Triumph Hub Training And Placement Institute We provide extensive training for IELTS, PTE, GRE, TOEFL and OET. With our expert Trainers, we guarantee that you will score high in the IELTS test. We are nodal agents of the British Council and IDP for the IELTS Test booking. We provide extensive training and assurance of clearing PTE on the 1st attempt as we have professionally managed.
https://www.triumphhub.com/ielts-coaching-madurai.html
Triumph Hub Training And Placement Institute We provide extensive training for IELTS, PTE, GRE, TOEFL and OET. With our expert Trainers, we guarantee that you will score high in the IELTS test. We are nodal agents of the British Council and IDP for the IELTS Test booking. We provide extensive training and assurance of clearing PTE on the 1st attempt as we have professionally managed.
https://www.triumphhub.com/ielts-coaching-madurai.html
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
Here I consider some aspects that differentiate BE from GE as means to become aware of the need to specialize in this area of teaching, due to the fact that we are not trained to deal with people who have special working needs.
Brown - 8 Factors in Listening ComprehensionDaniel Beck
I made this slideshow to help study the 8 factors Brown lists in "Teaching by Principles" that make listening difficult. They are found on pages 304-307.
Assessing oral ability is difficult and requires so much effort; however it is necessary. Here there are some tips for scorers/teachers to have into account to assess this skill
While assessing Language acquisition, one of the most difficult skill to assess is listening. This presentation explores methods that can be used to assess listening - intensive, responsive, selective and extensive. This also looks at some tasks that can be used to assess listening. The presentation is based on the book published by Brown on Language Assessment Principles and Classroom Practice published by Longman. The presentation was created by Shama Kalam Siddiqui for presentation and talk at Ateneo De Manila University for a Masters in English and Literature Teaching Program.
Here I consider some aspects that differentiate BE from GE as means to become aware of the need to specialize in this area of teaching, due to the fact that we are not trained to deal with people who have special working needs.
Brown - 8 Factors in Listening ComprehensionDaniel Beck
I made this slideshow to help study the 8 factors Brown lists in "Teaching by Principles" that make listening difficult. They are found on pages 304-307.
Assessing oral ability is difficult and requires so much effort; however it is necessary. Here there are some tips for scorers/teachers to have into account to assess this skill
Evaluating Students From Culturally and Linguistically Diverse Populations: D...Bilinguistics
This presentation describes how to appropriately conduct speech-language evaluations with students from culturally and linguistically diverse populations. It reviews informal and formal testing as well as dynamic assessment. You will learn how to distinguish between language difference vs. disorder, the reasons for testing both languages, and well as formal and informal measures for testing ELLs. You will also learn to identify red flags for speech and language impairment in bilingual children, and sounds on the Goldman-Fristoe that are subject to second language influence. This presentation reviews ASHA guidelines for assessment with bilingual students.
Language proficiency assessment oral language
Language proficiency or linguistic proficiency is the ability of an individual to speak or perform in an acquired language.
In their shoes: Understanding the international student perspective LearningandTeaching
As educators, we often forget what it is like to be a student. In particular, an international student. In addition to this, it is challenging to empathise with international students unless we ourselves have studied in a second language. We do our best as educators to ensure teaching is inclusive of international students, but often forget to do this due to constraints such as prioritising with delivering content.
In these slides, Jason Cormick-Dockery and Abraham Punnen discuss barriers to learning faced by international students and make recommendations for institutions and educators, including having subjects that promote intercultural differences.
Standards of Practice For English Language TeachingDavid Deubelbeiss
ELT is in a mess. We need to recognize that and then clean it up with a fair and level playing field for all teachers. Let's start with some clearly defined standards of practice.
Exploring the Effect of the Self-Directed English Learning on the English Spe...engedukamall
Kim, J. (2014, September). Exploring the Effect of the Self-Directed English Learning on the English Speaking Test Scores of Korean College Students. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea.
[Abstract]
Most Korean adult learners of English desire to achieve a high level of
English speaking proficiency because they value communicative competence in
their various work places. To obtain this goal, Self-Directed English Learning
(SDEL) supported through multimedia has great potential to help English
learners manage their learning process. This presentation explored the effect
of the capability of Korean college students to utilize SDEL on their English
speaking proficiency. Both the English speaking test and the SDEL
Questionnaire were administered by means of computer and mobile
technologies.
At the beginning of the spring of 2014, 90 students responded to the
online SDEL Questionnaire at a university in Daejeon, Korea. They also took
the computer based English Speaking and Writing Test (ESWT). The pertinent
information of these participants is as follows: 37 males and 53 females, ages
ranging from 20 to 30 years old, all possessing diverse English levels, and all
of whom were TESOL majors.
The questionnaire was developed by means of the Google Docs survey.
The ten features of self-directedness are: (1) interpersonal ability, (2)
self-esteem, (3) self-confidence, (4) anxiety with English, (5) goals, (6)
motivation, (7) self-directedness, (8) information process ability, (9)
self-understanding, and (10) overall level. They were measured using seven
scales. Most students filled out the online questionnaire with their
smartphones. In addition, the learners were required to practice their English
speaking using two multimedia English programs. These were DynEd and
Reading Assistant. DynEd is a conversation program or application, while
Reading Assistant is an online read aloud program. The students were
required to study English with the speaking programs for up to 200 hours as part of their graduation requirement as stipulated by their department. The
seven scoring criteria of the ESWT include (1) task completion, (2) coherence,
(3) pronunciation, (4) fluency, (5) language use, (6) grammar, and (7) overall
scores. They were rated using five scales including 0.5 units. Two raters rated
the speech samples after receiving appropriate rater training. [....]
Similar to Survey on the performance of the NSU graduates during an interview in terms of English language literacy. (From employers' point of view) (20)
Survey on the performance of the NSU graduates during an interview in terms of English language literacy. (From employers' point of view)
1. THE PERFORMANCE OF THE NSU GRADUATES AT THE
INTERVIEW, IN TERMS OF ENGLISH LANGUAGE LITERACY
Tahmidur Rahman
2. Hypothesis
• NSU graduates are generally
good in English.
• Graduates with good English backgrounds
are more likely to get jobs.
3. The Survey
• 16 Employers
• Over phone, Online, through Meeting
• Secondary Source, Other Surveys
4. The Analysis
1. Nervousness makes it deficult for the
NSU graduates to demonstate their skill?
2. NSU graduates have an edge over the
rest in this speaking ability?
NO
3. English Speaking Ability is a part of YES
Smartness?
4. Filter Resume using the English
Language Literacy Criteria?
0 2 4 6 8 10 12 14 16
5. Survey Analysis
3.5
3
2.5
2
1.5
Average Rating
1
Standard Deviation
0.5
0
1. Flow of NSU 2. Emphasis on 3. Performance of
graduates the English NSU graduates in
dropping Resume Language Literacy their English
for appointing speaking ablity
employees
6. Additional Information
• Most students from NSU with a CGPA over 3.5 tend to be good
at English regardless of their schooling backgrounds.
• All the surveyed employers were very fluent at speaking proper
English, which means………
7. The To-Do List
• Give Trial Interviews at varsity level.
• Read more English Novels
• Try giving IELTS or similar testing exams.
9. The Au Revoir Factors
• Resumes with a lot of grammatical
mistakes
• Repetition of words such
as, like, yeah, umm, can also put a
negative impression
10. Limitation
• Survey Population Parameter
• Surveyed Employers’ BG
• Industry Diversification
• Remarks on mostly BBA graduates
11. Conclusion
• Be good in English
Language
• Have a CGPA of 3.5
• Get a job the day you
graduate