scholarly journals The Effect on Learning Objectives and Outcomes of Students’ Inability to Develop Language Competencies for Appropriate Communication at the Undergraduate Level

2020 ◽  
Vol 2 (3) ◽  
pp. p64
Author(s):  
Casimir Adjoe ◽  
Rosemary Kimani
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Random Sampling ◽  
Writing Skills ◽  
Learning Objectives ◽  
Communication Studies ◽  
Undergraduate Level ◽  
English Writing ◽  
Linguistic Ethnography ◽  
Language Competencies

The ability to communicate is a skill needed for beneficial learning outcomes. It is likewise needed for functioning in our connected world and spaces. However, undergraduate writing still gives the impression of poor English writing skills and inadequate communication. The paper takes a linguistic ethnography approach to examine the effects of poor English writing skills on the learning objectives and communication of undergraduate students. Using a random sampling of 37 examination scripts of Communication Studies students and their analysis through a revised version of Bloom’s taxonomy of educational objectives, the study suggests that poor English writing skills and the inability to communicate are likely among the effects of the inability of undergraduate students to acquire competence at the comprehension, analysis, synthesis, and evaluation tasks needed to enable them compose knowledge and meaningful messages as well as to communicate them. The study, therefore, suggests the need for investigating practical steps that can be taken to assist students with poor English writing competencies and skills to access knowledge and be able to produce knowledge in their learning situations, and further still, be able to communicate their knowledge as competently as possible without an overemphasis on grammatical correctness as the goal.

Effectiveness of CLT in developing Technical English Writing Skills at Undergraduate Level in the Context of Pakistan

2021 ◽  
pp. 81-89
Keyword(s):  
Undergraduate Students ◽  
English Language ◽  
Technical Writing ◽  
Language Teaching ◽  
Writing Skills ◽  
Communicative Language Teaching ◽  
Control Group ◽  
Undergraduate Level ◽  
English Writing ◽  
Significant Difference

The Communicative Language Teaching (CLT), has always been considered useful for teaching English Language across the world.Current study was conducted to compare the effectiveness of the Lecture Method (LM) and the Communicative Language Teaching (CLT) on teaching ‘Technical English Writing’ to the undergraduate students in Pakistan.The written test is used to assess the five traits of technical writing which are conciseness, precision, clarity, audience recognition, and document design. A classical experimental design was used to measure the comparative progress ofLM group and CLT group. The experimental group was taught through CLT based activities while LM was adopted for teaching the control group. Finally, SPSS-25 was used to analyze the data collected through pre-test, post test score of both CLT and LM groups. The results of study indicated a significant difference between the gain scores of CLT group and LM group. From these results it can be concluded that CLT method is more effective than LM to be used at undergraduate level in Pakistan. Results of the study can be generalized to other students involvedin learning of technical English writing skills.

scholarly journals Using eService-Learning to Practice Technical Writing Skills for Emerging Nonprofit Professionals

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Del Bharath
Keyword(s):  
Service Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Technical Writing ◽  
Nonprofit Sector ◽  
Writing Skills ◽  
Learning Opportunities ◽  
Practical Skills ◽  
Virtual Classrooms ◽  
Traditional Service

Undergraduate students entering the nonprofit sector receive theoretical information on working in nonprofits but may need practical skills. Universities can assist in developing these practical skills through service-learning opportunities. Nonprofit courses and programs are increasingly being offered online and students may lack the opportunity to participate in traditional service-learning classes. Service-learning— linking service to course learning outcomes—as a pedagogy is transforming to meet the needs of these virtual classrooms. One key transformation is the rise of eServicelearning, a method that is mediated by technology and is delivered online. This paper discusses ways that eService-learning was effectively utilized in an online nonprofit course by students to practice technical writing skills. It provides an example of a project in which students developed practical skills and created a professional product for nonprofits. The paper also discusses challenges and successes with the project with recommendations for use by others.

scholarly journals Cohesion and Coherence in Final Project Abstracts Written by Non-English Department Undergraduate Students

2021 ◽  
Vol 11 (4) ◽  
pp. 516-527
Author(s):  
Nindya Septarica Happy gusnar ◽  
Rudi Hartono ◽  
Suwandi Suwandi
Keyword(s):  
Undergraduate Students ◽  
Lesson Plan ◽  
Writing Skills ◽  
Point Of View ◽  
English Department ◽  
Undergraduate Level ◽  
Final Project ◽  
Writing Competency ◽  
Writing Class

Creating text needs to be understood that it is not only about arranging the words into sentences and paragraphs but also delivering meaning. Unfortunately, not everyone can achieve good skills in writing. This study aims at analyzing the writing skills of a group of Indonesian non-English department undergraduate students. It focused on the cohesion and coherence of their production of the final project abstract. Ten texts were analyzed by employing a discourse analytical case study. Thus, it is an important matter to analyze the writing competency of students as they are at the undergraduate level, majoring in Informatics Engineering that should report their final project in English. In this study, a theory from Halliday and Matthiessen (2014) was used to analyze the cohesion while a theory from Eggins (2004), Thornburry (2005), and Paltridge and Starfield (2007) were used to analyze the coherence. An open-ended questionnaire was used to confirm the result of the analysis according to the writers’ point of view. The findings indicate that the students show a bit of weakness in achieving cohesion and coherence in creating texts due to a lack of knowledge about the theory of cohesion and coherence. The result of the study can be used as a reference and consideration in designing a suitable lesson plan for writing class.

scholarly journals Blended Learning Outcomes in Academic and Professional Writing

2015 ◽  
Vol 6 (3) ◽  
pp. 46-56
Author(s):  
Catherine Owens
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Academic Writing ◽  
Formative Evaluation ◽  
Career Preparation ◽  
Professional Writing ◽  
Specific Reference ◽  
English Writing

Much has been written about the potential of online learning. Advantages discussed in the literature include practical considerations such as career preparation, convenience, and savings in time and money, the ethical benefit of open access and the environmental one of reduced paper and printing; learning benefits such as improved creativity and support for a more learner centered environment, learner autonomy, and the establishment of standards. This study documents the learning outcomes of 28 undergraduate students studying Professional and Academic Writing in a blended learning environment. Outcomes reflect gains in academic English writing skills, with specific reference to the use of the process approach to writing. Evidence from students’e-portfolios provides a rich source of learners' engagement in the planning, drafting, revising and presenting steps of paper completion. Further evidence shows how students develop information literacy through the use of the online learning materials. The instructional design features of particular tasks along with the e-portfolio used for formative evaluation are also analyzed for their contributions to the learning outcomes.

Actividades de escritura de propuestas en una clase de Química Inorgánica avanzada a nivel pre-doctoral

2018 ◽  
Vol 29 (4) ◽  
pp. 28
Author(s):  
Peter Josue Rosado Flores
Keyword(s):  
Undergraduate Students ◽  
Technical Writing ◽  
Writing Skills ◽  
Cutting Edge ◽  
Undergraduate Level ◽  
Graduate Degrees ◽  
Proposal Writing ◽  
Writing Class ◽  
Funding Opportunities ◽  
The Cost

With cutting edge research comes the expectation that funding is needed. Particularly in the sciences, grant funds can cover the cost of instrumentation, conference travel, summer stipends and the like. At the undergraduate level, it is essential to instill into the students the importance of finding and applying to funding opportunities (particularly for those who wish to pursue graduate degrees). While the Georgia College (GC) chemistry program currently does not have a formal “technical writing class”, here are discussed several activities that seek to expose undergraduate students to proposal writing and bettering their technical writing skills.

scholarly journals The Efficacy of Syllabi of General English Courses at Undergraduate Level in Bangladesh: An Evaluation

2021 ◽  
Vol 12 (6) ◽  
pp. 979-989
Author(s):  
Amina Rashid ◽  
Md. Masud Rana
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Real Life ◽  
Undergraduate Level ◽  
Quantitative And Qualitative Research ◽  
Real Life Situation ◽  
Almost All

A good syllabus contributes to achieving better learning outcomes. Academic institutions often invest huge amounts in preparing the so-called 'panacea' of a syllabus hoping they could meet the demand of the highly competitive world. Now, however, educationists often get divided on what is instrumental to gaining a higher level of learning outcomes: Is it the quality of syllabus, or the kind of teaching approaches, or quality of teachers and learners, or good academic environment with a proper support system or a combination of all the above? While the academic process around the globe continues amidst these unresolved questions, teaching and learning English in Bangladeshi tertiary institutions for undergraduate students is no exception. Although almost all the students at undergraduate level take some sort of English language course like general English Language (GEL), or foundation English (FE) course, they fail to function when it comes to using the language in a real-life situation. This paper strives to trace out why the students cannot communicate in English properly even after 10 plus years of exposure to the language – 1/2 years at the tertiary level and 8 to 10 years at the primary and secondary levels. The research has adopted both quantitative and qualitative research methods and used two different questionnaires to collect data for the study. Delving into a thorough analysis of the existing syllabuses, the study contends that the syllabus cannot quite prepare the students to be able to function in English in a real-world scenario and, therefore, recommends a revamping of the syllabuses is necessary to produce pragmatic and pedagogical efficacy.

scholarly journals The Effect of Concept Attainment Model and Mathematical Logic Intelligence on Introductory Chemistry Learning Outcomes

2020 ◽  
Vol 53 (3) ◽  
pp. 244
Author(s):  
Aceng Haetami ◽  
Maysara Maysara ◽  
Eka Cahyana Mandasari
Keyword(s):  
Mathematical Logic ◽  
Learning Outcomes ◽  
Random Sampling ◽  
Learning Model ◽  
Learning Objectives ◽  
Introductory Chemistry ◽  
Concept Attainment ◽  
Chemistry Learning ◽  
Quasi Experimental ◽  
Direct Learning

The purpose of this study was to determine the effect of concept attainment model and mathematical logic intelligence on the learning outcomes of introductory chemistry. This research was conducted using a quasi-experimental method with a 2x2 treatment by level design.  Total samples are 56 students selected by random sampling. Data analysis used ANOVA with a significance of 0.05. The results showed that: (1) The introductory chemistry learning outcomes of students taught with the concept achievement learning model are higher than those acquainted with the direct learning model;  (2) There is the effect of the interaction between learning models and mathematical logic intelligence to study introductory chemistry learning outcomes;  (3) The student of learning outcomes  taught with the concept attainment model are higher than those taught with the direct learning model for groups of students  high logical-mathematical intelligence; (4) The student of learning outcomes  taught with the concept attainment model are lower than those taught with the direct learning model for groups of students low logical-mathematical intelligence. Therefore, the use of the learning model should care to aspects of intelligence of learners, so that the learning objectives are expected to be achieved.

scholarly journals Teaching strategies and its influence on students’ English writing skills at Secondary School Certificate

2021 ◽  
Vol 38 (1) ◽  
Author(s):  
Qudsia Fatima
Keyword(s):  
Learning Outcomes ◽  
Private Schools ◽  
Teaching Strategies ◽  
English Language ◽  
Writing Skills ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Teaching Writing ◽  
Student Centered ◽  
English Writing

Teaching strategies perform a great role in students’ learning at every level of education. This paper presents achievement in English writing skills and the practices of teaching used by teachers. Sequential explanatory design was chosen for this study. Sample was selected from private schools of Lahore city offering SSC. Four private schools were selected through simple random sampling technique. In each school one section of SSC was selected as sample. Students and teachers of the selected classes were included in sample. Research instruments comprised of  test and interview protocol. Essay type test was developed and administered to measure the English writing skills of students. Test was developed by using intended learning outcomes of curriculum of English language. Criteria for developing rubrics for scoring of test was based on the student learning outcomes from curriculum of SSC. Interviews were conducted to explore the teaching strategies for developing writing skills. Findings revealed that teachers of SSC mostly use lecture questioning, feedback, self-review and pair work for developing writing skills. They rely on textbook as an important resource. They do not give emphasis on student centered methods for teaching writing because it takes much time.

scholarly journals Evaluating Factors Affecting EFL Learners’ Writing at Undergraduate Level: A Survey

2021 ◽  
pp. 43-48
Author(s):  
Md. Arif Khan Pathan
Keyword(s):  
Language Learning ◽  
Undergraduate Students ◽  
Learning Process ◽  
Writing Skills ◽  
Vocabulary Knowledge ◽  
Language Learner ◽  
Language Competence ◽  
Undergraduate Level ◽  
Factors Affecting ◽  
Efl Learners

Writing is an important language skill that benefits a language learner in many ways, from developing vocabulary knowledge to enhancing overall language competence. Unfortunately, EFL learners encounter many difficulties during writing that prevents them from developing their writing skills and eventually negatively affect their overall language learning process. The goal of the present study was to assess the factors that affect EFL learners’ writing at the undergraduate level. Using a Likert-scale survey sheet, the study surveyed of 255 undergraduate students at Bangladesh Agricultural University and found that many factors are responsible for EFL learners’ poor writing at the undergraduate level. Some factors very intensely affect the learners’ writing while some affect moderately, and some have comparatively less effect. By evaluating the factors that affect the learners’ writing, the study basically attempted to make the learners aware of those factors they face in writing, so that they can overcome them, improve their writing skills, and become proficient writers.

scholarly journals Perceptions of Undergraduate Engineering Students about Learning Objectives of Undergraduate Laboratories

2018 ◽  
Author(s):  
Kimia Moozeh ◽  
Deborah Tihanyi ◽  
Jennifer Farmer ◽  
Greg Evans
Keyword(s):  
Focus Group ◽  
Learning Outcomes ◽  
Student Perceptions ◽  
Communication Skills ◽  
Undergraduate Students ◽  
Engineering Students ◽  
Chemical Engineering ◽  
Learning Objectives ◽  
Undergraduate Engineering ◽  
Affective Domains

Abstract –The paper presents student perceptions about learning objectives of laboratories. Three focus group sessions were conducted with chemical engineering undergraduate students at UofT as part of a larger project to enhance the learning outcomes of laboratories. In this study, thirteen laboratory learning objectives developed at the ABET colloquy in 2002, were used as a framework to determine the strengths and limitations of the laboratories. These learning objectives cover cognition, psychomotor and affective domains of knowledge. The results indicate that improvements are needed with respect to providing opportunities for students to be creative, devise their own procedures, repeat experiments and improve communication skills. In addition, ethics in the lab and safety need more emphasis.  

Sign in / Sign up

Export Citation Format

Share Document