Courses Taught In English Research Articles

Research on the Integration Mode of Teaching Chinese Cultural Elements and English Translation Courses Based on the Integration Model

Abstract How to integrate Chinese cultural elements with English translation courses has been a major topic of discussion within English teaching. For this, this paper proposes to integrate traditional Chinese cultural elements into English translation courses, combining the entropy weighting method and the gray correlation analysis method to calculate the degree of integration and influencing factors of the two. It firstly eliminates the incomparability caused by different outlines and the positive and negative directions of the indicators through the dimensionless processing of the indicator values, and secondly uses the entropy weighting method to calculate the objective weights of the indicators, and applies TOPSIS to make a comprehensive evaluation. To assess the integration of Chinese cultural elements and English translation course teaching at this school, use gray correlation analysis. The practical application of designing English translation test papers with Chinese cultural elements and integrating traditional Chinese cultural elements into the teaching of English courses was carried out at a university. The correlation between article translation and the total score is the largest (0.728), and the correlation of basic translation ability is 0.658. The ones that have an impact on the translation ability of Chinese traditional elements are, in descending order, basic reading (0.8175), listening to English (0.7951), comprehensive ability (0.7422), and English writing (0.6384).

University students and instructors’ perceptions of challenges in academic writing

Academic writing in courses taught in English is one of the areas which pose challenges for university students. Due to a lack of consistent practices in teaching writing in secondary education, school graduates encounter serious difficulties in their transition to academic discourse and writing in English required for some disciplines. The article discusses students’ attitudes and perceived challenges in writing, and reveals discrepancies between students and instructors’ perspectives. The discussion is mapped against the widely researched area of challenges in academic writing, and is based on analyzing quantitative and qualitative data, obtained from a small-scale survey with BA and MA students of English studies in a Bulgarian university, and focus-group interviews with their instructors. The findings of this interdisciplinary study provide insights into students’ challenges in academic writing. It also helps to raise students’ awareness of their own strengths and weaknesses, and identify areas for instructors’ intervention and remedial work.

Research on the Value Orientation of ELT Integration Based on Data Mining under the Background of Megadata

The research on the value orientation of ELT integration reflects the significance in the implementation and teaching of English courses. Based on the continuous development of metadata technology, this paper studies the value orientation of ELT integration based on DM. This paper interprets the characteristics and applications of megadata and analyzes the multiple challenges faced by ELT in the era of megadata. It also explores the value orientation of teaching integration in the era of megadata-data-driven teaching, which promotes scientific teaching decision-making, refined management, personalized learning, and teaching informationization. Depending on discussing the value of the English curriculum, this paper probes into the value orientation of English curriculum objectives, the value orientation of English curriculum content, the value orientation of students to the English curriculum, and the value orientation of ELT integration. This paper investigates and analyzes the realization basis of the integrative value orientation of ELT. Making full use of teaching resources may benefit not only the deep integration of instructional materials but also the scientific application of current scientific and technology methods to support ELT’s integrated value orientation. The essential significance of the research is to improve students’ comprehensive English literacy and comprehensively promote the realization of ELT value.

Hip‐Hop Pedagogy, Social Justice, and Transnational Media Studies: Eko Fresh's “Aber” and Joyner Lucas's “I'm Not Racist” in Dialogue

AbstractThis article examines hip‐hop as a vehicle for teaching social justice in college‐level media and cultural studies courses taught in English or German through engagement with Black American rapper Joyner Lucas's “I'm Not Racist” (2017) and Turkish‐German rapper Eko Fresh's “Aber” (2018). Drawing on hiphop's status as an art form grounded in activism, the authors propose that hip‐hop offers productive avenues to learn critical media analysis in a comparative framework and develop dialogic practices that transcend the classroom space. While both tracks suggest possibilities for overcoming political differences through their staging of dialogues between opposed parties, the social, linguistic, national, and historical contexts in which each artist operates and their different approaches to these dialogues lead to two thematically and formally similar yet culturally specific tracks. The included teaching materials in this article aim to lead learners to critically examine the various forms of dialogue as they function within their individual contexts and beyond: the staged dialogue of the music videos; the critical dialogue between the videos and their audiences in the process of reception; and the transnational dialogue occurring between the artists' works. These pedagogical approaches demonstrate how hip‐hop texts and contexts provide opportunities to analyze key topics such as discrimination based on race, nationality, and religion within a social justice‐oriented framework.

Research on the Reform of Humanities English Teaching Based on Ideological and Political Theories teaching in All Courses

Professional teaching and ideological and political education need to promote each other and develop synergistically, it is of far-reaching significance to build a curriculum thinking politics teaching mode in open universities. The teaching of English courses actively implements the new educational idea of ideological and political theories teaching in all courses, makes structural adjustments to the teaching concept, strengthens the construction of professional ideological and political theories teaching, and deeply explores the content of the ideological and politics elements,and run the ideological and political elements through the course teaching process,focuses on the organic unity of educating talents and educating people,gives play to the leading role of ideological and political, to achieve the cultivation of patriotic feelings and the transmission of values. This paper explores the practice of teaching thought politics in humanities English course from the aspects of teaching concept, teaching design, teaching process, teaching evaluation mechanism and teachers, which effectively improves students’ participation and satisfaction in thought politics, improves the effect of ideological and political theories teaching and achieves good results, and provides certain reference for the reform of thought politics education in other courses, and also brings new opportunities for the development of English majors.

Интернационализация профессионального образования в университетах стран-членов Арктического Совета

Nowadays, the potential for international cooperation in the Arctic is concentrated within the framework of such an influential international structure as the Arctic Council, where Russia is presiding over soon in 2021–2023. The article is devoted to international cooperation evaluation of 15 Arctic universities from 7 Arctic Council member-states with a student contingent of at least 3,600 people (2 in the USA, 1 in Iceland, 5 in Russia, 2 in Finland, 2 in Sweden, 2 in Norway, 1 in Canada). It seems possible to evaluate international cooperation potential between Arctic universities through the prism of 10 quantitative indicators, including the number of international students admitted to the university; number of courses taught in English; number of educational programs for international students; a number of foreign scientists invited to the university, etc. We can evaluate both academic mobility within the Arctic universities and vocational education internationalization due to accumulated statistical data.

A Comparative Study of College English Teaching Modes and Effects in Chinese Universities and Sino-Foreign Cooperative Universities

College English course in Chinese domestic universities focused on Comprehensive English and could not bring a satisfactory result in a long time. Students in theses universities often underperformed in English and they were left far behind by the students in Sino-foreign cooperative universities (SFCU). Through questionnaires, interviews and classroom observations on 256 students and 30 teachers in five Chinese public universities and four Sino-foreign cooperative universities, a huge gap in teaching objectives and modes, teaching staff, medium of instruction, the number of courses taught in English and class size, students’ English learning motivation and teaching effect between the two types of College English courses was found. The time to study and use English for non-English majors in SFCU in the four-year university study can reach 12,000 to 15,000 hours, which is 10-20 times longer than that of the students in Chinese domestic universities. In addition, 90% of students in SFCU can get Band 6.5 in IELTS, but less than 50% of students in Chinese domestic universities can get Band 5.0 in IELTS and 30%-60% of them will regress in English ability when they graduate. This study finds out that SFCU focus on academic English in College English lessons and their teaching modes and language environment can enhance students’ improvement in English, which shows the significance of reference for the reform of College English and the development of students’ English competence in China and other non-English-speaking countries.

A internacionalização das ações de ensino, pesquisa e extensão na Universidade Regional de Blumenau

Nesta pesquisa de natureza qualitativa, orientada pelo método compreensivo, propomo-nos a analisar os processos de internacionalização da educação superior na Universidade Regional de Blumenau (FURB), instituição localizada em Santa Catarina, Brasil. Para tanto, apoiamo-nos nos estudos teórico-conceituais de Knight, De Wit, Leask, Santos e Almeida Filho. Em relação ao marco metodológico, a geração de dados ocorreu em duas fases. Na primeira fase, desenvolvemos estudo teórico em rede de cooperação internacional, envolvendo pesquisadores de nove países ibero-americanos, acerca dos conceitos de internacionalização; e, em paralelo, exploramos a realidade empírica local, realizando leitura de documentos públicos e entrevista semiestruturada com coordenador de relações internacionais da instituição investigada. Na segunda fase da pesquisa, ampliamos o número de documentos analisados, abrangendo políticas institucionais de internacionalização. Dessa análise, resultou a compreensão de que há dois principais eixos balizadores nos processos de internacionalização na FURB: a) acordos e convênios de cooperação internacional, visando à mobilidade acadêmica, com destaque para universidades da Alemanha, Suécia e Portugal; b) inserção de disciplinas ministradas em inglês nos currículos da Graduação e dos Programas de Pós-Graduação, bem como a oferta de cursos livres voltados à proficiência linguística. Esses eixos denotam os esforços da comunidade acadêmica em promover a internacionalização das ações de ensino, pesquisa e extensão, com o intuito de criar um ambiente global na instituição.

Liquid Space Formed by Courses Taught in English in Korea and Japan through Observation of Organizations Representing International Students

Liquid Space Formed by Courses Taught in English in Korea and Japan through Observation of Organizations Representing International Students

Study on the Impact of Accounting Courses Taught in English on Students’ Academic Achievement and Course Satisfaction : Study Based on Students Taking Cost Accounting in University A

Study on the Impact of Accounting Courses Taught in English on Students’ Academic Achievement and Course Satisfaction : Study Based on Students Taking Cost Accounting in University A

English As Course Instruction Language. Experiences From Machine Design Courses

Abstract Globalization and internationalization of higher education around the world is “forcing” many universities and colleges from non-English speaking countries to offer a significant part of their educational programs in English. The main motivation to do so is partly to successfully implement student exchange programs such as the European Erasmus Program, and partly to attract “fee-paying free-moving” students from abroad. A third long-term reason to teach in English is to educate young pre-professionals for the global market. However, the adaptation of technical courses from national languages to English cannot be done overnight. On the contrary, this process demands time-consuming preparations that typically involve the expansion of background references and careful planning. In addition, the English skills of course instructors must assure the effective transmission of information, and very often professors face certain difficulties and uncomfortable limitations. Generally speaking, instructing in a foreign language results in less “colourful” expressions. Recent investigations conducted in Sweden on higher education show that teaching efficiency is inferior for courses taught in English when compared with the same courses given in Swedish. This paper deals with various experiences related to the process of changing the language of instruction from Swedish to English in three Machine Design courses taught at Linnaeus University.

Integration of Culture in English Courses for Korean Students in the Philippines

Culture, a complex interdisciplinary topic, has never been exhausted. One of the most recent topics that have gained attention in the field of applied linguistics is the integration of second cultures in English as a second language (ESL) courses. Studies, on the integration of culture in ESL courses, continue to show that not much attention has been given to the explicit instruction of culture as an integral part of teaching English to speakers of other languages. The Philippines, a country in the Outer Circle, presents an even more interesting case because English is used, not as a second or foreign language, but rather as a lingua franca to help bridge communication between Filipinos from varied linguistic backgrounds. The goal of this study was to investigate the current instructional practices of integrating culture in English languages courses and how teachers learn these practices. This paper presents the findings of a quantitative descriptive study that investigated how English teachers integrate culture in their courses in the Philippines, and how they learn to do so. A survey of 64 teachers, most of whom were nonnative speakers of English, revealed limited current practices of culture integration in the teaching of English courses for Korean students. Based on the findings, this paper proposes some instructional implications for this unique and intricate setting where English is used as a lingua franca. Keywords - Quantitative methods, survey, applied linguistics, Manila, Philippines, Asia, contact zone, culture shock, EAP, EFL, EIL, ESL, ESP, expanding circle, Filipino teachers, inner circle, Korean, language learning, lingua franca, outer circle, target culture

Teaching Chinese Film in an Advanced Language Class

Instructors often face a dilemma when using film in language classes. While film is appealing for the rich cultural and linguistic information it offers, finding the balance between teaching content and building language skills can present significant challenges for an instructor. Common approaches to using film in courses taught in English, such as screening one film a week, reading critical essays about the films, and class discussions and lectures, seldom offer the same benefits in a foreign language course due to the fact that students with only three years of foreign language study frequently lack the language skills necessary to discuss films in a foreign language. Yanfang Tang and Qianghai Chen, authors of the textbook Advanced Chinese: Intention, Strategy, & Communication (2005), have argued that “[n]either interpreting textual meanings nor decoding linguistic patterns leads naturally to the productive skills needed” for communicating in the target language at the advanced level. They further suggest that “practice, in a conscious but meaningful way is the key to successful transformation of input knowledge into productive output skills.”

Effective Use of Information on the Web for Korean History Courses Taught in English

If information on the Web has appropriate credibility and content to be used for Korean history courses taught in English, we can categorize this information according to two main criteria. If the information takes the form of a written text, we can categorize the text according to the language in which it is written, Korean, English, Chinese, or Japanese being the most common. The most convenient language for our purpose, of course, is English. The other main criterion is the medium by which the information is conveyed. Information will be in the form of text, still images, or moving images. The more convenient forms for our purposes are still and moving images. Combining the two criteria, the most convenient and effective form of information to be used in Korean history courses in English would be visual media in English, followed by visual media in Korean, and English texts, respectively.

Preference of learning style among the Diploma students of UiTM Penang : an overview

This paper gives a brief over view of UiTM Penang diploma students preferences of learning styles specifically among those who are undertaking the English language courses. The five types of learning styles - auditory, visual, tactile. group, and individual are examined with the particular objectives of whether gender andthe types of programs taken affect the learning styles of the students. The study also emphasize on the students' results of SPM and UiTM English courses ': whether or not their preferences were affected by their learning styles. Thus, the Chi-square test and reliability test were used to measure the significance and the consistent reliability. The findings Shows that auditory, tactile, and group learning styles were predominantly popular among the students of different gender; programs of study and those who had obtained different grades of their SPM and UiTM examination results. The writers hope that the findings of this study may provide new directions in the teaching of English courses in UiTM.

‘Weep for Chinese university’: a case study of English hegemony and academic capitalism in higher education in Hong Kong

In the spring of 2005, students and alumni of the Chinese University of Hong Kong staged an adamant protest against University directives which they perceived would result in a significant increase in the number of courses taught in English. They denounced the administration of selling out on the founding mission of the University, for which, as stated in its Ordinance, the principal medium of teaching would be Chinese. The University, on the other hand, defended its policy in the name of ‘internationalization’ and the need to stay ahead in the midst of severe competition at home and abroad. This paper examines this language controversy against the wider context of English hegemony and the rise of academic capitalism, two forces which are inextricably linked for the non‐Western societies in a post‐colonial era. I will try to show that the controversy was ultimately a struggle over the meaning of university education, between what I would call the instrumentalists and the humanists in this age of globalization. I end the paper with a pessimistic note, saying that it is the former who have gained an upper hand, and that the scope and parameters of the language debate are heavily restricted.

Should European PRM residents be taught in English? The experience of the European School Marseille

ObjectiveTo assess the level of comprehension of the courses taught in English at the annual European school on Physical and Rehabilitation Medicine (PRM) (European School Marseille). Materials and methodsThe English level of 37 students, mainly from European countries, was tested using three written questionnaires: an initial test of English grammar, a questionnaire about comprehension at the end of a basic PRM class taught in English by a French specialist and a final multiple-choice test (MCT) on the contents of the course. ResultsWe found a difference between the level of English given by the residents and the level shown by the initial test. The overall level of English comprehension of the group was good, an average of 8.2/10 (S.D.: 2.1) on a Visual Analogue Scale. The mean MCT score on the contents of the course was good, an average of 6.1/10 (S.D.: 2.2). For residents with lower levels of English, the level of comprehension for courses taught in English by the French specialist was greater than the level of comprehension for courses taught by native English speakers (p=0.033). ConclusionThe level of comprehension of most European PRM residents for courses taught in English by French PRM specialists and by English-speaking specialists is good. The level of comprehension is, of course, influenced by the English level of European residents. It thus appears worthwhile to organize programmes taught in English for European PRM residents. Nonetheless, it is important to assess the language skills of the residents and to use specific tools to help the small number of trainees whose English level is to low.

Bilingual Scientific Literacy? The Use of English in Swedish University Science Courses

A direct consequence of the Bologna declaration on harmonisation of Europeaneducation has been an increase in the number of courses taught in English at Swedishuniversities. A worrying aspect of th ...