Teaching English for Specific Purposes to Adult Learners at University: Methods That Work

Lytovchenko, Iryna; Ogienko, Olena; Sbruieva, Alina Anatoliivna; Sotska, Halyna

doi:10.20535/2410-8286.149741

Cited by 17 publications

(17 citation statements)

References 14 publications

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“…However, 72.2 % of those who took part in the survey believed that MOOC could help them cope with that problem step by step and become more independent and self-directed learners. This is consistent with other studies (Lytovchenko et al, 2018) which focused on technologies as tools for development of a high degree of self-direction in adult learners both inside and outside the classroom.…”

Section: Resultssupporting

confidence: 92%

MOOC as Remote ESP Learning Tool at University in Quarantine: Focus on Students’ Attitudes

Lytovchenko

Voronina

2020

RREM

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In a completely new reality of the Covid-19 pandemic, when educational institutions are closed due to quarantine, it is often challenging for teachers to decide which of the wide variety of educational technologies may be most appropriate for their students and best address their learning needs. With this in mind we aim to share our experience of using MOOCs (Massive Open Online Courses) as remote learning tool for teaching English for Specific Purposes (ESP) at university and make a particular focus on students' attitudes to studying them in quarantine so that necessary adaptations and changes could be made to enhance the learning process. The positive attitudes of the students to learning MOOCs, expressed by them in the survey, testify to the appropriateness of their use in ESP instruction during quarantine. However, since students pointed to the limited possibilities of communication between learners and lack of ability to get help from the teacher or peers, we find it appropriate to use video conferencing technologies as additional learning tools besides MOOC to compensate for these limitations and address students' needs more fully.

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Section: Resultssupporting

confidence: 92%

MOOC as Remote ESP Learning Tool at University in Quarantine: Focus on Students’ Attitudes

Lytovchenko

Voronina

2020

RREM

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“…We support the idea formulated by Ware et al (2017) that any foreign language course should be tailormade to the needs of older people in order to be effective and avoid accompanying factors, such as older people's low self-confidence. We agree with the approach proposed by Lytovchenko et al (2018) on the relation between the education of an adult person and his / her practical life needs, according to which, adult learner is an active participant of the learning process, who plays a leading role in the educating.…”

Section: Discussionsupporting

confidence: 88%

Facilitating Intercultural Communicative Competence of Adult Learners in the Context of Higher Education Internationalisation

Sandal

Коленіченко

Verbytska

et al. 2019

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The article is aimed at the assessment of the educational needs of the active older adults, studying their motives to learn English. The hypothesis of the research is that effective formation of the intercultural communicative competence in active older adults is carried out on the basis of the specially developed educational programme "Foreign language (English)" and the communicative-oriented approach in teaching within the framework of lifelong learning. In order to achieve the purpose of the research, a set of scientific methods was used: analysis, synthesis, comparing, generalisation, questioning, testing and interviewing. Respondents were 64 active older adults who were the students of the Centre of education and social activity for elderly people "Second Youth". The majority of respondents (51%) showed the increasing level of intercultural communicative competence after the completion of the English language course for ten months. The application of the suggested in the article model will improve the level of English competence, the motivation for learning English, the ability to communicate and interact in the intercultural environment, formation of positive and tolerant perception of intercultural features, the general level of self-confidence, as well as satisfaction of the need for extending communication with other people.

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“…When considering the positive aspects of our experience of using TBL and task-based grammar learning in particular, we should first of all point out its learner-centeredness which, as stated by Lytovchenko et al (2018), provides a number of advantages in teaching adult students:…”

Section: Discussionmentioning

confidence: 99%

How to Teach Grammar to Adult ESP Learners at Technical University More Communicatively: Task-Based Approach

Lytovchenko

Lavrysh

Lukianenko

et al. 2020

Mult.J.Edu.Soc.Tec.Sci.

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The article is devoted to comparison of the effectiveness of grammar acquisition by adult learners in two types of instruction -based on the traditional PPP (Presentation, Practice, Production) approach and TBL (Task-Based Learning) approach -in ESP university classes. We conducted a qualitative research in which we tried to incorporate grammar instruction in communicative language teaching and for that purpose selected two groups of students (the PPP group and the TBL group). They were taught five topics, each with a focus on particular grammar items. The comparison of the results we obtained showed that students' achievement in the TBL group increased more substantially than in the PPP group. Also, the majority of students in the TBL group liked learning grammar at the point of need, which we consider particularly important, since it stimulated their motivation and contributed to the acquisition of grammatical structures. When considering the positive aspects of our experience of using TBL and task-based grammar learning in particular, we should first of all point out its learner-centeredness which provides a number of advantages in teaching adult students: the focus on real communication, addressing the students' needs by putting them into authentic communicative situations, encouragement of students' responsibility for their own learning, exposure of students to a wide variety of language, including grammar, ability to motivate students.

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Teaching English for Specific Purposes to Adult Learners at University: Methods That Work

Cited by 17 publications

References 14 publications

MOOC as Remote ESP Learning Tool at University in Quarantine: Focus on Students’ Attitudes

MOOC as Remote ESP Learning Tool at University in Quarantine: Focus on Students’ Attitudes

Facilitating Intercultural Communicative Competence of Adult Learners in the Context of Higher Education Internationalisation

How to Teach Grammar to Adult ESP Learners at Technical University More Communicatively: Task-Based Approach

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