English Language In Higher Education Research Articles

English Language and Career Development in African Higher Education: An Overview

The internationalization of higher education in most countries is linked to the “global interests” that supplement the supremacy of the English language above academic research functions including conventional research and publications. This paper aims to (1) describe the rationale behind the adoption of the English language in higher education, and (2) to understand the relationship between the English language and career development at African universities. This overview article analyzed relevant resources sourced from databases such as Scopus, Google Scholar, and Web of Science from January 2022 to July 2022 using the PQRS framework as an analytical tool. The analysis of the academic resources identified five main reasons for the adoption of the English language adoption in African universities: ideology, institutional integration, the knowledge society; globalization, and financial dependence. However, there are diverse views about the effect of the English language and career development in universities in Portuguese-speaking countries such as Mozambique. The paper concludes with challenges of English adoption and improvement of language policy schemes for research and publication in a Portuguese-speaking university.

Integrated Pedagogy between Literature in English and English Language in Higher Education

Integrated Pedagogy between Literature in English and English Language in Higher Education

UTILIZATION OF BLENDED LEARNING TECHNOLOGIES IN IMPROVING STUDENTS’ WRITING SKILLS: TECHNOLOGY INTEGRATION MODELS

Internal and external factors influence the quality and content of foreign language teaching in the global education system. It is essential to thoroughly analyze and classify modern ICTs to create an effective educational environment. Research in this area is increasingly necessary, especially considering the changing requirements for the knowledge, skills, and qualifications of future English language specialists in the era of globalization. This necessitates a more complex educational process and calls for comprehensive reform. As a result, there is a growing need to employ a blended form of education, which combines offline (traditional), online (distance), and independent learning. The main goal of this study is to reveal the practical importance of using technology integration models (TIMs), especially blended learning technologies, to improve the writing competencies of lower-level students in the context of paragraph and essay writing skills in higher education institutions (HEIs) that prepare future English language specialists. This study involves the analysis of the scientific and practical significance of TIMs, the study of the process of implementation of a new approach to technologies in a blended learning environment, the classification of both positive and negative aspects of TIMs, and the development of mechanisms for using blended learning technologies based on the PICRAT TIM. Scientific literature analysis, analytical-synthetic and comparative-contrastive research methods were used to effectively perform these tasks. According to the obtained results, blended learning consists of complex processes, and its effectiveness directly depends on the teacher's choice of the right technologies and their use in place. Additionally, the blended form of learning, which combines offline, online, and independent forms of learning, has caused a conceptual change in the approaches to technology that are currently in practice. The conclusion was that the most important aspect of using technologies in teaching writing competence to future specialists of the English language in higher education is to create an innovative educational environment for them.

Implications of the Curriculum Review in Literature in English and English Language in Higher Education

Implications of the Curriculum Review in Literature in English and English Language in Higher Education

THE PROBLEM OF LINGUACULTURAL VARIABILITY IN TEACHING ENGLISH AS AN INTERNATIONAL LANGUAGE

The article is devoted to the methodological problem of the English language linguistic and cultural variability within the university-level foreign language education. The author summarises the geopolitical and linguistic prerequisites for the pluricentrisation of the English language, provides arguments for the problem’s relevance for modern linguodidactics, and considers the theoretical foundations and practical solutions for studying varieties of the English language in higher education from the standpoint of the concept of Teaching English as an International Language.

Better English, Better Job Opportunities in Nepal

Globalization paved the way for the rapid expansion of the English language and because of this, its horizons are being expanded day by day. This paper is an attempt to highlight and argue on the importance of the English language in higher education in Nepal in one hand and on the other hand, it tries to shed some light on the vocational zones that the English language has created in the country. The study is argumentative (qualitative) in nature and it has collected pieces of evidence of the English language’s popularity and its facilitation in higher education using secondary sources of data. The major findings comprise that the English language has provided an enormous contribution to the vocational zones and because of which all the universities in Nepal have adopted the English language for teaching and learning activities, new and new employment opportunities are facilitated, it is a key component for getting an education in English speaking countries, and an English-speaking person deserves good status in almost all countries in the world.

English language in African higher education: A systematic review

One of the features of the internationalisation of higher education is the increasing use of the English language as a medium of instruction and research in higher education. This growing use of English spurs this article’s attempt at systematically reviewing literature focusing on African higher education systems. The analysis of the selected literature focuses on assessing the main themes, theoretical assumptions and core findings. As a result, 30 articles accessed through continental and international research databases were included in the final analysis after a five-step selection process using relevant keywords related to the topic and the context of the study. The findings indicate that research on the English language in higher education in African contexts overwhelmingly focuses on the language as a medium of teaching and learning. The other aspects, such as the role that the language plays as a medium of research and archiving knowledge, seem to be overlooked. The findings of the majority of both empirical and review papers seem to present critical and, at times, unfavourable views on the role English plays in the specific contexts studied. In light of these findings, the recommendation is that the role of the English language as a medium of instruction should be expanded to cover issues related to research, publication and archiving knowledge. This indicates that the continent’s higher education systems need more research on English language, which suggests that robust and pragmatic theoretical approaches might also be needed in future studies. A further observation is that the findings from the reviewed studies might be the result of using theories that are underpinned in traditions that are already critical of the use of the English language. Thus, more research attention could be given to strengthening the efficacy of using multiple theoretical perspectives to render the African contexts studied more intelligible.

Globalization as Politics of Neo-Colonization: Teaching English language in Higher Education in Nepal

This article briefly discusses colonial history as background knowledge and then tries to define globalization covering some of the issues of globalization. Through defining and covering some issues regarding globalization, it enters into the issue of neo-colonization. After that, it gives a brief glimpse that how the teaching English language in higher education of Non-western has blended the politics of Neo-colonization.Journal of NELTA Surkhet, Vol. 5 January, 2018, Page: 106-112

The Impact of Integrating English Language in Higher Education for Improving Communication Skills

The Impact of Integrating English Language in Higher Education for Improving Communication Skills

THE ROLE OF COMPUTER TECHNOLOGY IN TEACHING ENGLISH LANGUAGE

In the article an attempt was made to define the role and to study the peculiarities of functioning of English language in higher education. The state of education of the Republic of Kazakhstan and trends of development of society are the most result problems of priority development of the education system on the basis of computer technology and the creation of a unified educational information environment. With the rapid development of science, fast updates of information, it is impossible to learn for a lifetime, it is important to develop the interest in obtaining knowledge for continuous self- education. Intense changes in society caused by the development of modern educational technologies, has led to the need for change of the education system. The main objective of the training is to achieve a new modern quality of education.Modernization of the Kazakhstan education defines the main goal of professional education as the training of qualified professional of the appropriate level and profile, fluent in their profession, capable to effective work on a speciality at the level of world standards, ready for professional growth and professional mobility. Modern trends of modernization of educational programs demand introduction of modern methods of teaching. The increasing introduction of new computer technology and the application of the competence approach in educational process of H.A. Yasawi International kazakh- turkish university promotes increase of efficiency of process of teaching English.

Teaching with critical pedagogy in ELT: the problems of indoctrination and risk

This research reports on the experiences of higher education English language teachers who teach as critical pedagogues. The aim was to discover the key challenges of critical pedagogy and how this practice is understood. Thirteen teachers from higher education institutions around the world were interviewed and all had a clear agenda for greater social justice. Eleven had to contend with the criticism that critical pedagogues indoctrinate students and they recognised that this was difficult to avoid in such a distinct ideological space. Teachers endeavoured to withhold their own political views from students while accepting a certain degree of risk not normally associated with teaching a language. For some teachers, the impact of exposing students to culturally challenging political ideas was not fully considered and in general, the long-term impact of its social and linguistic goals remains unknown and should be a goal for future research.

Narratives of Iraqi Adult Learners: Experiences of Spoken Register in English for Academic Purposes Programs at an Australian University

This paper explores the perceptions of Iraqi students of three different English Programs (a general English for academic purposes program, a pre-enrolment English program and the English component of a disciplinary bridging program) at an Australian University as reflected in their language learning narratives. It focuses specifically on the students' experience of academic spoken register in the aforementioned programs and how their experiences are affected by Australian English higher education policies. Data were collected through narrative interviews and thematically analysed using an inductive approach of open and axial coding. The data reveal that the acquisition of appropriate register by this cohort was impacted by their backgrounds as mature-aged, Arabic Muslim learners and by the nature of the programs they participated in. They valued programs with a varied range of tasks allowing them to practice academic and non-academic registers within the relevant contexts. They also valued programs that took cognisance of their family responsibilities, learning needs and disciplinary backgrounds. In terms of policy, we show how the programs that followed the Good Practice Principles for English language proficiency for international students – a document that underpins Australian higher education English language policy – were highly valued by this cohort because of an increasingly disciplinary focus and explicit instruction.