotekanauki.pl/articles/2096327.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
individual learning
texting report
EAP learners
academic vocabulary
Opis:
This study aims to show the effect of individual SMS-based academic vocabulary reporting activities on EAP learners’ general academic vocabulary learning and attitudes. An experimental design was employed for this purpose. A total of 60 EAP students were randomly assigned to three different cohorts, consisting of 20 students each. The three different cohorts received 120 academic words and reported their meaning and definition in Indonesian (AVRI), in English (AVRE), and in both Indonesian and English (AVRIE). Then, a general academic vocabulary test (GAVT) was administered to assess their academic vocabulary acquisition. The findings indicate that learning English academic vocabulary applying mixed languages revealed higher vocabulary scores gains than the other two groups because the double representations of the meanings strengthen their comprehension and acquisition. Learners also show positive attitudes toward the implementation of SMS-based reporting activities as they can select their vocabulary more freely to suit their learning needs.
Źródło:
Teaching English with Technology; 2020, 20, 5; 125-146
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Effects of Adjunct Model of Instruction on EAP Learners’ Reading Comprehension Skill
Autorzy:
Karimi, Mahzad
Ghorbanchian, Elahe
Powiązania:
https://bibliotekanauki.pl/articles/22446659.pdf
Data publikacji:
2022-07-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
Adjunct Model
EAP Classes
Online Course
Reading Comprehension
Opis:
With the quick transition to online teaching during the COVID-19 pandemic, it is vital to take the recent development in language teaching methodology into consideration, especially the pedagogical utility of new models of English for Academic purposes (EAP). Accordingly, the main objective of the present study was to investigate the efficacy of the adjunct model in improving the overall reading comprehension skills of Iranian architecture students in online EAP courses. To this end, from the population of students studying architecture at the Isfahan University of Art, three intact classes, each with 35 sophomore students were selected. While the first class was taught by a language teacher (the Language-driven Group) and the second class received instruction from a content teacher (the Content-driven Group), the third class was taught by applying the adjunct model involving both content and language teachers. At the end of the semester, a reading comprehension test was administrated to all students. The analysis of the data through running a one-way ANOVA and post hoc analysis revealed that the students in the adjunct class outperformed their peers in the other two classes on the reading comprehension test.
Źródło:
Theory and Practice of Second Language Acquisition; 2022, 8, 2; 1-19
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Programy psychologicznego wspierania pracowników
Psychological programmes to assist employees
Autorzy:
Żołnierczyk-Zreda, D.
Powiązania:
https://bibliotekanauki.pl/articles/179103.pdf
Data publikacji:
2005
Wydawca:
Centralny Instytut Ochrony Pracy
Tematy:
psychologia pracy
stres w pracy
program EAP
psychology of work
stress
Opis:
Programy psychologicznego wspierania pracowników to popularna na Zachodzie Europy oraz w Ameryce Północnej forma pomocy pracownikom, których dotknęły negatywne skutki stresu w pracy. Pomoc ta wyraża się w objętym całkowitą dyskrecją dostępie do bezpłatnych porad specjalistów w zakresie zdrowia psychicznego: psychologów, psychoterapeutów oraz pracowników społecznych. Programy te obejmują porady i doradztwo oraz gwarantują możliwość odbycia krótkoterminowej terapii. Istnieją dowody na to, że programy te m.in. przyczyniają się do poprawy psychicznego i fizycznego dobrostanu pracowników, spadku absencji oraz wzrostu wydajności pracy.
Employee Assistance Programmes are a very popular in Western Europe and North America form of helping employees affected by negative stress outcomes, like real or potential job loss, mobbing and different forms of discrimination. EAP provide free and confidential access to counseling delivered by specialists in mental problems, like psychologists, psychotherapists, and social workers. EAP services offer short-term therapies. There is evidence that these programmes improve worker’s improved emotional and physical well-being, and that absence rate decreases, and occupational functioning improves.
Źródło:
Bezpieczeństwo Pracy : nauka i praktyka; 2005, 12; 2-3
0137-7043
Pojawia się w:
Bezpieczeństwo Pracy : nauka i praktyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Confronting MA students’ and seminar teachers’ diverse agendas concerning academic literacy development through an EAP writing course
Autorzy:
Trepczyńska, Magdalena
Powiązania:
https://bibliotekanauki.pl/articles/605626.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
EAP, academic writing courses, academic literacy, MA level writing needs, student and teacher expectations
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
Academic courses aim to develop kinds of literacy that are significantly different from what students know from other contexts. Mastering ways of constructing knowledge in scholarly disciplines in a foreign language poses a considerable challenge, not only for the uninitiated. The challenge is none the less small for English for Academic Purposes (EAP) writing instructors as the currently observed diversity of student populations in master’s programs compels them to revise some of their long-standing assumptions and practices. The article reports on a study aiming to compare MA seminar teachers’ and beginner MA students’ perceptions of writing needs and an EAP course expectations and suggests how the responses can be used constructively in writing pedagogy.
Le numéro contient uniquement les résumés en anglais.
Źródło:
Lublin Studies in Modern Languages and Literature; 2019, 43, 3
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Crossing borders . . . shifting sands: An investigation of Chinese students’ study experiences in the UK and China
Autorzy:
Kaur, Kashmir
Powiązania:
https://bibliotekanauki.pl/articles/780705.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
student mobility
Chinese students
English for academic purposes (EAP)
English as a medium of instruction (EMI)
Opis:
In the current landscape of higher education in the UK, international students play a key role. It is an environment in which they not only cross borders physically but also transition through various identities as they develop their professional and linguistic confidence and skills to fully access and contribute to their programme of study and beyond. The aim of this paper is to outline the results of an empirical investigation into Chinese students’ perceptions of their study experiences in the context of student mobility and English-medium instruction in higher education. It reports on a study of two groups of Chinese students – one group studying in an English-speaking environment, the other in their home country where instruction is delivered through the medium of English. Semi-structured focus group interviews were conducted at each site which focused on the transition of “crossing borders” for educational purposes. The data was analysed using thematic analysis (Clarke & Braun, 2016). The main finding was that both groups experienced remarkably similar learning issues, despite being located in very different learning environments and crossing different types of borders.
Źródło:
Studies in Second Language Learning and Teaching; 2019, 9, 3; 451-472
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
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