Assessment Techniques in Teaching English for Specific Purposes to Engineering Students

Rus, Dana

doi:10.1016/j.promfg.2019.02.227

Cited by 18 publications

(21 citation statements)

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“…CLIL represented an appropriate approach for the positive reception of bilingual practices in the classroom, according to the participants of this study. Similar to SPBP, in the case of teaching a technical language, the material that is relevant to the objectives of the program is derived directly from the field of interest of the students, along with the implementation and design of more and new strategies for using the language and gradually incorporating it as an instructional language in the upper semesters (Alshareef et al, 2018;Rus, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…In this way, the full potential of a student's abilities can be activated and the desire for independence and originality, for competition, for searching novelty, and working better in the language classes can be encouraged and the learners' best interests are satisfied. Creative teaching strategies foster motivation and self-assessment, which is a catalyst of learning (Lee, 2017;Rus, 2019).…”

Section: Discussionmentioning

confidence: 99%

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Content and Language Integrated Learning (CLIL) in a Medicine Program in Colombia: Results of a Perception Survey in Students

Vega

Gómez

Ramírez

2022

laclil

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This study collected the perception of medical students about the use of English for teaching through the use of a strategy based in Content and Language Integrated Learning (CLIL) approach at Universidad Tecnológica de Pereira (UTP) Colombia. A descriptive observational quantitative research was conducted in a group of 128 students of medicine who agreed to participate in the strategy called “Strategy for Paper’s Bilingual Presentation (SPBP)” in the subjects of Surgical Clinic I and II. Of this group, 98.5% (126) considered learning English important in their training and 86% (110) essential to advance without difficulties in their studies. In addition, there was a 52.3% (67) of students who stated that the University should foster the use of English integrated with contents in specific programs. In reference to the teaching of English at the University, 85.9% (110) of the students considered that it should be integrated into the content of the academic programs. The didactic strategy was positively evaluated by 86.7% (111), and 61% (78) used English exclusively or preferentially. Scenic fear and lack of knowledge of technical language were arguments for the preferential use of Spanish in the session. Among the recommendations made by the students were the extension of the preparation time for the activity, the inclusion of clinical cases, and the selection of the assigned topics with the teacher. The didactic strategy used proved to be very useful and replicable in other semesters and training levels of the Medicine program. It is imperative to design and promote bilingual spaces that allow the use of English as a strategy to integrate contents and language in the teaching of Medicine.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Content and Language Integrated Learning (CLIL) in a Medicine Program in Colombia: Results of a Perception Survey in Students

Vega

Gómez

Ramírez

2022

laclil

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“…The first principle of ESP was providing a stimulus in learning, which means that the material was expected to give a positive effect for the students to encourage students' motivation in learning English (Hill et al, 2020;Rus, 2019). By giving fun and interesting text in learning material, the students gained knowledge and they would be enjoying follow the teaching and learning process (Silalahi, 2020;Sriyanti et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

A Need Analysis in English Material for XI Grade of Beauty Program

Padmawati

Dewi

2021

JPBI

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Needs analysis aims to identify what English students should learn. However, there are still many teachers who have not analyzed the material needs of students. The material used by the teacher is too general for students. Students do not get English for specific purposes for particular majors. This results when students find it challenging to communicate with guests in certain areas. This study aims to analyze the English material and analyze the suitability of the English language material based on the ESP principles. This study used the descriptive qualitative method. The study subjects were students of the class XI beauty program—the use of questionnaires and document checklists as data collection instruments. The study results indicate that students need unique English materials and special English skills in the tourism sector, especially in beauty spas. Furthermore, based on the document checklist, the English teaching materials in the beauty program are not by the ESP concept because the data shows that the teaching materials are too general and not close to the student's field. Therefore, students hope that the school can design an ESP program to improve competence in beauty spa activities.

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“…English for Specific Purpose is the teaching of English for specific purposes. According to (Rus 2019), defining ESP is an approach to language teaching in which all decisions as to content and methods are based on the learners' reason for learning. English for Specific Purepose is a language learning or teaching program where the content and learning objectives are determined by the specific needs of particular groups of students (Barnard et al, 2002) in (Agustina, 2010).…”

Section: English Espmentioning

confidence: 99%

Need Analysis in the Development of English for Specific Purposes Learning in Students of STIA Prima Bone Administration Study Program

Rahman¹

2020

JSE

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This study aims to analyze students' needs in learning English and determine the learning methods used in learning English at STIA Prima Bone. This study uses a descriptive method with a qualitative approach. The subjects in this study were 60 students of the Public Administration Study program. They took courses in the second semester of the 2019/2020 academic year and one of the lecture language courses. The s lecturer sampling technique uses purposive random sampling. The instruments in this study were questionnaires and interviews. Based on the study results, the students' need for learning English in the Public Administration study program different or varied, so it can be concluded that they need English not only for current learning needs or Now Oriented but also for work needs (Future-Oriented). Therefore, learning English in the Public Administration Study Program must prioritize the target needs. So that, the fulfillment of wants can achieve and reduce the shortcomings or weaknesses of students in learning English. The teaching or learning method is an essential component in the educational process because the teaching process's success depends on the method used by the lecturer. The technique used in learning English courses in the public administration study program is to combine Student-Centered Learning, Teacher-Centered Learning, and Collaborative Learning.

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Assessment Techniques in Teaching English for Specific Purposes to Engineering Students

Cited by 18 publications

References 0 publications

Content and Language Integrated Learning (CLIL) in a Medicine Program in Colombia: Results of a Perception Survey in Students

Content and Language Integrated Learning (CLIL) in a Medicine Program in Colombia: Results of a Perception Survey in Students

A Need Analysis in English Material for XI Grade of Beauty Program

Need Analysis in the Development of English for Specific Purposes Learning in Students of STIA Prima Bone Administration Study Program

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