Abstract
Ranking implemented in the English for Academic Purposes course helps in selecting appropriate sub-topics to be obtained by students. The aim of the present research is to compare teacher’s and students’ ranking of topics of the English for Academic Purposes course delivered to master of engineering students underpinning the elaboration of implications for the advancement of the English for Academic Purposes course. Research methods applied include the use of theoretical as well as empirical methods. Theoretical methods imply analysis of theoretical sources and theoretical modelling. The empirical study was characterized by its explorative nature. The empirical study was based on a survey carried out with 10 engineering master students of the Master programme “Information and Electrical Engineering” at Hochschule Wismar, Germany. The data were interpreted and summarized. The summarizing content analysis allows proposing that the students positively evaluated the majority of the sub-topics of the delivered English for Academic Purposes course. The hypothesis was formulated. Implications for the advancement of the English for Academic Purposes course were identified. Directions of future work were proposed. The novelty of the research is revealed by the formulated hypothesis as well as implications
Highlights
Students’ success in knowledge obtaining within a course is primarily ensured by satisfying the students’ needs in knowledge
The summarising content analysis reveals that the students positively evaluated the majority of the sub-topics of the English for Academic Purposes course selected by the teacher
The theoretical findings allow concluding about the inter-connections between a course quality and similarities in the teacher and students’ selection of sub-topics of the English for Academic Purposes course
Summary
Students’ success in knowledge obtaining within a course is primarily ensured by satisfying the students’ needs in knowledge. On the one hand, students’ needs vary from year to year as well as from students’ group to students’ group, etc, and, on the other hand, a new knowledge is co-constructed, a course has to be advanced. Ranking refers to a course evaluation used for the advancement of the evaluated course. Another application of ranking deals with making a choice from a number of options or candidates Ranking tends to emphasise vertical differences between the options or candidates (Marginson & van der Wende, 2007). The aim of the present research is to compare teacher’s and students’ ranking of topics of the English for Academic Purposes course delivered to engineering master students underpinning the elaboration of implications for the advancement of the English for Academic Purposes course
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