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- Burns, Anne, et al.
(author)
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Teaching the four language skills : Themes and issues
- 2017. - 1
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In: International Perspectives on Teaching the Four Skills in ELT. - Cham : Palgrave Macmillan. - 3319634437 - 9783319634449 - 9783319634432 ; , s. 1-20
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Book chapter (other academic/artistic)
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- Siegel, Joseph, 1979-
(author)
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Assessment of Note Quality in TESOL
- 2019
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In: The TESOL Encyclopedia of English Language Teaching. - Hoboken, New Jersey, USA : John Wiley & Sons. - 9781118784228 - 9781118784235
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Book chapter (peer-reviewed)abstract
- Assessing the quality of student notes in TESOL can take many forms, including total number of notations, content words, and information units. Such evaluative methods emphasize the quality of student notes and eliminate the complex issue of information transfer from notes to postlistening activities. Measures of note quality provide instructors with valuable information on student ability that can feed into subsequent pedagogy for notetaking as well as offering students a routine for receiving objective feedback on the completeness and efficiency of their notes. The following entry reviews previous research on the topic, summarizes several methods for assessment of note quality in TESOL, and discusses pedagogical implications.
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- Siegel, Joseph, 1979-
(author)
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Comprehension in English Medium Instruction (EMI) lectures : On the impact of lecturer L2 English use
- 2020
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In: Language Learning in Higher Education. - : Walter de Gruyter. - 2191-611X .- 2191-6128. ; 10:1, s. 73-91
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Journal article (peer-reviewed)abstract
- The importance and amount of English as a Lingua Franca (ELF) usage and English Medium Instruction (EMI) lectures continue to increase on university campuses as universities worldwide seek to promote internationalization among both the student body and the faculty. While EMI has become a priority, the teaching and learning that occurs within this framework needs to be monitored for effectiveness and efficiency. Many of the teachers and students in these EMI courses do not share a common first language and likely have a first language other than English. Therefore, they are operating in EMI with varying levels of second language (L2) English ability, which can lead to low levels of student comprehension, learning and satisfaction unless the lecturer takes special care in their delivery of content. This paper explores the linguistic composition of EMI lectures in the Swedish context and reports survey findings of students' self-reported levels of comprehension related to lecture content and their lecturer's L2 English use. Three case studies are described and illustrate various linguistic factors that can contribute to or inhibit student comprehension in EMI lectures. Pedagogic implications are presented with the intention of supporting EMI lecturers and their students.
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