In order to motivate students and create a tension free environment English language teachers implement different technological tools in the classroom. This paper aims to emphasize the importance of using video material in the classroom that facilitates ESL teaching. The study was conducted at SEEU Language Centre with 87 students’. Major ethnical groups include Macedonian, Albanian, Turkish, and Roma. The respondents’ age varies from 18-20 studying ESP classes, such as Computer Sciences 1, ESP (Public administration 1) as well as Academic and Advanced Academic English, and the research questions are: to what extent students are motivated to study English using videos, do Video presentations stimulate students’ critical thinking skills. Moreover, 8 teachers responded to the questionnaire and strongly agreed that Videos motivate students’ discussions in class. Teaching ESP courses using audio-visual tools is especially beneficial for both students and teachers because the appropriate video material can make students more interested in the subject, more engaged as well as become more confident in communicative language learning competencies.
Communicative Language Teaching (CLT) is one of the fundamental teaching methods that focus on developing learners’ communicative competence. The purpose of this study is to examine the perceptions and challenges in Communicative language teaching as well as students’ communicative competences. The participants were 10 the teachers from the Language Centre and the Faculty of Languages and Communication teaching English as a foreign language and 27 students enrolled at their first year studying different levels of English (Basic English skills Levels 2,3 and 4 as well as 5 students studying English as their major at South East European University. Majority of the students were between 18-20 years old, coming from different ethnical groups: mostly Albanian, Turks and Macedonian, enrolled at International Communication studies, Business administration, Business and economics and Computer Sciences studies. The questionnaire was held between both students and teachers and it covers (role of students/teachers, pair and group activities, the use of native language and error and correction). The results obtained throughout this study held positive beliefs towards CLT, especially taking in consideration the roles of teachers and students, pair and group work used by teachers as main strategies to help students develop communicative competencies.
Whether you have been teaching for 20 years or have just started your teaching career, there's always a possibility you will have a student in your classroom with disruptive behavior. This behavior can go beyond the limits of what is considered to be acceptable in a learning environment. An obvious example of disruptive behavior is when the student verbally attacks, is late for class, experiences angry outbursts, social problems, etc. or simply rebels against something that is happening beyond the classroom door. However, very rarely are we, as teachers, aware of the possibility that the student might be having a mental health crisis. We, the Language Centre at South East European University, have encountered various stressful situations, while at the same time we struggle for balance and try to find appropriate responses for students' complaints about grades, "unfair" treatment, the policy of the faculty, etc. In an effort to resolve this dilemma, we will conduct research within the Language Centre through interviews with the academic and administrative staff as well as the students and their supervisors. In our presentation, we will present several strategies to deal with stressful situations that affect the entire learning environment, including the teachers themselves, such as: defining the problem, the reason behind it, the time of occurrence, its impact, introducing meta-communication and early communication by setting early expectations, ways to stay calm when responding to a crisis event and setting limits. We will also explore basic principles related to classroom management and a variety of strategies for early intervention in order to create a dynamic learning environment that promotes learning safety.
In this paper I will discuss how blended learning can create new opportunities for my students with mixed abilities that come from different cultural and educational backgrounds. In my case study I compare the traditional with the blended learning class. The description of the case, are two groups the pre-intermediate, intermediate reading/writing class who are introduced with learning English in 50 minutes of traditional environment and 50 minutes in a computer mediated classroom for the period of one semester. I found useful to use Facebook as a tool that helped me introduce self-study resources designed for study in class. Furthermore, I analyzed the student behavior and at the end of each class. As well as which environment they preferred more traditional or on-line. Students' progress was measured in each class and I gave points for each activity.
This paper examines the way students developed their leadership potential by delivering an oral presentation and a project in an ‘English for Social Sciences’ course. By using a communicative approach, students were motivated to develop their leadership skills, which stimulated their learning and understanding at deeper levels. The survey was conducted with 14 students at undergraduate level, in their second year ESP Social Sciences 1 course; the students attend the Public Administration, International Communications, and Political Sciences departments of South East European University. The results showed that students attending this course showed the potential of developing leadership skills, and expressed positive attitudes and proficiency when delivering an oral presentation and project according to their preference in their field of study. Students were challenged and motivated to develop leadership skills, such as integrity and strength of character, that will prepare them for becoming potential leaders.
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