Subjects -> EDUCATION (Total: 2541 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (37 journals)
    - EDUCATION (2180 journals)
    - HIGHER EDUCATION (155 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (41 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (2180 journals)            First | 3 4 5 6 7 8 9 10     

Showing 1201 - 857 of 857 Journals sorted alphabetically
Journal of NELTA     Open Access   (Followers: 4)
Journal of NELTA Gandaki     Open Access  
Journal of NELTA Surkhet     Open Access  
Journal of New Approaches in Educational Research     Open Access   (Followers: 3)
Journal of Nonprofit Education and Leadership     Full-text available via subscription   (Followers: 10)
Journal of Nursing Education     Full-text available via subscription   (Followers: 31)
Journal of Nursing Scholarship     Hybrid Journal   (Followers: 5)
Journal of Occupational Therapy Education     Open Access   (Followers: 11)
Journal of Occupational Therapy, Schools, & Early Intervention     Hybrid Journal   (Followers: 52)
Journal of Outdoor and Environmental Education     Hybrid Journal  
Journal of Outdoor Recreation, Education, and Leadership     Hybrid Journal   (Followers: 10)
Journal of Pedagogy - Pedagogick? ?asopis     Open Access   (Followers: 6)
Journal of Peer Learning     Open Access   (Followers: 3)
Journal of Philosophy in Schools     Open Access  
Journal of Philosophy of Education     Hybrid Journal   (Followers: 17)
Journal of Physical Education and Sports     Open Access   (Followers: 8)
Journal of Physical Education and Sports Science     Open Access   (Followers: 3)
Journal of Planning Education and Research     Hybrid Journal   (Followers: 14)
Journal of Political Science Education     Hybrid Journal   (Followers: 10)
Journal of Popular Music Education     Hybrid Journal   (Followers: 3)
Journal of Praxis in Multicultural Education     Open Access   (Followers: 2)
Journal of Pre-College Engineering Education Research     Open Access   (Followers: 2)
Journal of Primary Education     Open Access   (Followers: 14)
Journal of Psychoeducational Assessment     Hybrid Journal   (Followers: 2)
Journal of Psychologists and Counsellors in Schools     Full-text available via subscription   (Followers: 8)
Journal of Public Affairs Education     Hybrid Journal  
Journal of Quality in Education     Open Access   (Followers: 2)
Journal of Real Estate Practice and Education     Full-text available via subscription   (Followers: 3)
Journal of Religious Education     Hybrid Journal   (Followers: 3)
Journal of Research and Education Chemistry     Open Access   (Followers: 2)
Journal of Research in Childhood Education     Hybrid Journal   (Followers: 3)
Journal of Research in Educational Sciences     Open Access  
Journal of Research in International Education     Hybrid Journal   (Followers: 10)
Journal of Research in Interprofessional Practice and Education     Open Access   (Followers: 10)
Journal of Research in Music Education     Hybrid Journal   (Followers: 16)
Journal of Research In Reading     Hybrid Journal   (Followers: 13)
Journal of Research in Science Teaching     Hybrid Journal   (Followers: 25)
Journal of Research in Special Educational Needs     Hybrid Journal   (Followers: 11)
Journal of Research Initiatives     Open Access  
Journal of Research on Christian Education     Hybrid Journal   (Followers: 9)
Journal of Research on Educational Effectiveness     Hybrid Journal   (Followers: 6)
Journal of Research on Leadership Education     Hybrid Journal   (Followers: 19)
Journal of Research on Technology in Education     Hybrid Journal   (Followers: 17)
Journal of School Choice     Hybrid Journal  
Journal of School Health     Hybrid Journal   (Followers: 6)
Journal of School Violence     Hybrid Journal   (Followers: 5)
Journal of Science and Sustainable Development     Full-text available via subscription  
Journal of Science and Technology of the Arts     Open Access   (Followers: 3)
Journal of Science Education and Technology     Hybrid Journal   (Followers: 17)
Journal of Science Education for Students with Disabilities     Open Access   (Followers: 4)
Journal of Science Learning     Open Access  
Journal of Science Teacher Education     Hybrid Journal   (Followers: 19)
Journal of Second Language Teaching & Research     Open Access   (Followers: 31)
Journal of Security Education     Hybrid Journal  
Journal of Shanghai University (English Edition)     Hybrid Journal  
Journal of Social Science Education : JSSE     Open Access  
Journal of Social Studies Education Research     Open Access  
Journal of Special Education     Hybrid Journal   (Followers: 15)
Journal of Statistics Education     Open Access   (Followers: 1)
Journal of Student Affairs Research and Practice     Hybrid Journal   (Followers: 1)
Journal of Studies in Education     Open Access   (Followers: 4)
Journal of Studies in International Education     Hybrid Journal   (Followers: 10)
Journal of Supranational Policies of Education (JoSPoE)     Open Access   (Followers: 1)
Journal of Teacher Education     Hybrid Journal   (Followers: 43)
Journal of Teaching English for Specific and Academic Purposes     Open Access   (Followers: 20)
Journal of Teaching in International Business     Hybrid Journal  
Journal of Teaching in Social Work     Hybrid Journal   (Followers: 9)
Journal of Teaching in the Addictions     Hybrid Journal   (Followers: 3)
Journal of Teaching in Travel & Tourism     Hybrid Journal   (Followers: 8)
Journal of Teaching Language Skills     Open Access   (Followers: 9)
Journal of Technical Education     Open Access  
Journal of Technical Education and Training     Open Access   (Followers: 2)
Journal of the Canadian Association for Curriculum Studies     Open Access   (Followers: 2)
Journal of the European Teacher Education Network     Open Access   (Followers: 2)
Journal of The First-Year Experience & Students in Transition     Full-text available via subscription   (Followers: 3)
Journal of the International Academy for Case Studies     Full-text available via subscription  
Journal of the Scholarship of Teaching and Learning     Open Access   (Followers: 5)
Journal of Tourism and Hospitality Education     Open Access  
Journal of Training and Development     Open Access   (Followers: 9)
Journal of Transformative Education     Hybrid Journal   (Followers: 5)
Journal of Visual Literacy     Hybrid Journal  
Journal of Vocational Education & Training     Hybrid Journal   (Followers: 15)
Journal of Vocational Rehabilitation     Hybrid Journal   (Followers: 17)
Journal of Women in Educational Leadership     Open Access   (Followers: 3)
Journal of Women's Entrepreneurship and Education (JWEE)     Open Access   (Followers: 1)
Journal of Writing in Creative Practice     Hybrid Journal   (Followers: 12)
Journal on Empowering Teaching Excellence     Open Access   (Followers: 4)
Journal on English as a Foreign Language     Open Access   (Followers: 3)
Journal Pelita PAUD     Open Access   (Followers: 5)
Journal Plus Education     Open Access  
Journal Sampurasun : Interdisciplinary Studies for Cultural Heritage     Open Access   (Followers: 1)
Journalism & Mass Communication Educator     Hybrid Journal   (Followers: 21)
Joyful Learning Journal     Open Access   (Followers: 1)
JPG (Jurnal Pendidikan Geografi)     Open Access   (Followers: 1)
JPGI (Jurnal Penelitian Guru Indonesia)     Open Access  
JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan     Open Access   (Followers: 1)
JPPI (Jurnal Penelitian Pendidikan Indonesia)     Open Access  
JRAMathEdu : Journal of Research and Advances in Mathematics Education     Open Access   (Followers: 4)
JUMLAHKU : Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan     Open Access   (Followers: 4)
Juridikdas : Jurnal Riset Pendidikan Dasar     Open Access  
JURING (Journal for Research in Mathematics Learning)     Open Access   (Followers: 1)
Jurnal Akuntabilitas Manajemen Pendidikan     Open Access  
Jurnal Al Bayan : Jurnal Jurusan Pendidikan Bahasa Arab     Open Access  
Jurnal Bahasa Lingua Scientia     Open Access  
Jurnal Basicedu : Journal of Elementary Education     Open Access  
Jurnal Bimbingan Konseling     Open Access   (Followers: 4)
Jurnal Biogenerasi     Open Access   (Followers: 2)
Jurnal Biologi Edukasi     Open Access  
Jurnal Candrasangkala Pendidikan Sejarah     Open Access  
Jurnal Curricula     Open Access  
Jurnal Dinamika Pendidikan     Open Access  
Jurnal Dinamika Penelitian : Media Komunikasi Penelitian Sosial Keagamaan     Open Access  
Jurnal Educatio : Jurnal Pendidikan Indonesia     Open Access  
Jurnal Edukasi Khatulistiwa : Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Jurnal Hadhari : An International Journal     Open Access   (Followers: 2)
Jurnal Ilmiah KORPUS     Open Access  
Jurnal Ilmiah Pendidikan Dasar     Open Access   (Followers: 3)
Jurnal Ilmiah Potensia     Open Access  
Jurnal Ilmiah Sekolah Dasar     Open Access   (Followers: 1)
Jurnal Ilmu Pendidikan     Open Access   (Followers: 3)
Jurnal Ilmu Sosial dan Humaniora     Open Access  
Jurnal Inovasi Teknologi Pendidikan     Open Access   (Followers: 4)
Jurnal IPA & Pembelajaran IPA     Open Access  
Jurnal Kajian Bimbingan dan Konseling     Open Access   (Followers: 1)
Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 2)
Jurnal Kependidikan     Open Access   (Followers: 5)
Jurnal Kependidikan : Penelitian Inovasi Pembelajaran     Open Access   (Followers: 2)
Jurnal Keperawatan Profesional     Open Access  
Jurnal Konseling dan Pendidikan     Open Access  
Jurnal Lensa Pendas     Open Access   (Followers: 3)
Jurnal Manajemen dan Supervisi Pendidikan (JMSP)     Open Access  
Jurnal MEKOM (Media Komunikasi Pendidikan Kejuruan)     Open Access   (Followers: 2)
Jurnal Pelangi     Open Access  
Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi     Open Access  
Jurnal Pencerahan     Open Access   (Followers: 1)
Jurnal Pendidikan Bahasa dan Sastra     Open Access  
Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 4)
Jurnal Pendidikan Biologi     Open Access  
Jurnal Pendidikan Biologi Indonesia     Open Access  
Jurnal Pendidikan Bisnis dan Manajemen     Open Access  
Jurnal Pendidikan Edutama     Open Access  
Jurnal Pendidikan Ekonomi     Open Access  
Jurnal Pendidikan Fisika     Open Access   (Followers: 4)
Jurnal Pendidikan Fisika Indonesia (Indonesian Journal of Physics Education)     Open Access   (Followers: 2)
Jurnal Pendidikan Humaniora : Journal of Humanities Education     Open Access   (Followers: 1)
Jurnal Pendidikan IPA Indonesia     Open Access   (Followers: 2)
Jurnal Pendidikan Islam     Open Access   (Followers: 2)
Jurnal Pendidikan Karakter     Open Access   (Followers: 2)
Jurnal Pendidikan Kimia     Open Access   (Followers: 1)
Jurnal Pendidikan Malaysia     Open Access   (Followers: 1)
Jurnal Pendidikan Matematika Raflesia     Open Access  
Jurnal Pendidikan Nonformal     Open Access  
Jurnal Pendidikan Sains     Open Access   (Followers: 2)
Jurnal Pendidikan Teknologi dan Kejuruan     Open Access  
Jurnal Pendidikan Vokasi     Open Access  
Jurnal Penelitian dan Evaluasi Pendidikan     Open Access  
Jurnal Penelitian Humaniora     Open Access   (Followers: 3)
Jurnal Penelitian Pembelajaran Matematika Sekolah     Open Access  
Jurnal Penelitian Pendidikan     Open Access  
Jurnal Pengabdian Kepada Masyarakat (Indonesian Journal of Community Engagement)     Open Access  
Jurnal Perspektif Pendidikan dan Keguruan     Open Access   (Followers: 1)
Jurnal PGSD     Open Access  
Jurnal Prima Edukasia     Open Access   (Followers: 1)
Jurnal Pro-Life     Open Access  
Jurnal PROMKES : Jurnal Promosi Kesehatan dan Pendidikan Kesehatan Indonesia (The Indonesian Journal of Health Promotion and Health Education)     Open Access  
Jurnal Psikoedukasi dan Konseling     Open Access  
Jurnal Psikologi Pendidikan dan Konseling : Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling     Open Access   (Followers: 1)
Jurnal Pustaka Ilmiah     Open Access   (Followers: 1)
Jurnal Riset Pendidikan Matematika     Open Access  
Jurnal Sosiologi Pendidikan Humanis     Open Access  
Jurnal Studi Guru dan Pembelajaran     Open Access   (Followers: 3)
Jurnal Taman Vokasi     Open Access  
Jurnal Tatsqif     Open Access  
Jurnal Tuturan     Open Access   (Followers: 3)
Jurnal Varidika     Open Access  
Jurnal Visi Ilmu Pendidikan     Open Access  
K-12 STEM Education     Open Access   (Followers: 2)
Kappa Delta Pi Record     Hybrid Journal   (Followers: 2)
Karaelmas Eğitim Bilimleri Dergisi     Open Access  
Kasuari : Physics Education Journal     Open Access  
Kasvatus & Aika     Open Access   (Followers: 1)
Kerbala Magazine of Physical Edu. Seiences     Open Access   (Followers: 2)
Kerygma und Dogma     Hybrid Journal  
Kimün. Revista Interdisciplinaria de Formación Docente     Open Access  
Kleio     Full-text available via subscription   (Followers: 1)
Konfigurasi : Jurnal Pendidikan Kimia dan Terapan     Open Access  
KONSELI : Jurnal Bimbingan dan Konseling     Open Access  
Kontinu : Jurnal Penelitian Didaktik Matematika     Open Access   (Followers: 3)
Koulu ja menneisyys     Open Access  
Kreano, Jurnal Matematika Kreatif-Inovatif     Open Access   (Followers: 5)
Kronos : The Language Teaching Journal     Open Access   (Followers: 1)
KULA : knowldge creation, dissemination, and preservation studies     Open Access  
Kuramsal Eğitimbilim Dergisi / Journal of Theoretical Educational Science     Open Access  
L'Orientation scolaire et professionnelle     Open Access   (Followers: 1)
L2 Journal     Open Access   (Followers: 4)
Land Forces Academy Review     Open Access  
Language and Education     Hybrid Journal   (Followers: 20)
Language Literacy : Journal of Linguistics, Literature, and Language Teaching     Open Access   (Followers: 3)
Language Teaching     Hybrid Journal   (Followers: 33)
Language Teaching Research     Hybrid Journal   (Followers: 24)

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Similar Journals
Journal Cover
Journal of Teaching English for Specific and Academic Purposes
Number of Followers: 20  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2334-9182 - ISSN (Online) 2334-9212
Published by U of Niš Homepage  [12 journals]
  • ANALYSIS OF MALE BOXER'S NICKNAMES

    • Authors: Darija Omrčen, Hrvoje Pečarić
      Pages: 001 - 026
      Abstract: Nicknaming of individual athletes and sports teams is a multifaceted phenomenon the analysis of which reveals numerous reasons for choosing a particular name or nickname. The practice of nicknaming has become so embedded in the concept of sport that it requires exceptional attention by those who create these labels. The goal of this research was to analyse the semantic structure of boxers’ nicknames, i.e. the possible principles of their formation. To realize the research aims 378 male boxers’ nicknames, predominantly in the English language, were collected. The nicknames were allocated to semantic categories according to the content area or areas they referred to. Counts and percentages were calculated for the nicknames in each subsample created with regard to the number of semantic categories used to create a boxer’s nickname and for the group of nicknames allocated to the miscellaneous group. Counts were calculated for all groups within each subsample.
      PubDate: 2018-03-08
      DOI: 10.22190/JTESAP1801001O
      Issue No: Vol. 6, No. 1 (2018)
       
  • COMM151: A PROJECT-BASED COURSE TO ENHANCE ENGINEERING STUDENTS’
           COMMUNICATION SKILLS

    • Authors: Tanju Deveci, Roger Nunn
      Pages: 027 - 042
      Abstract: Engineering is a discipline that requires its practitioners to learn and use a variety of soft-skills, which include academic and non-academic written and spoken communication, inter- and intrapersonal communication skills, critical thinking ability, an ability to work in teams and an ability to analyze, interpret and synthesize interdisciplinary information from a variety of sources. However, students who pursue their engineering education in English as their second language can face formidable challenges acquiring these skills. It is our observation that such students are often only given assistance through English courses designed to improve their individual linguistic abilities. We believe that although this approach may help in the short term, it may not sufficiently cater for students’ overall needs and well-being in the long term. With this in mind, this paper describes our attempt to reduce this problem in our local context of the Petroleum Institute (PI) through a long term innovation effort.A project-based approach has been adopted to provide students with an opportunity to enhance their language skills through meaningful learning experiences that also develop professional, personal and academic skills. This approach has also allowed the university to meet ABET criteria related to communication needs of engineering students. In this paper, we give a detailed rationale for our belief that a holistic approach to developing abilities required by engineering and other students is a better option. This is followed by a description of the different components of our current curriculum that has been developed over 12 years. We describe particular activities, and discuss their merits. We also present students’ perceptions about the impact of their project-based learning experience on their language and skills development. We also outline the way the course is designed to be adaptable for unpredictable future needs in a fast developing professional and academic environment.
      PubDate: 2018-03-08
      DOI: 10.22190/JTESAP1801027D
      Issue No: Vol. 6, No. 1 (2018)
       
  • CONTROVERSY IN THE CLASSROOM: THE CASE OF TRAINSPOTTING

    • Authors: Milena M. Kalicanin
      Pages: 043 - 051
      Abstract: Since learning a language naturally entails the understanding of a cultural context in which it is used (Kramsch, 1993), it goes without saying that cultural awareness will be best acquired when students immerse themselves in the country of the target culture (Istanto, 2008). The role of the teacher in nurturing cultural understanding is to “take on the role of culture educator and deliberately assist students with their process of cultural analysis.” (Istanto, 2009: 280) One of the ways to teach culture has definitely been to ask students to watch films of the target culture. This paper deals with the classroom experiment of teaching “Trainspotting”. The students were divided into two groups with the task of presenting and interpreting different aspects of the film for the sake of enhancing classroom communication, as well as introducing prevalent concerns of contemporary Scottish society.  The first (linguistic) group had to report on the usage of the authentic Scots in the film with a special attention to its title – to investigate the root and meaning of the word “trainspotting”, and the second (cultural) group had quite a demanding task to discuss the issues of urban Scottish youth culture. Though dealing with rather controversial themes, the practical case of teaching Trainspotting, based primarily on the interactive and communicative way of learning, verily illustrates “how film can be used in an innovative way for teaching the target language and culture” (Istanto, 2008:290).
      PubDate: 2018-03-08
      DOI: 10.22190/JTESAP1801043K
      Issue No: Vol. 6, No. 1 (2018)
       
  • CULTURAL DIFFERENCES IN SELF-PERCEPTIONS OF ABILITY, CONFIDENCE, AND
           PERCEPTIONS OF DIFFICULTY: PEDAGOGICAL IMPLICATIONS FOR THE LANGUAGE
           CLASSROOM

    • Authors: Anthony Sellick, James Bury
      Pages: 053 - 062
      Abstract: With the Japanese government aiming to increase the proportion of foreign students attending Japanese universities to 10 percent by 2020, it is important to understand the different perceptions students have. This paper reports on a comparison between students from Confucian heritage culture (CHC) countries and students from non-Confucian Heritage Culture countries. The study found significant differences in the non-CHC students’ self-assessments of English language ability and in their confidence in using English, while no differences were found in perceptions of course difficulty or in final grades. The report briefly discusses some of the pedagogical implications of teaching classes with mixed cultural traditions.
      PubDate: 2018-03-08
      DOI: 10.22190/JTESAP1801053S
      Issue No: Vol. 6, No. 1 (2018)
       
  • COMPARISON OF EMPLOYERS’ AND STUDENTS’ PERCEPTIONS REGARDING
           COMMUNICATION SKILLS

    • Authors: Dragana Bozic Lenard, Ljiljana Pintarić
      Pages: 063 - 082
      Abstract: Internationalization and fierce competitiveness have become the benchmarks of the modern labor market. Ever increasing demands have widened the roles of engineers in such a way that hard skills are insufficient and have to be complemented with transferable generic skills. This research aimed to compare the students’ and employers’ perceptions on demanded communication skills. 99 students studying at the Faculty of Electrical Engineering, Computer Science and Information Technology Osijek and 61 employers closely cooperating with the Faculty participated in the anonymous online survey. The results were processed with SPSS where the chi-square test for independence was performed. The results point to great discrepancies between the employers’ demands and the students’ perceptions on prospective employers’ demands. The employers demand well-rounded listeners and speakers who will pay a lot of attention to both verbal and non-verbal communication. They aim to create a productive working atmosphere expecting that their employees professionally collaborate, which the students are not fully aware of. Both the students and employers perceive conforming to business writing etiquette and skilful presenting as extremely important for achieving business success. The results point to the necessity of revising curricula and implement communication skills to meet the needs of the labor market.
      PubDate: 2018-03-08
      DOI: 10.22190/JTESAP1801063B
      Issue No: Vol. 6, No. 1 (2018)
       
  • MOVE AND WRITING STRATEGY ANALYSIS OF INTERNATIONAL HOTEL HOMEPAGES

    • Authors: Chalita Yaemwannang, Issra Pramoolsook
      Pages: 083 - 096
      Abstract: Thailand is one of the most visited tourist destinations in the world. Hotel is one of the factors in decision making process when tourists select their travel destinations. Thailand offers a wide range of accommodation for every type of budget. Therefore, the hospitality industry in Thailand is highly competitive. It is important for hoteliers to advertise their places effectively in order to increase the hotel brand awareness and the number of hotel bookings. Particularly, the target customers of hotel in general are not only limited to domestic travelers but also international. Advertising through the hotel official websites helps reach the target audience from all over the world, so organizing the content on the website plays an important role in making the advertising effective. This paper therefore aims to analyze the moves and their structure in the content area of popular international hotel homepages and also the writing strategies used in each move. Twenty four hotel homepages from eight different countries were selected for the analysis. The generic structure of advertisement proposed by van der Vliet & Redeker (2014) was used as the analysis framework. The main results show that there are differences between moves found in the present study and van der Vliet & Redeker (2014)’s work. Additionally, there is a variety of writing strategies found in each move that help deliver its common communicative purposes.
      PubDate: 2018-03-08
      DOI: 10.22190/JTESAP1801083Y
      Issue No: Vol. 6, No. 1 (2018)
       
  • INTEGRATING REFUGEES INTO SOCIETY AND EDUCATION THROUGH LANGUAGE TRAINING:
           A CASE STUDY IN ORDU, TURKEY

    • Authors: Halis Gözpınar
      Pages: 097 - 106
      Abstract: This paper approaches addressing the linguistic needs of Iraqi refugee students living in Turkey.  Having a command of Turkish and English will allow them to feel more self-confident, more easily establish communication with their peers, receive a better education, have broader employment opportunities, and eventually earn a better income. Language will also help remove the distance between them and society, enable healthy dialogue, and speed up their process of social integration. Turkey is trying to find solutions to this language and social barrier. The core of this research is comprised of eighty-three Iraqi refugee students receiving education at a middle as well as high school in the province of Ordu. The students’ educational progression was evaluated through classroom observation, interviews, e-mails, telephone conversations, face-to-face discussions, family visits, and casual talks with parents, children, youth, and teachers, and then defined as the sample group. The aim of this paper is to show what benefits that the foreign language training we provide has on institutions, communities, and individuals in order to accelerate guest students’ adaptation into the society within which they are living, as well as into education. This paper is also expected to serve as a reference guide for language training programs in especially multicultural environments as is based on the results obtained from our research and experience.  
      PubDate: 2018-03-08
      DOI: 10.22190/JTESAP1801097G
      Issue No: Vol. 6, No. 1 (2018)
       
  • SECOND LANGUAGE TEACHING STRATEGIES WITHIN THE FRAMEWORK OF
           INDIVIDUALISATION AND DIFFERENTIATION IN HIGHER EDUCATIONAL INSTITUTIONS

    • Authors: Olexandr Lahodynskyi, Inna Semeniako
      Pages: 107 - 114
      Abstract: The article deals with the issue of second language (SL) teaching in the higher educational institutions. The achievement of SL training goals by students is closely connected with the implementation of teaching and learning techniques based on concepts of individualisation and differentiation in higher education. Having analysed the concepts mentioned above, the authors define their role within the framework of SL training of the future specialists and, on this basis, outline SL teaching strategies that can be applied both during classroom and self-study work. They are defined as general mechanisms for the most effective planning, organisation and implementation of SL teaching based on students’ psychological peculiarities. They are aimed at creating the best and most comfortable conditions for the student’s SL learning and developing new ways of mastering a SL. They increase students’ motivation and maintain interest to learn SL when certain organisational conditions are observed and the offered exercises correspond to the students’ temperaments, personality types, and learning styles. 
      PubDate: 2018-03-08
      DOI: 10.22190/JTESAP1801107L
      Issue No: Vol. 6, No. 1 (2018)
       
  • EXPLORING COURSE DESIGN FOR A UNIVERSITY-LEVEL ESP- BASED COLLEGE ENGLISH
           PROGRAM AT UNIVERSITY OF FINANCE AND ECONOMICS IN CHINA

    • Authors: Wenjie Shi
      Pages: 115 - 124
      Abstract: By undertaking needs analysis of the learners, teachers and prospective job positions regarding the language skills and language contents, this study identified the students' needs in terms of language skills and preferred contents, and then combined EFL teachers' academic expertise with the needs of other immediate stakeholders before devising an updated College English Program featured by ESP-based courses for finance and economic purposes available to students. Empirical studies on the effectiveness of the newly designed College English Program showed that the satisfaction is higher than that for EGP-based courses, and students' learning motivation and classroom engagement were boosted in ESP-based courses for finance and economic purposes.
      PubDate: 2018-03-08
      DOI: 10.22190/JTESAP1801115S
      Issue No: Vol. 6, No. 1 (2018)
       
  • A CLOSER LOOK INTO AN ESP COURSE THROUGH STUDENTS’ END-OF-COURSE
           EVALUATIONS: A CASE STUDY

    • Authors: Handan Çelik
      Pages: 125 - 139
      Abstract: With no doubt, evaluation has a significant role to ensure continuous improvement of any course, and ESP course, which is included in language teaching programs to satisfy a particular need, is not an exception. However, ESP course evaluation studies are still rare. With this in mind, this study reports the tertiary level students’ end-of-course evaluations regarding the ESP course offered within Banking department at Applied Sciences School of a state university in Turkey. Adopting survey methodology to unearth instances of the case being examined within its natural context from the perspective of its participants i.e. the students, the study gathered quantitative data through a scale which the students (N=96) reflected back on; the ESP practitioner, course materials, and course, and also qualitative data via open-ended items to elicit the students’ evaluations regarding the strengths of the course and likely changes and improvements. While the analysis of the quantitative data broadly showed the students’ satisfaction with the ESP practitioner, course materials, and the course itself, the content analysis of the qualitative data revealed insights regarding such issues as content-specific instruction and language skills development as strengths of the course. However, the qualitative data also showed that the students’ evaluations upon likely changes and improvements such as use of L1, teacher talk, and assessment diverged, which indicate heterogeneity as a challenge along the way impeding the effectiveness of ESP courses.  
      PubDate: 2018-03-08
      DOI: 10.22190/JTESAP1801125C
      Issue No: Vol. 6, No. 1 (2018)
       
  • THE ROLE OF MOTIVATION IN TEACHING SPEAKING IN ESP: A CASE STUDY OF A
           LEBANESE PRIVATE UNIVERSITY

    • Authors: Wassim Bekai, Samar Harkouss
      Pages: 141 - 150
      Abstract: In learning any language, speaking plays an essential part in language acquisition. This has been a problematic issue as language teachers aspire to improve students’ communicative skills through the use of different techniques such as role play, discussions, simulations among others or by improving students’ vocabulary and pronunciation. The study sheds light on the importance of intrinsic and extrinsic motivation in teaching speaking in an English speaking class where English is taught as a foreign language for specific purposes such as business English, aviation English training among others and whether motivation is linked to academic, linguistic and socio-cultural factors. The importance of developing speaking skills in these specific situations has a great impact on students’ academic, social and professional development. Our study investigated The University of Balamand (hereafter UoB) 72 diverse participants from different majors who were divided between sophomore, junior and senior students on the one hand and the students’ gender on the other. The reason behind this division was to test both intrinsic and extrinsic motivation and which group is more motivated. SPSS statistical analyses show a variation in the results between the two groups. The test revealed (1) that there was a significant, positive and small to medium correlation between extrinsic and intrinsic motivation and academic factors, (2) non-significant correlation between extrinsic and intrinsic motivation and linguistic factors indicating that motivation is not related to linguistic factors and (3) significant, positive and medium to large correlation between extrinsic and intrinsic motivation and socio-cultural factors.  
      PubDate: 2018-03-08
      DOI: 10.22190/JTESAP1801141B
      Issue No: Vol. 6, No. 1 (2018)
       
  • FROM BOTH SIDES OF THE CLASSROOM: PERSPECTIVES ON TEACHER FEEDBACK ON
           ACADEMIC WRITING AND FEEDBACK PRACTICE

    • Authors: Alvin Ping Leong, Hwee Hoon Lee
      Pages: 151 - 164
      Abstract: Research on feedback on student writing has investigated numerous aspects over the years. However, focused studies involving perspectives of both teachers and students in a particular educational setting are rare. This study investigated the views of teachers and students from a university in Singapore regarding feedback on academic writing and feedback practice. Nine experienced writing teachers and eight undergraduates participated in focus-group discussions in separate sessions. Discussions covered topics on the purpose of feedback and the specific areas that feedback should cover. Both teachers and students agreed that the purpose of feedback should be to help students become reflective and independent learners. The teachers tended to use feedback to justify the grades awarded to the assignments, and tailored their feedback to the requirements of the respective courses. The students, however, felt that the feedback needed to be more detailed. The individual needs of the students were also not always met. We propose recommendations to create a dialogic environment between teachers and students, and so facilitate the provision of personalized feedback on academic writing.
      PubDate: 2018-03-08
      DOI: 10.22190/JTESAP1801151L
      Issue No: Vol. 6, No. 1 (2018)
       
  • EMI MOOCS FOR UNIVERSITY LECTURERS

    • Authors: Elena Belyaeva
      Pages: 165 - 177
      Abstract: English as a Medium of Instruction (EMI) at higher education institutions (HEIs) is gradually becoming more and more important and has a unique range of issues clearly different from those of EAP and ESP. EMI in higher education can facilitate the growth of the National Higher Education export potential and help each and every HEI move up the university rankings due to the growing numbers of international students. There is clearly a need for more university courses taught in English and EMI in higher education has already been discussed extensively in a number of international scholarly journals promoting globalization and internationalization of higher education. A small-scale investigation has been made to find out what kind of professional support is currently available for university faculty teaching and lecturing in English. This investigation has been limited to massive open online course (MOOC) platforms and international teaching qualifications providers. A brief outline of the research findings with an overview of the EMI-related MOOCs targeted at university faculty is offered with a detailed comparative analysis of the following MOOCs: “English as a Medium of Instruction for Academics” developed by the University of Southampton on the FutureLearn platform and “English for Teaching Purposes” developed by the Open University of Barcelona on the Coursera platform. The comparative analysis will cover the following variables: syllabus statement, course content, methods and techniques, assessment, resources and some learning outcomes. This paper is aimed at the university faculty who are already teaching their disciplines through English or will be working in academic international contexts in English with international cohorts of students in a global classroom.
      PubDate: 2018-03-08
      DOI: 10.22190/JTESAP1801165B
      Issue No: Vol. 6, No. 1 (2018)
       
  • COMPARING HOLISTIC AND ANALYTIC WAYS OF SCORING IN THE ASSESSMENT OF
           SPEAKING SKILLS

    • Authors: Rastislav Metruk
      Pages: 179 - 189
      Abstract: of testing oral performance are usually applied: holistic and analytic scoring. In the present study, these two ways of evaluating the spoken proficiency are explored in order to examine the relationship between them. English speaking skills of a total of 50 subjects, who are Slovak university EFL (English as a foreign language) students, were assessed by an interlocutor and an assessor. The interlocutor conducted the holistic scoring, while the assessor performed the analytic scoring. Categories within the analytic scoring consisted of content and organisation, pronunciation, vocabulary, and grammar. The overall average for the four criteria was 3.32, while the holistic scoring mean was 3.56. The results demonstrate that there exists a statistically significant difference between the holistic and analytic ways of assessment as the p-value was calculated at 0.001 (p < 0.05). It is, therefore, suggested that employing both ways of scoring in the assessment process might be considered appropriate as they appear to complement each other, and together contribute towards more objective assessment.
      PubDate: 2018-03-08
      DOI: 10.22190/JTESAP1801179M
      Issue No: Vol. 6, No. 1 (2018)
       
  • EXPLORING TEACHERS’ PERCEPTIONS OF 21ST CENTURY SKILLS IN TEACHING AND
           LEARNING IN ENGLISH LANGUAGE CLASSROOMS IN OMAN’S HIGHER EDUCATION
           INSTITUTIONS

    • Authors: Victoria Tuzlukova, Saleh Al Busaidi, Samantha Burns, Galina Bugon
      Pages: 191 - 203
      Abstract: This paper addresses the need to ensure that higher education is suitably adapted to equip students with effective skills, which are regarded key requirements for a successful professional career in the 21st century, and draws attention to the importance of these skills. In more detail, it reports on the result of a study conducted across higher education providers in the Sultanate of Oman that focused on teachers’ critical thinking skills’ conceptual knowledge and understanding; their views and perception of critical thinking in relation to the English language classroom; and the teaching and professional development of critical thinking. Findings reveal that teachers perceive the importance of employing critical thinking skills in their teaching, yet they lack support in their implementation. Both at an institutional level and in terms of professional development, there is scope for improving how critical thinking is incorporated in English language classrooms, instructional approaches and teaching materials.
      PubDate: 2018-03-08
      DOI: 10.22190/JTESAP1801191T
      Issue No: Vol. 6, No. 1 (2018)
       
  • LEGAL ENGLISH WORKSHOPS

    • Authors: Halina Sierocka
      Pages: 205 - 212
      Abstract: ‘SHARE & GAIN’ WORKSHOPS FOR TEACHERS, TRANSLATORS AND INTERPRETERS OF LEGAL ENGLISH 3rd Legal English Workshops, Supraśl, 6th -7th September, 2018The Białystok Legal English Centre, Faculty of Law, University of Białystok, Poland is pleased to announce the second workshops for teachers, translators and interpreters of Legal English which will take place from September 6th- 7th. The workshops are an opportunity to bring together experienced and inexperienced teachers, translators and interpreters of Legal English to share their knowledge, ideas and experience. This year, we are very happy to host the workshops in the beautiful and enchanting town of Supraśl. 
      PubDate: 2018-03-08
      Issue No: Vol. 6, No. 1 (2018)
       
  • INTERVIEW WITH DR. HALINA SIEROCKA

    • Authors: Nadežda Stojković
      Pages: 213 - 216
      Abstract: Dr. Halina Sierocka is an ESP expert, she deals with Legal English. She has received double education – in linguistics and law. This makes her so rare, the right person to speak about the controversies inscripted in the very essence of ESP, but also the related fields, like CLIL or EMI. Dr. Halina Sierocka is a lawyer-linguist. She received her MA from the Faculty of Law, University of Bialystok, Poland, in 2000, and after that received the MA in Applied Linguistics, from the Faculty of Philology, at the same university. Now she has the academic degree of an Associate Professor, and holds the position of the Head of the Bialystok Legal English Centre at the Faculty of Law, University of Bialystok. Dr. Sierocka is in charge of the development of new courses (commercial and postgraduate ones) and development of materials, creating new projects, research into English for Specific Purposes (ESP), Content and Language Integrated Learning (CLIL) and methodology of language teaching in ESP. She is the author of numerous publications with renowned publishers, has taken part in outstanding domestic and international projects, and has been invited plenary speaker at prestigious conferences and events.
      PubDate: 2018-03-08
      Issue No: Vol. 6, No. 1 (2018)
       
 
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