Developing Interdisciplinary Teaching: A Vignette of a Postgraduate Course

Despite Saudi Arabia's substantial investment in English and Science education to enhance future generations' global competitiveness, listening skills challenge many Saudi learners of English as a foreign language (EFL). Most language courses at Saudi universities rely heavily on textbooks and sometimes use limited, non-film-based audio-visual support. This study examined the effects of including English feature films as teaching resources for sophomore English majors (N = 40) at Qassim University in the Kingdom of Saudi Arabia. It evaluated learner perceptions of the introduced methodology and materials. It measured the experiment's success through pretest and posttest to accurately measure EFL learners' listening skills. The results indicated significant improvement and learner engagement through film-based instruction as the literary texts were deemed difficult given their length and the variety of their language use.

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“…They also expand students' vocabulary and, thus, help in enhancing their speaking skills. Consequently, a study by Tabatabaei and Gahroei 18…”

Section: Movies and Language Skillsmentioning

confidence: 99%

RETRACTED: EFL competence enhancement in an educational technology setting through cinema: Innovation learning

Al-Ahdal

Alfauzan

Al-Sa'egh

2021

International Journal of Electrical Engineering & Education

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“…In higher education, multi-or interdisciplinarity may be applied as a strategy for teaching students [69][70][71][72] or as an approach to collaboration among a group of researchers from different fields [51,73,74]. As Annan-Diab and Molinari [23] summarize, interdisciplinary teaching is beneficial, but its implementation also brings certain barriers, such as demands on time, shared knowledge, or the skills needed for this kind of teaching and learning.…”

Section: Education For Sustainable Development (Esd)mentioning

confidence: 99%

Managing Diversity: The Challenges of Inter-University Cooperation in Sustainability Education

et al. 2019

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One of the main challenges in sustainability discourse is its multifaceted nature often requiring that many different disciplines must cooperate in order to achieve progress. This issue also concerns sustainability education. In the article, we highlighted the experiences from the international cooperation of university teachers and researchers with highly diverse professional backgrounds who worked together on developing educational materials for university students in sustainability-oriented courses. The study is based on qualitative, participatory evaluation research, applying two rounds of open-ended questionnaires distributed to the same respondents (n = 18). For the analysis, we used the open-coding procedure for identifying the main categories. The results show some of the opportunities and barriers that emerged in the process of this cooperation. In particular, we discuss the issues related to the high heterogeneity of the group, such as the clashes of the different perspectives on the topics covered, group dynamics issues, trust, facilitation challenges, and also opportunities that such heterogeneity offers. We highlight the importance of open reflectivity in sustainability-oriented educational projects as the key to their successful implementation. Finally, we believe that results of this participatory study are useful in designing new projects aiming at further improvement of academic education in sustainability and sustainable development.

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“…The research on readiness for professional mobility in the educational and information environment of the technical university is related to the problems of intellectualisation of professional training (Mikhnenko, 2015); ensuring engineering mobility in the world (Rakhmanov, 2018); learning a foreign language as a means of forming professional mobility (Merkulova, 2008;Kerdyasheva, 2010;Chizhova, 2014). It is also grounded on the main regulations of the interdisciplinary approach (Luzik, 2010;Kaur & Manan, 2013;Bodnar, 2016) and using innovative technologies of English for specific purposes (ESP) (Synekop, 2018) for integrating foreign language and professional training aimed at forming readiness for professional mobility.…”

Section: Introductionmentioning

confidence: 99%

Developing Software Engineering Students’ Readiness for Professional Mobility Through Blended Learning

Лузік

Akmaldinova

Tereminko

2019

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The article aims to study the formation of the software engineering students' readiness for professional mobility in the educational and information environment of a technical university. The hypothesis of our research is the assumption that the formation of students' readiness for professional mobility depends on the following organisational and pedagogical conditions: 1) the development of students' positive intrinsic motivation for training and future professional activity using interactive methods and IT); 2) integration of the structure and content of foreign language with professional training by modelling professional activities through blended learning; 3) synergy of psychological and pedagogical process taking into account the components of the teacher's professional competence (a tutor, a moderator, a scientist, a designer, and a director). The pedagogical experiment was conducted at the National Aviation University and included three stages: preparatory, formative and final. In total, 158 students of I-V years of study majoring in software engineering took part in various stages of the experiment. 26 students made up an experimental group (EG), 24a control group (CG). The criteria and indicators for assessing the students' readiness for professional mobility and the methods of evaluation were determined. The results of the experiment have proven the proposed hypothesis. The indicators of the productive and creative levels of readiness by all the criteria considerably increased in the EG, while in the CG a slight positive dynamics can be seen. Promising directions for further research can be related to the development of an integrative ESP Moodle course for future software engineers.

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Developing Interdisciplinary Teaching: A Vignette of a Postgraduate Course

Cited by 5 publications

References 5 publications

RETRACTED: EFL competence enhancement in an educational technology setting through cinema: Innovation learning

RETRACTED: EFL competence enhancement in an educational technology setting through cinema: Innovation learning

Managing Diversity: The Challenges of Inter-University Cooperation in Sustainability Education

Developing Software Engineering Students’ Readiness for Professional Mobility Through Blended Learning

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