English for Academic Purposes (EAP) Lecturers' perceptions of formative assessment integration in the Thai EAP context

Treve, Mark

doi:10.52462/jlls.77

Cited by 7 publications

(3 citation statements)

References 15 publications

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“…This has addressed the formulation of the research problem. Teachers can assist them in becoming more proficient readers, which is beneficial for educational objectives (Treve, 2021;Rattanasak, 2023). Teachers may help students become better readers by providing feedback on all of their assignments and ensuring that they fully comprehend them to promote student involvement and enthusiasm in the teaching and learning process.…”

Section: Discussionmentioning

confidence: 99%

Can Different Learning Styles Impact Efl Learners' Toefl Achievement?

Palupi,

Suwartono,

Sukawati

2024

PJEE

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Educators need insights into how various learning styles can influence learners' performance in assessments. Exploring the impact of different learning styles on EFL learners' TOEFL reading achievement is a multidimensional endeavor with implications for educators, learners, and the broader society. This study aims to investigate the extent to which vocational diploma EFL learners acquired English based on their preferred learning styles. The ex-post facto design was used for this study. As many as 37 participants were selected purposely from all majoring fourth semester students at an EFL vocational diploma college. A questionnaire was used to divide the participants into three groups depending on their preferred learning styles: visual, auditory, and kinesthetic. A TOEFL reading test was employed to measure the participants’ English proficiency. The average scores for each learning style group were calculated and revealed that visual learners had an average TOEFL reading score of M=43.22, kinesthetic learners had an average TOEFL reading score of M=38.70, and auditory learners had an M=35.00. To statistically compare these averages, one-way analysis of variance (ANOVA) was used. The ANOVA results showed a non-significant finding with df=2, F=1.102 and P=0.344. The findings revealed that the TOEFL reading comprehension scores of students with different learning styles did not differ significantly. This study contributes to the ongoing discourse surrounding individualized learning experiences and standardized language assessments. As the field of language education continues to evolve, further research will be pivotal in refining pedagogical practices to better meet the diverse needs of learners striving to excel in their language proficiency endeavors.

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Section: Discussionmentioning

confidence: 99%

Can Different Learning Styles Impact Efl Learners' Toefl Achievement?

Palupi,

Suwartono,

Sukawati

2024

PJEE

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“…By encouraging selfexpression, critical thinking, and effective articulation of ideas in English, EAP teaching goes beyond test-taking skills to foster a deeper understanding of academic content. This research contributes to the discourse on English language education in non-native English-speaking contexts and offers implications for curriculum design and educational policy formulation (Kitkauskienė, 2013;Subandowo & Adamova, 2022;Treve, 2021;Jordan, 1989).…”

Section: Introductionmentioning

confidence: 94%

Subject-wise English language reading skill of bachelor level engineering students of Mid-West University of Nepal

Bir Bahadur Shahi,

Tatwa Prasad Timsina

2024

World J. Adv. Res. Rev.

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This research investigates the subject-wise English language reading skills of bachelor level engineering students at Mid-West University in Nepal, aiming to bridge a crucial gap in understanding their comprehension levels, vocabulary acquisition, and reading strategies across various disciplines. Drawing on the specialized form of English language instruction known as English for Academic Purposes (EAP), the study assesses students' proficiency in comprehending academic materials. Despite challenges in implementation, EAP instructors recognize the value of formative assessment in enhancing student learning and academic performance. The findings reveal significant variations in reading preferences and habits across engineering disciplines, highlighting areas for focused assistance and development of reading abilities. Specifically, students studying computer engineering demonstrate higher mean reading proficiency compared to their counterparts in civil and hydropower engineering. The study underscores the importance of English language proficiency for academic success, particularly in fields like engineering where collaboration and communication span global boundaries. It also sheds light on the gradual progress and reforms in English language education in Nepal, emphasizing the need for tailored interventions and resources to enhance reading skills among engineering students. Recommendations include investing in teacher training programs focused on EAP methodologies, developing tailored resources, and promoting interdisciplinary collaborations to address subject-specific reading challenges. By addressing these recommendations, Nepal can better prepare its engineering students to succeed in academic and professional contexts where English proficiency is essential.

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“…Considering the learning style at international level, many institutions encourage their teachers to use formative assessment combined with summative assessment to reinforce feedback and promote learning in teaching styles [6]; these forms of assessment should be conceived focusing on students only for academic purposes as it has many advantages for students, despite its difficulties for implementation in some institutions [7].…”

Section: The Perspective's Analysis Of Formative Assessment With Univ...mentioning

confidence: 99%

The Perspective’s Analysis of Formative Assessment with University Students

Reynaga-Chávez,

Burga-Falla,

Huamán-Romaní

et al. 2023

TEM Journal

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Starting or ending an academic semester leads to the concern of teachers because a teaching-learning methodology has to be applied, often forcing them to inquire or consult methodological advances to improve the quality of education, especially the evaluation part. Therefore, our research objective is to analyze the perspectives of formative assessment with university students, so we used the methodology of quantitative and descriptive-correlational, non-experimental approach through an online survey with a validated measurement instrument, as the sample consisted of 3944 university students. The results are significant and validated by different statistics such as Cronbach's Alpha (0.951) in the Peruvian context, the formative evaluation methodology is accepted by university students in a positive way. Concluding that there are still teachers who do not adequately apply formative evaluation and that students are still shy to communicate with their teachers in order to request a feedback.

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English for Academic Purposes (EAP) Lecturers' perceptions of formative assessment integration in the Thai EAP context

Cited by 7 publications

References 15 publications

Can Different Learning Styles Impact Efl Learners' Toefl Achievement?

Can Different Learning Styles Impact Efl Learners' Toefl Achievement?

Subject-wise English language reading skill of bachelor level engineering students of Mid-West University of Nepal

The Perspective’s Analysis of Formative Assessment with University Students

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