The Pedagogical Dimension and the Use of Materials in English-Taught Programs in Higher Education

Abstract

The necessity to develop the language proficiency of students in higher education and to equip them with the necessary professional and multicultural competences has become a priority in higher education. Irrespective of the different kind of proposals available, it is a fact that, today, English-taught programs are raising a great deal of interest. However, very little attention is being given to the pedagogical dimension, not only to what concerns the specific methodologies, but also to the resources with which they work. In this chapter the authors will review the basic principles that should encourage the development of materials adapted for bilingual teaching, and more specifically, they will analyse the properties and most relevant characteristics that these materials must possess, ending up by offering a practical instrument regarding the criteria that should encourage the design and development of didactic materials for bilingual education at the tertiary level.

A Personalized Recommendation System for English Teaching Resources Based on Learning Behavior Detection

“…e hidden Markov model is a tool that is utilized by some academics in order to model the emotional states of learning that students are experiencing, comprehend the Mobile Information Systems changes that students are experiencing in their emotional cognition, and adapt teaching strategies to fit the overall cognitive state of learners (HMM) [15,16,[22][23][24][25][26]. Personal recommendation and learning system adaptability research are currently in the early stages of weak artificial intelligence [27,28].…”

“…e collaborative filtering algorithm and the multiclass support vector machine algorithm can be used to construct an intelligent recommendation system. Although there has been an increase in the recommendation's accuracy, it is still unable to accurately reflect the specifics of the microresources in question [15,16].…”