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 purpose of this article is to look into new opportunities of using mobile devices for teaching English to ESP students and develop an understanding of possible ways of incorporating these ideas into a classroom at tertiary level. The research is based on prepared in advance questionnaire. Results of this study show that the majority of 1st year students would like to be taught using new technologies but the offered tasks, which can be done in mobile learning, are limited to online tests and learning vocabulary and speaking. A number of 1st-year students of the Institute of Foreign Languages of the Higher School of Economics (HSE), Russia are reluctant to any changes since they find the traditional way of teaching English more efficient. A few 4th-year students of Design school of the HSE regret not having been taught with mobile devices because they could make the learning process more convenient, faster and more interesting.
This article aims at sharing the results of the British Council partner project English for Academics implemented in Russia in 2012-2015. The need for this project was identified in the Baseline Study having indicated the necessity to design a course for university staff in order to develop their foreign language communicative competence and to stimulate their participation in international projects. The concept of the course is based on the needs analysis conducted by the British Council; the methodological principles of the book are conducive for meeting the needs of the target group. The participants of this project describe the project stages, the concept of the book they have developed, and illustrate the principles with sample activities from the course. We demonstrate how the understanding of learners’ needs and characteristics helps select appropriate pedagogical principles to meet these needs and to exploit the characteristics. Based on the results of a piloting stage we conclude that the course is an effective means of developing academics’ language proficiency and, consequently, enables university instructors and researchers to participate in international projects.
The article focuses on such aspects of oral presentations as pronunciation and intonation, grammatical accuracy and vocabulary and 2nd year ICEF students’ errors which they made at the final exam. Certain techniques which involve explanation of basics of pronunciation and intonation, grammar rules and grammar structures, and teaching fluency are paid attention to. The experiment conducted by the author summarises students’ mistakes in all of the listed areas. The results show that students, despite quite an intensive input, continue making mistakes in grammar and pronunciation. The number of mistakes varies in four different groups of 2nd year students. The author examines all kinds of errors of students and makes deductions about possible ways of achieving accuracy in this skill of oral speech.
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 new approaches to teaching ESP at tertiary level. It, first, looks at the existing syllabus of teaching ESP course to students of Economics, then it analyses students’ needs and, finally, it examines possible changes in the English language programme and assessment procedures in order to ensure a better quality of students’ education and their chances of obtaining a better job in future. The suggested amendments include: new materials development, optional courses and case studies. The criteria for assessment specifically developed for the ESP course will be given in this article, too.
This article investigates the CLIL technology, integrated approach, comprehensive approach, and competency-based approach based on ICT as an effective method of teaching ESP in higher education. Current social background requires introducing the above-mentioned approaches to the higher education system in order to develop all necessary professional competencies for future specialists.
In this regard, certain recent literature, observation, and analysis of professional activities were used to find out all opportunities of the approaches to teach ESP in the modern society.
As a result, having analyzed experiment, methodology, and core features of CLIL, ICT and three approaches in general, we come to the conclusion that we should teach ESP focusing on students’ cognitive skills. Separate learning of a language becomes useless in higher education
This paper studies the results of Massive Open Online Courses (MOOCs) integration into the ESP course curriculum at the department of Business Informatics of the National Research University Higher School of Economics (HSE). The author claims that MOOCs can be effectively integrated into the teaching-learning process and bring significant benefits to students such as developing their linguistic and professional competencies. A survey and the results of the experimental teaching revealed that HSE students highly appreciated their experience of online education and would definitely continue to explore the scope of MOOCs in the future. Research findings illustrate that embedding MOOCs into the university ESP course could become the basis for the integrated study of special subjects and the English language in the international learning community under the condition that on-campus courses have been re-designed to incorporate MOOC-like components. MOOCs can be considered as a valuable educational resource for information technology specialists, which can be beneficially used by both students and ESP instructors.