5 research outputs found
Do ESP Students Prefer Face-to-Face Instruction Over Digitally Embedded Instruction? Blogs vs. Reports? Debates vs. Online Discussion?
No full textAbstractThis paper is a part of the PhD study carried at the South East European University in Macedonia. So far, no relevant research has been done with the students at the SEEU regarding their expanding preferences for both in-class learning and technological resources for learning English. The author has attempted to determine how the technology can be optimally used to improve students⿿ English language learning and increase their motivation and participation. In order to conduct this research and gather useful results, combined qualitative and quantitative methods of data collection were used, such as classroom assignments, student questionnaires and structured interviews with randomly selected students. For the purpose of conducting the research one class of ESP students with compare-contrast types of digital literacy was used. The idea was for the author to create tasks that are similar but means to learning is different. This paper will focus on students⿿ preferences in writing in-class reports vs. online blogs and in-class discussions vs. online discussions done in the SEEU's LMS. Instructors can provide the most beneficial learning environment for their students if they understand whether students prefer a digital learning environment, either in some situations, not at all, or always. The expected conclusions of the proposed study are as follows: 1. It is difficult to prove a statement that digital learning is always as effective as in-class instruction is. 2. The digital learning depends a great deal on students⿿ initiative and motivation
Digital vs in-Person Learning Environment in ESP Classrooms: Let the Students Decide
No full textIn this study of English Foreign Language Learners, the author explored the learning preferences of 14 students (ages 18-20) enrolled in English for Specific Purposes (ESP) course. All students were provided with the same content, course materials, assignments and time for completing the assignments. They were all given the same pre and post-learning questionnaire, writing tasks and final exam. However, they completed these tasks either in a digital environment or in-class
Learning English in a cuturally diverse classroom - the case of South East European University in Macedonia
No full textTeaching in a culturally and ethnically diverse classroom can be an experience worth sharing because both students and teachers bring their own background into the classroom and that affects the process of teaching and learning. The presented study was carried out with students from the first and second year attending the South East European University in Macedonia during the fall term of the 2014/15 academic year. This is a culturally and ethnically diverse institution, which makes English language classroom a challenging place to teach and learn in. The students were given a set of questionnaires and the collected data were analyzed according to students’ level of English. An interesting finding suggested that students from higher level of English not only knew the English language better, but were more aware of the different cultural characteristics within Macedonia and were willing to learn more
