Electronic learning- virtual
Z. Cheraghi; H. Omranpour; A. Motahari nejad; F. Moghisseh
Abstract
Background and Objectives: Regarding the fact that most of the submitted official documents are written in or translated into English, all English for Specific Purposes (ESP) learners are not only required to learn professional knowledge but also need to know English technical vocabulary in their field ...
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Background and Objectives: Regarding the fact that most of the submitted official documents are written in or translated into English, all English for Specific Purposes (ESP) learners are not only required to learn professional knowledge but also need to know English technical vocabulary in their field of study. Therefore, enhancing technical vocabulary competence (VC) is one of the aims defined by ESP learners. In this new digital era, various techniques facilitate vocabulary learning via using Information and Communication Technology. Due to the advent of technology and the developmental trend of learning, learners are provided with the opportunity to use online and mobile applications in a very wide range to develop their English vocabulary knowledge. Accordingly, this study was an attempt to explore the effect of using Google Docs on ESP students' vocabulary learning. The research also intended to find out the learners' perceptions toward using Google Docs on learning and practicing target technical vocabulary.Materials and Methods: To this end, a quasi-experimental research design was employed for gathering both quantitative and qualitative data. In this regard, 40 Iranian ESP nursing learners who were randomly allocated into an experimental (n=20) and a control group (n=20) participated in this study. The learners in the control group were asked to use their personal traditional techniques for learning technical vocabulary, while the experimental group was assigned to use Google Docs for vocabulary learning. Four data-gathering instruments were utilized; first, an Oxford Placement Test (OPT) was employed for homogenizing the participants. Second, each group underwent a pretest and a posttest to assess their learning of the assigned vocabulary lessons. Then, a survey was conducted among the experimental group to investigate learners' motivation about learning technical vocabulary through using Google Docs. Lastly, a semi-structured interview was employed with the experimental group to explore their thoughts and perceptions toward using Google Docs. A series of t-tests, including two paired sample t-tests and one independent samples t-test were employed to compare the performance of the two groups in terms of learning technical vocabulary.Findings: Subsequent to validating the assumption of normality, the results of an independent samples t-test revealed that there was a significant difference between the students of the experimental and control groups on post-test scores. The obtained data revealed that both experimental and control groups were able to improve their vocabulary learning successfully. However, comparing the two groups showed that the experimental group performed significantly better than their counterparts in the control group who used their practical traditional techniques for learning specialized vocabulary in ESP courses. Additionally, face-to-face semi-structured interview results uncovered that the experimental group learners had positive perceptions toward using Google Docs for learning technical vocabulary.Conclusions: Counting on the integration of technology into the curriculum of learning/ teaching ESP, it was concluded that Google Docs was an effective website tool that boosts, engages, and motivates learners to expand their technical vocabulary learning. Based on the limitation of the research, it is suggested to conduct a similar study with both male and female ESP learners, and also with a larger sample. The results of this research contain considerable implications for ESP instructors and learners and also curriculum and syllabus designers. Incorporating ICT into ESP education has revolutionized and changed the method by which ESP material developers construct ESP materials. So, findings can be implemented in any educational contexts as well as other languages.
English teaching
M. Rahimi; H. Azhegh
Abstract
While there is an expanding literature on the challenges and practicalities of implementing Task-Based Language Teaching (TBLT) in East Asian educational setting, there is a dearth of research with regard to its effectiveness in foreign language settings and West Asian classes. The purpose of this ...
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While there is an expanding literature on the challenges and practicalities of implementing Task-Based Language Teaching (TBLT) in East Asian educational setting, there is a dearth of research with regard to its effectiveness in foreign language settings and West Asian classes. The purpose of this study was to investigate the impact of TBLT on Iranian university students’ reading comprehension ability and English achievement in an English-for-Specific-Purposes (ESP) course. Two intact groups of university students majoring in Mechanical Engineering (Production and Manufacturing) participated in the experiment. The control group received instruction in grammar-translation method through presentation, practice and production procedure with focus on teaching reading, grammar, vocabulary and translation. The experimental group experienced strong version of TBLT through pre-task, task, and post-task procedure. The experiment lasted for one semester. Students’ reading comprehension ability and achievement in ESP were assessed at the end of the experience. The results revealed that the experimental group outperformed the control group in both assessed variables, confirming the fact that TBLT is an effective way of teaching English to Iranian ESP students.
science education
S. Shamsaee; M.A. Shams
Abstract
The aim of this research is to investigate the relationship between English for Specific Purposes (ESP) teachers and students’ attitude toward learning needs and teaching activities. Mismatch between teachers and students’ expectations from ESP courses can result in undesired outcomes. In ...
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The aim of this research is to investigate the relationship between English for Specific Purposes (ESP) teachers and students’ attitude toward learning needs and teaching activities. Mismatch between teachers and students’ expectations from ESP courses can result in undesired outcomes. In this study, the attitudes of 6 teachers and 60 students of Software Engineering toward ESP learning needs were surveyed by a questionnaire. The relationship between the ideas of these two groups was investigated through t-test analysis. The results show that ESP teachers and students think more alike about textbooks, and the incorporation of information processed through discourse and genre analysis, while recognizable differences can be observed in their view toward teaching activities, the place of language skills and components, and critical thinking. It is discussed that pedagogical mechanisms for applying the relevant principles of ‘rights analysis’ and ‘strategic planning’ in English classrooms need to be devised and appropriately applied in ESP programs.
