1,720,961 research outputs found
Classroom Management in the 21st Century: A Qualitative Review Across Higher Education Contexts
No full textThis qualitative review explores how classroom management has evolved in 21stcentury higher education, emphasizing global trends, local implications, and practical recommendations for transitional systems like Kosovo. By synthesizing 15 qualitative and mixed-method studies published between 2012 and 2025, the study examines how management practices are reshaped by digitalization, massification, and student autonomy. Findings reveal that classroom management in higher education has moved beyond control toward coconstructed engagement, with technology and class size emerging as key mediators. The paper argues that managing learning today means managing relationships, attention, and space. It concludes with recommendations for institutional support, pedagogical redesign, and future research directions linking classroom management to sustainable quality education
Animal Farm-A Conceptual Metaphor on the Destructive Power of Totalitarianism and the Ultimate Corruption of This Power
Get PDFThe aim of this paper is to examine the way conceptual metaphors in George Orwel
The Impact of Structured Debates on Developing Speaking Proficiency in English Language Learners: A Case Study with 2nd Year Students in the Course of English Language Skills 4
No full textThis paper provides a comprehensive analysis of debates as a pedagogical tool in English language education. This study investigates the impact of structured debates on developing speaking proficiency in English language learners, specifically focusing on second-year students enrolled in the course English Language Skills 4. Utilizing the Lincoln-Douglas format, the research examines how debates enhance fluency, accuracy, and linguistic complexity in speaking and not only. Data collection methods included direct observation during the debates and analysis of reflection letters written by the students post-debate. These reflection letters provided insights into the students\u27 perceptions of how participating in the debate affected their speaking skills and overall language proficiency. According to the results, this also encouraged 21st century skills like: critical thinking, team spirit, research skills, creativity and so on. To add up, a comparison has been made between students’ overall performance in this course pre-debate and post-debate, and the results show that their overall interest for the course as well as their self-confidence increased after the debate
The Impact of Structured Debates on Developing Speaking Proficiency in English Language Learners: A Case Study with 2nd Year Students in the Course of English Language Skills 4
No full textThis paper provides a comprehensive analysis of debates as a pedagogical tool in English language education. This study investigates the impact of structured debates on developing speaking proficiency in English language learners, specifically focusing on second-year students enrolled in the course English Language Skills 4. Utilizing the Lincoln-Douglas format, the research examines how debates enhance fluency, accuracy, and linguistic complexity in speaking and not only. Data collection methods included direct observation during the debates and analysis of reflection letters written by the students post-debate. These reflection letters provided insights into the students\u27 perceptions of how participating in the debate affected their speaking skills and overall language proficiency. According to the results, this also encouraged 21st century skills like: critical thinking, team spirit, research skills, creativity and so on. To add up, a comparison has been made between students’ overall performance in this course pre-debate and post-debate, and the results show that their overall interest for the course as well as their self-confidence increased after the debate
From English Language learners to intercultural citizens
No full textIn order for a person to be competent in English, it is not only about learning the basics of it, it is about how well you use it for the purpose that you have learned it, that is to say, how confidently you communicate in English, how well you understand different contexts in which language is put, how much you feel able to avoid misunderstandings and to put a flow to the communication. Here comes into consideration culture as one of the most important aspects of a language. Thus, it needs to be an inseparable part of EFL language classrooms. Also, it is not only about learning the target culture. Many students, depending on their family and education background, are not even aware of their own culture. Therefore, teaching the foreign culture can be considered as a tool for developing the sense of culture in general, and raise the awareness of students of the concepts and principles of culture all around the world, even theirs. This article aims to provide an insight on the importance of cultural awareness in English Language Classrooms, the attention that should be paid to culture of English when this language is being taught to students and ways how to do incorporate it within the class
The Importance of Oral Presentations for Future Teachers of Language Departments - Students’ Perception
Get PDFThe aim of this paper is to find out the role of oral presentations in language departments in the Faculty of Philology. The focus was directed in two aspects: exploring the frequency of using oral presentations and the impact of them on the students’ future professions. The information was taken from senior students, 20 from each department through questionnaires. We further analyzed the obtained data through descriptive analyses. The results show that all the departments of languages use oral presentations as a method of both teaching and evaluation. Because the majority of students in language departments have attended courses of teaching practicum and because most of them plan to be teachers, most of the respondents think that oral presentations have helped them a lot in developing the main skills needed for a successful teacher: an effective communicator, a good time manager, a successful cooperator, organizer, researcher, and a confident and flexible person. Even though they are aware of the benefits of presentations, they admit that they did not pay enough attention to them and if they would do them again they would spend more time and effort in preparing them. The results of our research reveal that students do not pay enough attention to presentations even though they are conscious of their benefits. The findings show that some implications would be for teachers as well as for students. Based on some students’ answers, teachers have to not only teach students about how a presentation is done but also make them aware of the importance they have in their future 4 professions especially, whereas students have to take seriously the process of preparing for a presentatio
“Teacher Talking Time VS Student Talking Time: Encouraging Speaking in EFL Classroom- A Case Study at the “Sami Frasheri” Gymnasium in Prishtina”
Get PDFThe main goal of most language learners is how to achieve fluent speaking in the target language. But, at the same time it is a challenge for teachers to develop it in and to try to make communication in this target language part of everyday situations and contexts, because of the fact that English is not the native language. This challenge is enhanced even more when it comes to classes consisting of a large number of students with about 40 minutes to finish the class. Thus, this paper aims to present a research in the role of teacher talking time (TTT) and student talking time (STT) in promoting a communicational and collaborating environment for non-native speakers of English, in an English as-a-foreign language class (EFL). In my paper, I provided definitions and theories of TTT and STT. I showed the difference between these two favoring a higher amount of STT over TTT and the positive uses of it. Furthermore, I conducted a study in one of the high schools of Prishtina regarding STT and TTT. I analyzed the data collected at “Sami Frasheri” gymnasium in Prishtina, where I examined two groups of 11th graders and exposed them to the same lesson plan. In one class most of the talk was done by the teacher, a role that I took, whereas the other class was student-centered. For this research, I used exploratory research methodology. Through classroom observation, post-test, delayed test and a survey, I gathered data that clearly indicated the ways STT and TTT affect communication and collaboration in class
Perceptions of Project Based Learning on Promoting 21st Century Skills and Learning Motivation in the Course of English as a Professional Language at UBT(University for Business and Technology)
No full textStudents’ learning style has undergone drastic changes throughout decades due to different factors such as globalization and advanced digital technology. Similarly, teachers’ teaching style needs to be addressed continuously in order to contribute to a successful process of teaching-learning in general. Therefore, the skills that students should acquire from schools are not limited merely to the subject knowledge. They need to be equipped with the so-called 21st century skills. To address such need and to demonstrate how successful the suggested approach may be, a study was conducted with a group of first year students, in the course of English as a Professional Language at UBT. The research aimed to examine students’ motivation in learning English through PBL and their perceptions on the impact of PBL in acquiring 21st century skills, namely collaboration, communication, creativity, critical thinking, digital literacy and presentation skills.
Findings suggest that PBL is perceived as an effective way of acquiring such skills as learning English and enhancing 21st century skills. This calls for action and suggests that such method may become a practice in the English language course
Teacher talking time vs Student talking time: Encouraging speaking in the EFL classroom
No full textThe main aim of an English class revolves mainly around preparing students for a fluent communication. Consequently, the program of these classes should be designed and directed in the way that students are given the chance to practice it as much as possible. However, the biggest number of traditional classrooms tend to follow theories and concepts in which the teacher is the center of attention, by providing second language input leaving a little space for students to practice their English within the class session. This study embraces the studies of some authors with a more traditional viewpoints suggesting that the role of Teacher Talking Time (TTT) is crucial because of the input that is provided to the students. However, this research paper aims promoting and stating the importance that Student Talking Time (STT) and the role that it plays in the acquisition of Second Language. What is more, there are many studies that show how Teacher Talking Time (TTT) had a counter effect and that teachers should reduce it for a number of reasons. Therefore, the main purpose of this paper is to analyze this issue, to explain the roles of STT and TTT, to show the difference between these two favoring a higher amount of STT over TTT and the positive uses of it, and also tries to contribute to the field by suggesting some strategies and activities related to reducing TTT and encouraging the amount of STT that takes place in the EFL classrooms. In overall, the idea is that since students are the ones whose speaking opportunities are limited to a considerable degree, the time teachers speak in a class of English as a foreign language should decrease in order to provide more time for students to participate actively in classes
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