English Tutoring Research Articles

英本主义对英语培训机构中学生和母语非英文的英语教师的影响

英本主义对英语培训机构中学生和母语非英文的英语教师的影响

Online Marketing by Private English Tutors in Chile: A Content Analysis of a Tutor Listing Website

To provide business advice for Chilean pre-service and in-service English teachers who are aspiring to become a private English tutor, this study seeks to investigate the price charged for English private tutoring services and assesses the impact of tutors’ years of experience on the lesson’s price charged per hour by private tutors. A random sample of over one-twenty individual English tutor profiles advertising on a Chilean tutor listing website was considered. The results of the quantitative analysis indicate that the majority of Chileans private English tutors charged between 11000 and 15000 Chilean pesos for English for General Purposes per hour. Other major findings include a weak negative correlation between the tutors’ years of experience and tuition fees charged by them. Implications of the results and future research directions are also presented. https://doi.org/10.26803/ijlter.18.12.4

Student-Led Community Service Activities In Indonesia International Institute For Lfe Sciences (I3l) For Building Collaborative Work And Social Awareness

The i3L student-led community service and responsibility (CSR) activities are aimed to foster values of collaborative work and to possess social concerns and responsibility for people and environment. Started in 2014/2015, Student Council and Student Community Clubs managed the CSR activities under the supervision of Centre for Student Development Department. It is compulsory for every student to participate in at least five CSR activities. The CSR activities cover three themes, namely education, environment, and social-economy-culture (SEC). The education theme includes English tutoring program to orphanage children and Science tutoring program for underprivileged primary age children. The Environment theme includes campus waste management program and Clean Up Jakarta. The SEC themes include blood donation, Ramadhan event of charity and iftar, Ribbon Run for mental health awareness, and Animal Shelter visit. In academic year 2018/2019, there were 5, 2, 4 activities conducted under education, environment and SEC themes respectively, involving over 724 participants from students, faculty and educational personnel. The activities were conducted in collaboration with 11 partner institutions. The CSR activities have built collaborative work and social awareness among students and faculties. In future, the impacts of CSR activity for students’ soft-skill competencies and for the society need to be evaluated.

The Effects of a College English Tutoring Program on Students Academic Achievement and Satisfaction

The Effects of a College English Tutoring Program on Students Academic Achievement and Satisfaction

Investigating Transformation in Tutoring Sessions

The focus of this paper is to investigate the process of becoming an effective student tutor based on perspectives from other student tutors and my own self-reflection, while working at Kanda University of International Studies. The data on which this research is based was from a survey for student tutors registered in the spring semester of 2018. The survey consisted of questions about student tutors’ motivation and approaches to their tutoring sessions, individual interviews with current tutors and weekly written reflections on my own sessions. It discusses challenges that those student tutors faced such as differences in tutoring style, personal English levels, motivation and tutor autonomy. It also explores the reasons why peer tutoring programs are highly beneficial to students. This paper also offers suggestions for future student tutors and tutees as well as for school administrators. Peer supported learning has been studied by many researchers and the benefits are well documented: improving relationship building skills, self-esteem, social competence and psychological well-being (Briggs, 2013). However, there has only been limited research analyzing how student tutors and tutees have changed over the course of their sessions and created a deep positive learning relationship. When I first became a student tutor, instructors who were in charge of this tutoring program shared a lot of information with us, such as sample questions to ask students and materials to use in sessions. Administrative support given by the instructors was very helpful but it was slightly too general and I struggled with how to improve my sessions. After discussing the situation with professors at my institution, I obtained many useful ideas and significantly improved relationships with my students. This paper discusses my experiences as a peer tutor and the process of how I became a more efficient tutor while investigating how other peer tutors struggled and improved their tutoring skills.

How the Teaching of English Pronunciation can be improved in Pre-service Training Institutions; A study at Wesley College of Education, Kumasi, Ghana

The focus of this research was to discover how the teaching of English pronunciation in the pre-service training institutions in Ghana could be improved. It was a study at Wesley College of Education, Kumasi, Ghana. The purposive sampling method was employed to select three tutors of English and twenty students for the study. Interviews and observations were done to gather information. As part of the findings; Pronunciation teaching must be included in course outlines of the colleges of Education. The Transforming Teacher Education and Learning (T-TEL) programme should factor in pronunciation when suggesting the review of the course outlines of the Colleges of Education (which are being transformed into University Colleges as of the preparation time of this paper). This will contribute to improving pronunciation teaching. Also, Pronunciation must be well taught at the basic level as the pupils grow with the knowledge and in-turn pass it on to other pupils/students in Ghana. This is because students of the Colleges of Education, complete their course only to go and teach the pupils in basic schools. It is obvious that when pronunciation is not well taught at the basic level, it goes a long way to affect individuals even unto adulthood. In addition, better methods of teaching pronunciation, if employed, will help improve it. Again, a campus FM should be established and utilized appropriately to educate and improve pronunciation. Teaching pronunciation through the media can be helpful if only it is carefully planned. In addition, the language laboratory stereotyped for only the French students, should be upgraded to a standard language laboratory where all other language teachers and student-teachers will benefit from. In sum, if all who may need to contribute to ensure the improvement of pronunciation teaching play their role well, its improvement will become a reality.

Identity Development of Korean Writing Tutors of English : Working on the Border

This study examines the identity development of Korean graduate students who worked as tutors of English writing at a Korean university, outside of the context of a writing studio. While many studies have been conducted to better understand the experiences of writing tutors at writing centers, several scholars have emphasized the importance of examining the identity construction of writing tutors who work outside writing centers. They argue that these tutors have more flexibility in developing their own identities compared with writing center tutors, who are more likely to have predetermined roles required of them by writing centers. This study, therefore, focuses on four graduate students who received training on giving feedback in a graduate course and tutored undergraduate students. The analysis of interview data and their feedback to tutees’ written texts illustrates that these four graduate students felt insecure as writing tutors, but that they utilize their perspectives as both teacher and student when giving feedback. According to Lave and Wenger’s situated learning, these tutors are taking steps towards full participation from legitimate peripheral participants by participating in the community of practice. Further studies can investigate how writing tutors develop and change their identities across other multilingual and local contexts.

OPTIMIZING WRITTEN CONTROL OF KNOWLEDGE, ABILITIES AND SKILLS ON THE SUBJECT “ENGLISH FOR SPECIAL PURPOSES”(ENGLISH FOR TECHNICAL SPECIALTIES)

The article defines the notion of written control of “English for Technical Specialties” as that which may reflect the professional technical English language knowledge, abilities and skills in reading, listening, and writing and to some extent speaking. It is noted that the written control reflects objective achievement results, while the individual approach is absent, which is a drawback due to standardized evaluation criteria. Another disadvantage of written control is students’ cheating possibility. It is outlined that the written control is an optimum kind of the professional lexical units’ knowledge control as well as the grammar constructs and stylistic peculiarities of technical English. The authors define the following recommended types of written control exercises: the productive, reproductive and partially reproductive ones: multiple-choice test, filling in test, regrouping test, sentence transformation test, correcting mistakes, constructed answer test, “question – answer” test and the “translation” test. The authors recommend to group within one test sheet exercises, starting with the reproductive and partially reproductive, with the productive ones in the end. The article establishes basic principles of written control: hierarchy, management and system implementation. Due to the conducted literature data analysis and authors’ personal teaching experience the optimum written test structure has been defined as that including 4-5 tasks, consisting of 5 points each, which include control of lexical units on the theme, context of the theme, grammar constructions and the abilities and skills of listening or professional writing. The authors offer to make up the written tasks bank, grouping various tasks into various test subkinds, to be approved by the English tutors’ Council, Department of Foreign Languages or even the Faculty.

English Private Tutoring in Macao: Perceptions of Senior Secondary Three Students

Purpose: This article examines how individual, school, and social factors shape the perceptions of students in Senior Secondary Three (SS3; in some schools called Form Six [F6]) toward English private tutoring in Macao. Design/Approach/Methods: This is a comparative study of two F6 classes of an English-medium secondary school and four SS3 classes of a Chinese-medium secondary school in Macao, with a total number of 145 students. Mixed-methods approach (questionnaires and interviews) is employed in the study. Findings: The respondents’ participation in English tutoring is not very intensive. They prefer to receive government-subsidized after-school tutoring taught by their schoolteachers more than fee-paying English tutoring taught by tutors outside. Low level of social competition and high tertiary enrollment rates contribute to this phenomenon. Students’ needs and beliefs in English learning play key roles in determining their receipt of English tutoring. Originality/Value: Teachers may need better understanding of their students’ needs so as to design suitable pedagogies. Schools can consider more fully the types of tutoring that they provide for different kinds of pupils. The government-subsidized after-school tutoring could be a plausible way to reduce educational inequality.

The Unwavering Support

The interview with Judith Gough, Ambassador Extraordinary and Plenipotentiary of the United Kingdom of Great Britain and Northern Ireland to Ukraine, reveals Her Excellency’s opinion on a range of issues and the position of Great Britain on security matters. The article states Great Britain was one of the pioneers of the campaign for the imposition of sanctions against the Russian Federation in response to its aggression against Ukraine. Great Britain also highly appreciates the support of Ukraine after the Salisbury incident. Specifically, here the reader will find articulated Great Britain’s position relating to the Minsk process, which can be succinctly described by a phrase ‘there is no such thing as an ideal peace process.’ The negotiations are always associated with difficulties and never finish at a pace desired. However, the paramount task of today is to stop hostilities in Donbas. The interview goes on to explore the role of the NATO Contact Point Embassy, which consists in that every NATO Member State undertakes the functions to carry out NATO public diplomacy, assists the NATO Liaison Office in communicating with citizens of the receiving state, and makes clear what the organization is and what its activities are. It is stressed it is the first time when such functions are jointly undertaken by two countries, Great Britain and Canada. Thus, Ukraine has gained the support of two states at the same time. The article also underlines that Great Britain does not intend to change its visa policy towards Ukraine. However, that is not a discriminatory model, as such a policy is applied to the entire world in the same manner. An important aspect of this matter in the relations between Ukraine and Great Britain is an ever-growing number of visas issued. It is mentioned that Brexit has not changed the policy of Great Britain towards Ukraine, has not affected the decision to support Ukraine, and has not decreased an interest to it. After the referendum, the support has become even more evident. The number of visits at the ministerial level has also increased. The article delineates the importance of such organisation as the British Council, providing not only English tutor lessons at a globally recognised level but also vigorously taking part in the realm of cultural diplomacy. Key words: Ukrainian-British relations, Brexit, NATO, Minsk process.

Using Mobile Learning to Enhance Pre-Service Teachers’ Participation in Distance Education English Tutoring Sessions

This article is the result of a small-scale research study aimed to enhance pre-service teachers’ participation in distance education tutoring sessions at the Universidad Santo Tomas, CAU (University Assistance Centre) in Chiquinquirá. The study was carried out by implementing mobile learning, specifically a mobile learning application called Kahoot. When carrying out online activities, in particular grammar games and oral discussions that involved the use of smart phones in tutorial sessions, the pre- service students were more engaged, and their participation increased greatly. Moreover, it is meaningful for students to improve their English language competence by activating their use of digital skills. Some of the benefits of mobile learning are flexibility and personalized learning activities, which try to address the needs of individual learners. This study showed that mobile learning promotes active participation, as well as knowledge construction and collaborative learning. It also creates a positive atmosphere and exposes students to innovative learning environments.

Problems Related to the Teaching of English Pronunciation in Pre-service Institutions: A Study at the Wesley College of Education, Kumasi, Ghana

The purpose of the study was to find out the problems related to the teaching of English pronunciation in the pre-service training institutions. Wesley College of Education, Kumasi, Ghana, was used as a case study. Out of the problems, deductions were made to make recommendations. Three tutors of English and twenty students were purposively sampled for the study. Through the use of interviews, three key findings, realized from the research include the following: First, the mode of correcting students’ mispronunciation. The manner in which some tutors correct students’ mispronunciation was found to be very discouraging to the students; second, the less attention given to English ‘pronunciation’ as one of the aspects of English language teaching/learning was a concern; In any case, though pronunciation was not conspicuously part of the English course outline, it did not imply that there was no form of pronunciation teaching. Thus, during the teaching learning process pronunciation teaching go on directly or indirectly. In terms, of other subject areas other than English language, pronunciation teaching hardly happens. More importantly, another vital problem found was the poor foundation at the basic level of education. The student teachers should in-turn have a better grounding in English pronunciation to teach the pupils in the basic schools in Ghana. Unfortunately, the ill tradition of unintelligible pronunciation goes on, which the researcher terms it the ‘dark cycle’. The views of students and tutors were gathered through recording and transcription of interviews. The research generally reveals the need for language teachers and curriculum planners to factor in pronunciation as a vital aspect of building up students; especially, student- teachers who will complete soon and go and teach younger ones, ensuring the avoidance of ‘dark cycle’ as the researcher’s term, explained in the ‘key words’.

Investigating the collocations available to EAP writers

Studies on the productive use of collocations have enabled researchers to harness a wealth of information about the phenomenon. However, most such studies focus on the collocations that come to the surface in finished texts, and have not been able to capture the range of collocational choices available for writers to choose from as they write. The present investigation addresses this gap by examining the collocations users of academic English at a British university were able to recall when presented with a selection of general academic writing frames. The study examined the collocations instinctively available to a group of 90 academics, tutors of English for Academic Purposes (EAP) and students at PhD, MA and undergraduate levels in an academic writing gap-filling test where more than one collocation could be used in each gap. The results indicate that experience of English academic writing plays a more decisive role than having English as a first language (L1) in the collocations effortlessly available to EAP users.

BIMBINGAN BELAJAR BAHASA INGGRIS BAGI ANAK USIA SEKOLAH DASAR (6-12 TAHUN) DI DESA SEMANGAT DALAM RT.31HANDIL BHAKTI

This community service activity was in the form of English tutoring at Semangat Dalam village RT.31Handil Bhakti. The objectives are 1) to know the proper way to provide English tutoring for primary school age children in Semangat Dalam village, 2) to know that Englis tutoring is effective for primary school age children. This activity used 3 (three) methods, such as lectures, discussion, and games. The results of this tutoring activity are 1) it is known that primary school age children (6-12 years of age) were more enthusiastic and they were able to follow and understand the material when team taught them using games method in particular by singing songs related to the material.They become more confident to introduce themselves using English in front of their friends. 2) tutoring is effective enough to help primary school age children in Semangat Dalam village to increase their knowledge and understanding of English lessons, as well as increase their confidence in using English.

Basic English Tutoring Program Operation and its Improvements for College-level Students

Basic English Tutoring Program Operation and its Improvements for College-level Students

THE FACTORS AFFECTING STUDENTS’ CHOICE IN STUDYING ENGLISH AT PRIVATE TUTORING SCHOOLS: A CASE OF THAI UPPER-SECONDARY SCHOOL STUDENTS

This study explores the factors leading Thai upper-secondary school students to study English at tutoring school. The students’ perceptions of their EFL private tutors and mainstream school teachers are also a focus of this research. Drawing on statistical data from 80 upper-secondary school students, it shows that these students perceive EFL private tutors to be more effective in the provision of examination support, particularly regarding the university admission examination, compared with mainstream school teachers. Overall, these students have more positive attitudes towards their English tutors than their mainstream school teachers. They agree that tutors have higher English language proficiency and can make them understand the lesson better than their school teachers. The characteristic of the tutors and teaching techniques is considered a significant factor leading students to study English at tutoring schools, particularly the teaching techniques that allow them to do better on university examinations. These findings not only highlight the impact of private tutoring schools on language education systems, but also caution Thai educational policy makers and practitioners to further explore the pressure of the university admission examination on upper-secondary school students in the country.Keywords: Examination support, English language proficiency, private tutoring schools, teaching technique, Thailand.Cite as: Chan, C. & Mongkolhutthi, P. (2017). The factors affecting students’ choice in studying English at private tutoring schools: A case of Thai upper-secondary school students. Journal of Nusantara Studies, 2(2), 44-52.

North Korean Defector University Students’ Experiences and Perceptions of an English Tutoring Program

Drawing upon the data from a case study, this article examines the benefits and problematic issues when an English tutoring program, designed for...

Investigating the Effectiveness of an Interactive IRF-Based English Grammar Learning System

Computer-supported language learning has the potential to promote relevant work in support of instant, interactive language discourse that fulfils educational purposes and fosters individual language learning. This study presents an interactive IRF-based English grammar learning assistant system (EGLA) that aims to improve students’ grammatical knowledge and correct their grammar errors and misspellings if they have any. A quasi-experimental design is adopted to examine its effects on an English grammar achievement test for three classes of junior high school students. These three classes were assigned to the experimental group and control groups A and B. The experimental group used EGLA that harnessed IRF moves, control group A used EGLA but without IRF moves, whereas control group B received an IRF-based English grammar discourse from an English tutor in the classroom. The results demonstrated that the experimental group was significantly better than control group A, but was not significantly different from control group B. The results are discussed, and directions for further investigation are provided.

대학생의 영어 사교육 비용에 미치는 개인, 학교, 및 부모/가구요인에 대한 연구

대학생의 영어 사교육 비용에 미치는 개인, 학교, 및 부모/가구요인에 대한 연구

Study on Awareness and Challenges in Using English Language among Nurses in a Multispeciality Hospital, Chennai

Background: Nurses these days face tough competition in their field. In order to sustain in the healthcare industry they have to augment their language and communication skills especially English language. Lack of improvement in their language impact the impression of hospitals. The success of an effective healthcare has been attributed to strong communication skills between the health personnel and the patients. Objective: To assess the English communication skills among the nurses in a multispecialty hospital. Materials and Methods: A study was done with a sample size of 150 among nurses to identify the level of English language among them and to further identify causes for poor compliance in using English for communication. The respondents were assessed with a questionnaire prepared after a pilot study. Results: From the study, it was revealed that there is a strong relationship among the respondents in the aspect of training programme in English and its effectiveness on them. Most of the nurses gave an opinion that the difficulties faced by them were mostly related to grammar and the biggest challenge faced by a majority of them is the fear they carry. It is found that significant majority are of the opinion that a regular class for English speaking and communication is necessary for nurses to improve their diction. Conclusion: Specific English tutoring classes is mandatory for the nurses and should also be combined with counseling sessions to overcome the fear of the language and speaking in English without inhibitions.