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Teachers’ Voice vs. Students’ Voice: A Needs Analysis Approach of English for Acadmic Purposes (EAP) in Iran
Zohreh R. Eslami
English Language Teaching , 2010, DOI: 10.5539/elt.v3n1p3
Abstract: EAP plays a highly important role in countries where English is used mainly for academic purposes. However, EAP programs have been developed without conducting a systematic needs analysis from both the students’ and instructors’ perspective. The purpose of this study is to describe the perception that EAP students and instructors have of the problematic areas in EAP programs. A total of 693 EAP students majoring in different academic fields and 37 instructors participated in this study. Survey information included respondents’ perception the importance of problematic areas in EAP programs. The results show discrepancy between the perceptions of EAP learners in different academic fields and between learners and instructors. The study has implications for curriculum design and instructional delivery of EAP courses for college level students. Keywords: English as a foreign language, English for academic purposes, Teachers’ voice, Students’ voice, Needs analysis, EAP methodology
Perceived Views of Language Teachers on the Use of Needs Analysis in ESP Materials Writing  [cached]
Holi Ibrahim Holi Ali,Abdel Rahman Abdalla Salih
English Language Teaching , 2013, DOI: 10.5539/elt.v6n3p11
Abstract: Needs analysis is generally believed to be important in ESP/EAP context because it enables practitioners and materials writers to find out about their real learners' needs. Therefore, this study is set out to investigate EFL teachers' beliefs and views about need analysis use and practices, specifically in the ESP/EAP tertiary context of the Sultanate of Oman. A group of (55) EFL teachers in 4 colleges participated in the study by responding to a questionnaire designed for the study’s purpose. The questionnaire was analyzed and percentages and frequencies were taken. The study concluded that needs analysis has to be encouraged and leaners' needs are of utmost importance ESP/EAP materials writing. The findings of this study showed that the vast majority of EFL teachers are in favour of using needs analysis as a basis for ESP/EAP materials writing and they believe that it is a significant factor in successful ESP materials development.
Experiences and perceived needs of children and teenagers with cancer and their families  [cached]
Pilar González Carrión
NURE Investigación , 2005,
Abstract: Purpose:- To know the experiencies and perceived needs of children and teenagers with cancer and their care givers regarding the received care and their oncological process. - To identify proposals for improving care.Methodology: A qualitative study based on individual semistructured interviews and focus interviews with children and teenagers diagnosed of cancer was designed. Results: Hospitalization, therapeutic and diagnose procedures, side effects and isolation when neutropenia, were identified as the main traumatic experiencies suffered by children and relatives. These issues were related to physic, psycologic, social and educational problems. Mothers showed sad and other depression feelings, although those feelings changed as the process of the illness evolved. Some improvement proposals were made by relatives, including the need of a better correlation between health resources and patient/relatives needs. The proffesional support and the care received were given great value.Conclusions: The illness was associated to physic, psycologic and social consequencies for both patients and relatives. Taking their opinion into account is very useful to improve the quality of the health servicies offered to children with cancer and their family.
PERCEIVED SUBJECTIVE WELLBEINGOF PARENTS OF CHILDREN WITHSPECIAL NEEDS  [PDF]
Rea FULGOSI-MASNJAK,Mia MASNJAK,Vanja LAKOVNIK
Journal of Special Education and Rehabilitation , 2012,
Abstract: The child with developmental disabilities significantly influences the lives of the other members within the family. Findings in the therapy and rehabilitation of children with developmental disabilities emphasize the importance of the parental role in the support of his/her development. The type of child’s disability is a very important factor, because if the disability requires a high level of dependence on the help provided by the family members, it decreases their quality of life. This study is the first of this kind conducted in Croatia, which investigates an important issue that arises within the families of children with disabilities. Its aim was to evaluate whether the type and level of the child′s developmental disability, affects the parental perceived subjective quality of life. In regards to the limited resources and explorative nature of this study, as well as the legal and social sensitivity of the topic, three subsamples were constructed each containing parents of children with developmental disabilities, which were volunteers and members of parental associations; parents who had child with motor, psychomotor or intellectual disability, respectively. The International Wellbeing Index, IWI, consisting of the Personal Wellbeing Index-PWI and the National Wellbeing Index- NWI, was applied. The obtained results didn't show statistically significant difference between the subsamples of parents. Such results didn’t differ from other study carried out among the general population, but comparison of these results showed more positive subjective wellbeing among the parents, when compared to the results from a study carried out on parents of children with autistic spectrum disorders. Therefore, it can be concluded that the type and degree of child's disability affects the level of perceived subjective wellbeing.
English for B. Sc. Students of Physical Education in Iran: A Study of Perception of English Needs and Effectiveness of ESP Textbooks  [cached]
Mohammad Reza Hashemi,Amir Rashid Lamir,Farideh Rezaee Namjoo
English Language and Literature Studies , 2011, DOI: 10.5539/ells.v1n2p14
Abstract: EAP/ESP plays an important role in countries where English is used mainly for academic purposes. However, EAP/ESP programs have been developed without conducting a systematic needs analysis from both the students’ and instructors’ perspective. The purpose of the present study is to shed more light on the perception that Iranian undergraduate students and the faculty of Physical Education have of the English language needs of the students and the shortcomings of the commonly used textbook in EAP/ESP courses at universities. A total number of 112 students of P.E (47 male and 65 female) participated in the needs analysis procedure of the present study. They ranged from 21 to 27 years of age and were all undergraduates studying at the Physical Education Faculty, Ferdowsi University of Mashhad. Four P.E. faculty members, all holding Ph.D. were also interviewed. Results of the present study indicate that English is perceived as important by Iranian P. E. students and the faculty, and show discrepancy between the perceptions of the learners and instructors. The study has implications for curriculum design and instructional delivery of ESP/EAP courses for undergraduate P.E. students.
对理工类高校学术英语课程设置的几点思考
Cogitations on EAP Curricula Setting in Universities of Science and Technology
 [PDF]

朱玲, 穆罕默德茹克叶, 张翼翼
Modern Linguistics (ML) , 2014, DOI: 10.12677/ML.2014.24019
Abstract:
随着国际交流的日益深入,将学术英语纳入大学英语教学体系成为目前英语教学改革的热点,本文从专门用途英语主要特点的介绍入手,对学习对象的需求分析和国内外高校该课程授课模式的比较两个方面进行了阐述,并对理工类高校学术英语课程设置提出了几点建议。
With the development of international communication, it has arose the heated discussions in English teaching reform that EAP should be involved in the college English teaching system. Beginning with the features of EAP, this paper discusses the EAP curricula setting from the prospective of needs analysis and the comparison between the universities at home and abroad. Based on these, some suggestions are provided for the EAP curricula setting in the universities of science and technology.
Teachers' Self- Perceived Professional Development Needs Regarding Classroom Assessment Skills  [cached]
O.O Adedoyin
International Journal of Asian Social Science , 2012,
Abstract: Although classroom assessment is an integral part of teaching and learning in schools, many teachers still lack the necessary assessment skills to judge students’ performance, achievements or learning outcomes. Most of the classroom teachers are not competent, efficient and knowledgeable in classroom assessment procedures in order to make correct decisions about students’ learning outcomes or achievements and also improve on teaching processes in the classroom. The purpose of this study is to investigate the teachers’ self perceived professional development needs of junior secondary school teachers in Botswana in relation to classroom assessments skills. A four (4) likert scale questionnaire consisting of thirty statements on the concept of effective classroom assessment skills was constructed and administered to eighty junior secondary school teachers in the Southern region of Botswana. The questionnaire consisted of statements on classroom assessment techniques and the teachers were asked to indicate whether or not they require more professional developmental training. The responses of the teachers were analysed statistically using descriptive statistics, one sample t-test and independent t-test at 0.05 alpha level to test for significance. The results from the analysis of teachers’self perceived professional development needs on classroom assessment indicated that junior secondary teachers still lack classroom assessments skills to a large extent. This has implications for immediate professional development of junior secondary teachers on classroom assessment skill for effective learning and teaching.
EAP course design within a context of institutional change and cross-disciplinary collaboration: Factors shaping the creating of ‘writing for commerce’  [cached]
Fiona Jackson
Per Linguam : A Journal of Language Learning , 2011, DOI: 10.5785/25-2-35
Abstract: Many reports of needs analysis and curriculum design of EAP courses focus largely on the immediate pedagogic context and ensuing decision making and materials design processes of the course designers. This paper explores the process of curriculum design from the perspectives of both debates and developments within the field of language and literacy education, and the impact of international, national and institutional shifts in higher education on one course design process within one South African university. The paper explores the realities of institutional and disciplinary histories and changes that impacted on the design of an EAP course for a linguistically, culturally and racially diverse group of first-year commerce students. The intricacies of creating such a course as an inter-disciplinary school, rather than departmental, project are explored and briefly evaluated. The key principles underpinning the course design are explained. The paper concludes with consideration of why the collaborative inter-disciplinary project has faded, although the course has continued successfully.
Demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province
A Rakumako, R Laugksch
South African Journal of Education , 2010,
Abstract: The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the Science Teacher Inventory of Needs for Limpopo province (STIN-LP). Most teachers who responded to this survey teach at a rural or township school, are between 20 and 40 years old, and have between four and ten years experience in teaching Mathematics. Standard 10 is the highest academic qualification of half of the teachers, with 67% of teachers having an M+3 as their highest professional qualification. Teachers indicated interest in all the 38 INSET need items included in the STIN-LP with motivating learners to learn Mathematics, using audio-visual equipment and applying mathematics to daily life of learners among the most important need. The least support was indicated, among others, for needs related to the history of mathematics, improving content knowledge, how mathematics is used in society, and teaching large classes. Poor communication of INSET activities was reported to be the greatest barrier to INSET participation. Implications of the findings are discussed.
Demographic profile and perceived INSET needs of secondary mathematics teachers in Limpopo province  [cached]
Angeline Rakumako,Rüdiger Laugksch
South African Journal of Education , 2010,
Abstract: The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the Science Teacher Inventory of Needs for Limpopo province (STIN-LP). Most teachers who responded to this survey teach at a rural or township school, are between 20 and 40 years old, and have between four and ten years experience in teaching Mathematics. Standard 10 is the highest academic qualification of half of the teachers, with 67% of teachers having an M+3 as their highest professional qualification. Teachers indicated interest in all the 38 INSET need items included in the STIN-LP with motivating learners to learn Mathematics, using audio-visual equipment and applying mathematics to daily life of learners among the most important need. The least support was indicated, among others, for needs related to the history of mathematics, improving content knowledge, how mathematics is used in society, and teaching large classes. Poor communication of INSET activities was reported to be the greatest barrier to INSET participation. Implications of the findings are discussed.
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