An Integrated View of EOP and EAP
This paper is concerned with some issues of English for Occupational Purposes and English for Academic Purposes. The main objective of the paper is to describe possible approaches to integrating EOP and EAP on the basis of the pilot English for Specific Academic Purposes course introduced at National Research University – Higher School of Economics, Saint-Petersburg, Russia.
In this article the types and methods of teaching are reviewed with respect to psychological characteristics of a potential student.
Responding to student writing, which is a†widely researched area, is still one of the most challenging parts of the EAP (English for Academic Purposes) teacher’s job. Little attention has been given to analyzing the role of systematic feedback on students’ improvement of writing at the university. The†paper reports on the results of a†small-scale action research conducted among fi rst-year undergraduate students, which explored the effect of record sheets, used as a†tool to track student progress in writing argumentative essays. Apart from student portfolios and record sheets, the 8-week study used other methods of data collection that included recorded semi-structured interviews and a†survey. Findings show that providing consistently structured (praise and criticism) selective (global and local) feedback to students has a†positive effect both on the teacher and on student perception of feedback and, generally, their achievements in developing writing skills. The†study may motivate EAP practitioners to change their current classroom practices and seek more effective ways of responding to student writing.
The high speed of development in the field of Information Technology and the fact that information and knowledge are regularly and quickly becoming obsolete have led to the situation where Self-Regulated Learning (SRL) is becoming an intrinsic part of one’s life-long learning strategy. In fact, SRL has been increasingly recognized as a core educational process. It is generally seen as one’s ability to plan, control and self-assess his/her learning progress towards personal learning goals. To be successful, SRL requires special cognitive and metacognitive skills.
In higher education, students have to study in a self-regulated manner most of the time. Quite often, however, they are not instructed on how to work effectively and efficiently in this regard. Moreover, research on SRL proves that only few students naturally develop skills required for successful SRL (Zimmerman, 2008).
Widely available ICT (Information & Communication Technologies) tools are often incorporated into the educational process and have become the platform to host self-study courses. However, even though numerous studies have shown the benefits of incorporating web-based tools into learning (Bartolome & Steffens, 2011), some students feel stressed and discouraged when using these tools; they find themselves lost and neglected compared to the traditional classroom-based instructions and study conditions. As a result, instead of the expected good results, poor academic performance and lack of motivation can become the key outcomes of ICT-supported SRL (Zimmerman, 2008).
The article reports on a study of the role of assessment and feedback in writing extended essays. It first outlines the course and teaching methods, then it looks at the results of the assessment of 131 essays with two sample ones analysed in detail and, finally, it provides students’ perception comments on the criteria specifically developed for the course and subject teachers’ opinions about the results of essay writing in Sociology exam.
The article reports on a study of the role of assessment and feedback in making presentations. It first gives a brief overview of the programme and course outline, then looks at the teaching methods used and theory of assessment and, finally, provides results of assessment of almost 100 presentations with one sample analysed in detail. The criteria specifically developed for the course will also be given.
The collection seeks to address the folloing questions:
- How are teachers, students, researchers and administrators in the region working to further progressive writing pedagogy?
- What ideas about writing and writing instruction - both new and old, foreign and domestic - inform, assist or complicate this work?
- How does writing shape knowledge and practice within specific regional cultures, academic or otherwise? How might writing function as a bridge or barrier?
The audience of thei collection is the international writing studies community. In addressing the above questions within the Russian context, we hope to reveal points of connection between local experiences, and ultimately, help writing professionals all over the world better respond to the demands of globalisation.
Institutions affect investment decisions, including investments in human capital. Hence institutions are relevant for the allocation of talent. Good market-supporting institutions attract talent to productive value-creating activities, whereas poor ones raise the appeal of rent-seeking. We propose a theoretical model that predicts that more talented individuals are particularly sensitive in their career choices to the quality of institutions, and test these predictions on a sample of around 95 countries of the world. We find a strong positive association between the quality of institutions and graduation of college and university students in science, and an even stronger negative correlation with graduation in law. Our findings are robust to various specifications of empirical models, including smaller samples of former colonies and transition countries. The quality of human capital makes the distinction between educational choices under strong and weak institutions particularly sharp. We show that the allocation of talent is an important link between institutions and growth.