A Case Study on the Development of Soft Skills among TESL Graduates in a University

Noah, Joanna Bunga; Aziz, Abdul

doi:10.13189/ujer.2020.081029

Cited by 15 publications

(14 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, the respondents of this study did not regard themselves as competent enough in modern technology. The findings also support the results received by Noah and Aziz (2020). In their study, most English trainee teachers who participated in the questionnaire shared the opinion that they are good at critical thinking and problem-solving.…”

Section: Discussionsupporting

confidence: 81%

“…Despite profound theoretical elaboration of soft skills definition, their classification, and development, issues regarding English trainee teachers' perspective on developing their soft skills at university have received little attention. Noah and Aziz (2020) conducted questionnaires and interviews to investigate the development of English trainee teachers' critical thinking and problem-solving skills, entrepreneurial skills, and moral and professional ethics. The empirical data showed that the most developed skills, in students' opinion, are critical thinking and problemsolving.…”

Section: Significance Of the Studymentioning

confidence: 99%

See 1 more Smart Citation

English Trainee Teachers’ Perspective on Soft Skills Development in Ukraine

Kniaz¹,

Чухно²

2021

AWEJ

View full text Add to dashboard Cite

The integration of soft skills in training pre-service teachers ensures higher academic performance and provides them with better career opportunities. However, many university teachers pay insufficient attention to developing soft skills in higher education. The article aims to investigate the correlation between the soft skills included in professional teacher training and undergraduates’ viewpoint on soft skills development at university. The authors formulated three research questions: (a) How do English trainee teachers assess their soft skills? (b) How much attention, in students’ opinion, do teachers pay to developing soft skills? (c) Is there a gap between teachers’ work on developing students’ soft skills and trainee teachers’ expectations? To answer these questions, the researchers analized the empirical data received through a questionnaire. The questionnaire was completed by 153 English trainee teachers studying at H.S. Skovoroda Kharkiv National Pedagogical University, Ukraine. The respondents answered two close-ended questions regarding the level of soft skills they believe to possess and the amount of time devoted to soft skills development. The findings suggest that most students consider the level of their soft skills intermediate or high. Nevertheless, a significant number of the respondents still feel that teachers pay insufficient or hardly any attention to improving these skills. It is necessary to conduct further research to analyze university teachers’ viewpoint on improving students’ soft skills and organize the development of soft skills which would meet trainee teachers’ expectations.

show abstract

Section: Discussionsupporting

confidence: 81%

Section: Significance Of the Studymentioning

confidence: 99%

English Trainee Teachers’ Perspective on Soft Skills Development in Ukraine

Kniaz¹,

Чухно²

2021

AWEJ

View full text Add to dashboard Cite

show abstract

“…This is accomplished because the educator must begin with the students' current level of understanding and describe the goals of the students' education at the particular stage of each specific course. Regarding pedagogy, an irony exists in the fact that, despite the fact that the graduate skills agenda is focused on results, it has also opened up a very exciting educational sector (Noah and Aziz, 2020), which needs a full analysis of technique or process. As a result, curriculum development and curriculum strategy are required in order to produce high-quality graduates who are marketable and employable in the market environment.…”

Section: Teaching Strategy and Developmentmentioning

confidence: 99%

Systematic Literature Reviews of Marketability and Employability of Graduates

Zakari¹,

Majid²,

Sahid³

2022

IJAREMS

View full text Add to dashboard Cite

A systematic literature review on the marketability and employability of graduates is presented in this paper. It delves into the themes that emerge from 31 papers found in Scopus and the Web of Science database. The study was carried out and conducted using the Preferred Reporting Items for Systematic Reviews (PRISMA) method, which is a thorough guideline for systematic review and data collection. The review included research studies published between 2017 and 2022. The themes were divided into three categories: graduate attributes, teaching strategy and development, and workplace skills. These topics are discussed in depth in this paper and are presented in the literature review. Rather than reiterating the literature research and recognizing the issue, an approach that focuses on an early valuation of graduate employability in order to educate graduates with the appropriate information and skills was also presented. This study found that graduate attributes such as communication skills, problem-solving abilities, teamwork, and leadership abilities were found to have a significant impact on employability and marketability. Furthermore, these characteristics are necessary to improve a graduate's prospects of achieving a more stable future in their chosen job. This research is particularly significant since it helps academics obtain a better understanding of peer-reviewed literature reviews. It also helps them to gain a better grasp of the marketability and employability of recent graduates in the labor market. Further research is proposed to figure out why graduates believed that a list of soft skills was being established through the curriculum, and what components of their university experience prepared them for the job market.

show abstract

“…The totality of the studies was published in the last 10 years, ranging from 2012 to 2021. The majority of the studies were produced in Indonesia (Elisa et al, 2020;Hadiyanto et al 2017;Hendriana, 2017;Suprianto et al, 2018;Susilawati et al, 2020;Susilawati et al, 2021) and Malaysia (Abd Hamid et al, 2020;Harun & Salamuddin, 2013;Noah & Aziz, 2020 ). Other countries of origin of the studies are the USA (Hamilton, 2018), Ukraine (Kniaz & Chukhno, 2021), Thailand (Tang, 2020), Spain (Iglesias-Pradas et al, 2015), Poland (Skura & Świderska, 2021), Kuwait (AlHouli & Al-Khayatt, 2020), Italy (Rabaglietti et al 2021), Israel (Gero & Mano-Israeli, 2020), France (Gendron, 2017) andFinland (Vourinen et al, 2021).…”

Section: Country Year Publication and Locus Of The Termmentioning

confidence: 99%

Teachers' Soft Skills: a scoping review of definitions, examples, methods and findings

Manchini¹,

Jiménez²,

Diaz³

2022

Preprint

View full text Add to dashboard Cite

Background. Teachers' Soft Skills (SS) appears as a promising but problematic research area, being conceptual and methodological dispersion one of the main difficulties. Objectives. A Scoping Review was conducted, aiming to identify quantitative literature focused on teachers' SS, and synthesize the definitions, examples, methods and instruments used to approach them, as well as their main results. Methods. Online databases and reference searching were used to identify publications. Three coders select the studies based on prefixed criteria (authors use the term SS, focus on SS, teachers or pre-service teachers as population, quantitative or mixed design, published in indexed journals, written in English or Spanish). The data-chart form used captures definitions, examples, design, sample size, instruments, results, as well as other relevant data. Synthesis was carried out using descriptive statistics, content analysis and text mining techniques. Results. 19 studies published between 2012 and 2021 meet the inclusion criteria. A significant portion did not provide an explicit definition of SS; when they do, they emphasize their “personal” and “social” nature and oppose them to Hard Skills. From the 51 different examples provided, only 5 (communication, team work, critical thinking, problem solving and learning) were present in at least 5 articles. While there were experimental and quasi-experimental approaches, the vast majority used observational cross-sectional design, with sample sizes ranging from 13 to 1366 subjects. The use of ad hoc instruments is more frequent than the use of standardized or adapted instruments. Results showed promising correlations and outcomes of interventions; however, methodological limitations impose prudence in the interpretation. Conclusion. The literature shows no consensus on definitions and approaches to teachers' SS. Future research faces the challenge to explicitly define them and develop standardized methods to measure them and assess their impact.

show abstract

A Case Study on the Development of Soft Skills among TESL Graduates in a University

Cited by 15 publications

References 21 publications

English Trainee Teachers’ Perspective on Soft Skills Development in Ukraine

English Trainee Teachers’ Perspective on Soft Skills Development in Ukraine

Systematic Literature Reviews of Marketability and Employability of Graduates

Teachers' Soft Skills: a scoping review of definitions, examples, methods and findings

Contact Info

Product

Resources

About