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Integrating soft skills in higher education and the EFL classroom: Knowledge beyond language learning

Abstract

The purpose of this article is to discuss the importance of soft skills in the context of higher education and in the context of the foreign language learning classroom. The article aims to define the notion of soft skills and to offer possible ways of grouping soft skills. It also provides ways of including soft skills instruction in the context of higher education. In addition, the article aims to propose models of implementing soft skills in foreign language learning and teaching situations and to suggest teaching procedures and activities which will facilitate the introduction of soft skills in the EFL (English as a foreign language) classroom at South East European University. The article also aims to discuss the need of including soft skills in undergraduate studies curricula and to provide arguments in favour of including soft skills. The article will also present participants’ views and perceptions, collected via survey, of the importance and necessity of soft skills for their future careers and workplaces. The conclusion will offer some practical suggestions regarding soft skill inclusion in the EFL classroom.

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Reader-Response Theory and Approach: Application, Values and Significance for Students in Literature Courses

References - Amer, A. A. (2003). Teaching EFL/ESL literature. Reading Matrix: An International Online Journal , 3 (2), 63–73. - Becker, R. (1999). Reader response: Students develop text understanding. Reading Horizons , 40(2), 103–126. - Carlisle, A. (2000). Reading logs: An application of reader response theory in ELT. ELT Journal , 54(1), 12-19. - Garzón, E. & Castañeda-Peña, H. (2015). Applying the Reader-Response Theory to Literary Texts in EFL-Pre-Service Teachers’ Initial Education. Canadian Center of Science and Education 8

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The Role of Peer Feedback in Developing Better Writing Skills

. (2007). The Effects of Peer Feedback on the Writing Anxiety of Prospective Turkish Teachers of EFL. Journal of Theory and Practice in Education, 3 (1): 12-23. Retrieved November 19, 2011 from http://eku.comu.edu.tr/index/3/1/gkurt_datay.pdf 7. Lee, Nancy Shzh chen. (2009). Written Peer Feedback by EFL Students: Praise, Criticism, and Suggestion. Komaba Journal of English Education: 129-139. Retrieved November 19, 2011 from http://park.itc.u-tokyo.ac.jp/eigo/KJEE/001/129-139.pdf 8. Liu, E. Z., Lin, S. S., Chiu, C., & Yuan, S. (2001). Web

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Teachers’ Attitudes and Understanding of Task-Based Language Teaching - A Study Conducted at the Faculty of Languages, Cultures and Communications at SEEU

). Teachers’ perceptions of task-based language teaching. impact on their teaching approaches. Unpublished MA Thesis. University of Hong Kong 6. Jeon, J- In and won Hahn- J (2010). Exploring EFL Teachers’ Perceptions of Task-Based Language Teaching: A Case Study of Korean Secondary School Classroom Practice. Retrived July 10 th , 2013 from the web: http://www. asian-efl-journal.com/March06_ijj&jwh.pdf 7. Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Second Edition. Oxford. 8. Müller-Hartman, A. and Schocker- von Ditfurth, M. (2004

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The Impact of Integrating Weblogs into an ESP Classroom

References 1. Aljumah, F. H. (2012). Saudi Learner Perceptions and Attitudes towards the Use of Blogs in Teaching English Writing Course for EFL Majors at Qassim University. English Language Teaching.Vol. 5, No. 1; doi:10.5539/elt.v5n1p100 2. Andrew K. Lui, Sheung-on Choy , Yannie H. Y. Cheung , Sandy C. Li (2006). A Study on the Perception of Students towards Educational Weblogs. Informatics in Education, Vol. 5, No. 2, 233-254. Retrieved from: http://www.mii.lt/informatics_in_education/pdf/INFE087.pdf

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The Impact of Emotional Intelligence in the Context of Language Learning and Teaching

.), 18-28. Retrieved from http:// www.psicothema.com/pdf/3286.pdf • Salovey, P., Mayer,J.D.(1990). Emotional intelligence. Imagination, cognition, and personality, 9,185-211. • Zarafshan, M. & Ardeshiri, M (2012).Relationship between Emotional Intelligence, Language Learning Strategies and English Proficiency among Iranian EFL University Students, Journal of Educational and Instructional Studies in The World, 2 (3), 5-14. Retrieved from https://pdfs.semanticscholar.org/a271/a136d491108e35a1e540b302d7b43e49bf3b.pdf

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Integrating Multiple Intelligences in Teaching English as a Foreign Language - Seeu Experiences and Practices

References 1. Arnold, J. & Fonseca, C. (2004). Multiple Intelligence Theory and Foreign Language Learning: 2. A Brain-based Perspective, International Journal of English Studies (IJES) . Vol.4, No 1. Retrieved on May 15, 2013from http://revistas.um.es/ijes/article/view/48141/46121 3. Bas, G. (2008), Integrating Multiple Intelligences in ESL/EFL Classrooms, The Internet TESL Journal, Vol. XIV, No. 5 . Retrieved on May 14, 2013 from: http

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Enhancing Learning Through Reflection– A Case Study of SEEU

References • Baines, Daniel (ND). Reflection and Improvement on the FourWeek Intensive TEFL Course. British Council. Retrived on June 22, 2016 from the web: https://englishagenda.britishcouncil.org/sites/default/files/filefield_paths/reflection_and_improvement_on_the_four-week_intensive_tefl_course_v2.pdf • Birjandi, Parviz and Tamjid, Hadidi (2010). The role for self-assessment in Promoting Iranian EFL learners’ Motivation. Retrived on June 15, 2016 from the web: • http://files.eric.ed.gov/fulltext/EJ1081779.pdf

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Perceptions and Performance: Students’ Attitudes towards Academic English Writing

Abstract

This research investigates the importance of writing skills in English for academic purposes (EfAP) courses and compares students’ responses to their own English writing needs, their ability to perform and their priorities in their foreign language writing. This paper presents quantitative and qualitative research conducted through analysis of a questionnaire and students’ written compositions. The survey involved 50 EFL (English as a foreign language) students from different departments of the South East European University of Tetovo, Macedonia aged between 18 and 23 who attended Academic and Advanced Academic English (AE & AAE) classes at the Language Center. The participants composed different types of texts in their foreign language. The findings from the needs analysis questionnaire conducted at the beginning of the courses show that students deemed their written performance as not important and that for them writing was not priority over other language skills. However, the results from their actual work (different genres of writing) showed that students could perform quite well. Moreover, their writing improved, and, by the end of the semester, writing in English was not considered an intimidating process.

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Impact Of Instructional Technology Inclusions In Course Delivery For Engineering And Business Education

). “Problematizing the Hybrid Classroom for ESL/EFL Students”. TESL-EJ 14(3). 12. Graham, C. R.; Allen, S. & Ure, D. (2005). “Benefits and challenges of BL environments” In M. Khosrow-Pour (Ed.), Encyclopedia of information science and technology (pp. 253–259). Hershey, PA: Idea Group. 13. Rosett, A.; Douglis, F. & Frazee, R. V. (2003). “Strategies for Building BL” Learning Circuits ; 14. Kumar, R. (2008). “Convergence of ICT and Education.” Proceedings of World Academy of Science, Engineering and Technology Volume 30 15. George-Palilonis, J. and Filak, V. (2009

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