This document summarizes a study that investigated situational factors that motivate learners to read English for academic purposes (EAP). The study surveyed 248 Taiwanese university students about their EAP reading experiences. Factor analysis identified three main factors that influence motivation: teacher facilitation, reading requirements, and text facilitation (e.g. highlighted key points). Students reported being most willing to read texts in business-related fields like economics. The study suggests EAP teachers provide consultation, consider language needs in text selection, and start with less demanding content. Limitations include the specific sample and limited questionnaire items.
Summarizing 4 Journal Articles about English textbook evaluation Samialsadi1
Summarizing 4 Journal Articles about English textbook evaluation as required by our Dr Shanti under Syllabus and Materials Design Subject. Universiti Teknologi Malaysia (UTM)
Presentation given by Eric Sweet, Leslie Yolen and Liz Hood at Teaching the Hudson Valley's 2013 Summer Institute, "Placed-Based Learning & Common Core"
A CASE STUDY: INDONESIAN STUDENTS’ SPEAKING ANXIETY IN LEARNING ENGLISH AS A ...Musliadi B Usman
to identify the factors that contribute to students’ anxiety in speaking in foreign language learning
to identify English language teachers’ opinion as to how to reduce students’ speaking anxiety in foreign language learning
English for Academic Purposes : Assessments. The focus of this presentation discusses group assessments such as group presentations. This presentation discusses cross-cultural communication challenges.
Summarizing 4 Journal Articles about English textbook evaluation Samialsadi1
Summarizing 4 Journal Articles about English textbook evaluation as required by our Dr Shanti under Syllabus and Materials Design Subject. Universiti Teknologi Malaysia (UTM)
Presentation given by Eric Sweet, Leslie Yolen and Liz Hood at Teaching the Hudson Valley's 2013 Summer Institute, "Placed-Based Learning & Common Core"
A CASE STUDY: INDONESIAN STUDENTS’ SPEAKING ANXIETY IN LEARNING ENGLISH AS A ...Musliadi B Usman
to identify the factors that contribute to students’ anxiety in speaking in foreign language learning
to identify English language teachers’ opinion as to how to reduce students’ speaking anxiety in foreign language learning
English for Academic Purposes : Assessments. The focus of this presentation discusses group assessments such as group presentations. This presentation discusses cross-cultural communication challenges.
A Tool for Determining an Optimal Model of Student Engagement in Wikis for Le...Cristina Felea
Paper presented at the 10th eLearning and Software for Education Conference - eLSE 2014, Bucharest 24-25 April
The problem of learners’ engagement is receiving renewed attention against the background of the transition from traditional to technology enhanced learning environments and the ensuing shift from the transmission to the (co)construction of knowledge model in teaching/learning.
Recent studies on the use of social media for academic purposes have also revealed transformations in student and teacher roles and behavior. This study is part of an ongoing research on various pedagogical aspects related to early adoption of Web 2.0 tools (wikis) in a blended language learning program of English for Academic Purposes attended by undergraduate students in social sciences in a Romanian university.
The authors’ prior research on student behavior suggested low participation levels during the semester and high activity under the pressure of finals. Our current objective is to continue the research in an attempt to provide a more accurate learner profile that could help teachers improve the learning environment to further activate their students.
We applied the ROC analysis, a cost/benefit analysis of diagnostic decision making, in order to diagnose the features of students who would use successfully a Web 2.0 tool for learning. The study aims to exemplify how ROC analysis can be used to offer a classification of students with positive/negative inclinations to adopt a Web 2.0 tool by eliminating the false positives,respectively the false negatives.
Consequently, it may become a tool to select a possible optimal model to be considered in the process of needs analysis and of taking important decisions regarding teaching methods, course contents and design.
Teacher Talking Time and Students Talking Time in English for Academic Purpos...Dwi Firli Ashari
Paper presentation in The Third International Language and Language Teaching Conference (LLTC) 2016 on 21 – 22 October 2016 in Sanata Dharma University, Yogyakarta.
This is the theory I usually with my Exact and Natural Sciences EAP students, but could be useful for any group working on Reading & Writing for Academic Purposes.
This is an introduction to the Postgraduate Certificate in Teaching English for Academic Purposes - a distance learning programme developed by the English Teaching Unit and the School of Education at the University of Leicester.
Presented at the Beyond Books Conference http://www.oucs.ox.ac.uk/ltg/events/beyond2012/ hosted by Oxford University Computing Services on June 12, 2012.
Current Developments in English for Academic Specific and Occupational Purposesmarkkski1
“Current Developments in English for Academic, Specific and Occupational Purposes” is a new book published in March 2007 by the ESP SIG & IATEFL.
To obtain a copy of the e-book (which can be purchased electronically or as a deluxe DVD/CD edition) please write an email to craig@iatefl.org
To make enquiries about the book itself, and future titles like this which the IATEFL ESP SIG is going to publish later on this year, and next year, please email ESPsig@iatefl.org or markkski2@gmail.com
We hope that the ‘sneak preview’ of the book on Slideshare will raise awareness of the title in the global academic community while putting us in touch with like-minded ESP and EAP professionals.
Mark Krzanowski
IATEFL ESP Co-ordinator
May 2007
Current English for Specific Purposes & English for Academic Purposes: Mains...Mark Krzanowski
This is a pdf copy of the talk delivered by Mark Krzanowski in the Department of Languages, the English Studies Unit, at the University of Limpopo on 14th April 2014. The talk was part of a two-week visit of M. Krzanowski to UL owing to the funding from South Africa's National Research Foundation (NRF) granted, through a competitive process, to Dr L. Junia Ngoepe. Dr Ngoepe is a Senior Lecturer in English Studies at UL.
English for Academic Purposes by Liz Hamp-LyonsParth Bhatt
Over the past 25 years TESL/TEFL in universities/colleges and other academic settings - or in programmes designed to prepare non-native users of English for English-medium academic settings - has grown into a multi-million-dollar enterprise around the world. Teaching those who are using English for their studies differs from teaching English to those who are learning for general purposes only, and from teaching those who are learning for occupational purposes. English for academic purposes (EAP) is not only a teaching approach. It is also a branch of applied linguistics consisting of a significant body of research into effective teaching and assessment approaches, methods of analysis of the academic language needs of students, analysis of the linguistic and discoursal structures of academic texts, and analysis of the textual practices of academics.
Competently Brought to Life - Bringing The Competency Framework for EAP Teach...Steve Kirk
This was a workshop delivered at 'The Janus Moment', BALEAP Biennial Conference (20 April 2013), together with colleagues from the Universities of Glasgow and Reading. We looked at ways of bringing alive the Competency Framework for EAP Teachers (CFTEAP) for teacher development.
Session Summary:
Putting theory and research into practice is a challenge in any context. Doing it in a way that is transferable to a variety of contexts provides an even greater level of challenge. It could be argued that this situation applies to the Competency Framework for Teachers of English for Academic Purposes (CFTEAP), published in 2008.
After three years of development the framework has gone on to provide excellent guidance for the professional development of teachers, and those responsible for training them. However, there is further scope to make the framework a practical resource for both teachers and teacher trainers. This practical workshop will look at concrete examples of materials that enact certain CFTEAP criteria to help teachers demonstrate their knowledge and progress in EAP. It will also look at materials that can be used by teacher trainers in facilitating the development of others.
The first part of the workshop will take a hands-on look at materials produced to help teachers structure both their study of EAP and development as an EAP practitioner. The materials provide a framework within which teachers can develop their knowledge and skills in a staged and scaffolded way.
The second part will look at a set of materials that have been developed for use by teacher trainers to provide help and guidance to early career professionals.
Finally, reactions and comments will be gathered from the workshop participants in order to feed into the further development and completion of this resource.
This PowerPoint was created by me for an article summary project in the LING 4E03 TESL Methodologies course. I presented it to the students in the 1BB3 class to show them an example of a university PowerPoint. This PowerPoint was used to reinforce the lesson about Visual Aids in Presentations. Later on in the course, the students were expected to create their own visual aids to accompany their presentations.
RBL - Teaching Language Skills 'Reading' and 'Listening' - 4th GroupRBLmadev Class 2018
Presented by Khoirunnisa Isnani / 17716251043 & Pradita Amelia Nugraha Ningtyas / 17716251046 for Resource Based Learning class / Graduate Program of English Education Department / Yogyakarta State University 2018
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Digital Tools and AI for Teaching Learning and Research
10322611 Jane
1. Reading English for academic
purposes-What stiuational factors
may motivate learners to read?
1
PRESENTER: JANE LUO
ADVISOR: DR. TERESA HSU
DATE:103/10/27
2. Citation
2
Hung, S.C.(2006).Reading English for
academic purposes-What situational factors
may motivate learners to
read?System,34(3),371-383.
6. Background
6
Three student informants were invited to
reflect on their own EAP reading
experiences and discuss pedagogical
situations in which they were more willing to
read.
7. Purpose of the Study
7
It situated in EFL context where non-English
major college learners are usually required to
read content-area textbooks in English, tried
to determine what motivates student to
engage in EAP reading activities.
8. Research Questions
8
Under what situations would learners be most
willing to read texts for EAP purposes?
Are there common factors underlying learners’
indicated motivation for EAP reading ? And if
yes, what are they?
Does content matter? If learners could choose
among subject areas, in which area would they
be most willing to read in English, and why?
9. Literature Review
9
“argued that the traditional view that holds
language (including grammar and vocabulary)
and text length as major determinants for the
ease and difficulty of L2 reading texts is
insufficient.”
(Hauptman, 2000)
10. Literature Review
10
They introduced theories from educational
psychology and analyzed learner motivation
from four levels: micro, classroom, syllabus,
and the out-of-class, long-term level.
(Crookes &Schmidt ,1991)
12. Participants
12
•248 students in five randomly selected classes
in a university of science and technology in
Taiwan . With an 85% response rate, 212 data
sets were obtained.
17. Results
17
Under what situations would learners be
most willing to read texts for EAP purposes?
teachers were available to answer questions,
key points were highlighted clearly in
textbooks, reading skills were taugh
18. Results
18
Are there common factors underlying
learners’ indicated motivation for EAP
reading ? And if yes, what are they?
EFL Teacher Facilitation,
Reading Requirements,
Text Facilitation
19. Results
19
Does content matter? If learners could
choose among subject areas, in which area
would they be most willing to read in
English, and why?
Economics, Accounting, Marketing, Business
20. Pedagogical Suggestion
20
•Provide convenient consultation to answer student
questions
•Take language-learning needs into consideration
in choosing texts
22. Limitations
22
•The sample was limited to two types of business
majors in a university of science and technology in
Taiwan.
•The questionnaire items were far from exhaustive.
•L1 translation, being one of the 18 items, was
excluded in the factor analysis because it attracted
ambivalent reactions from students.
23. Reflection
23
•I think that the students should choose the
article which they are interested in to read.
