General or vocational English courses for Taiwanese students in vocational high schools? Students’ perceptions of their English courses and their relevance to their future career

Hua, Tzu-Ling; Beverton, Sue

doi:10.1007/s10671-012-9137-x

Cited by 10 publications

(12 citation statements)

References 17 publications

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“…This finding was in line with the previous study stated that English for general purposes that provides basic knowledge and skills of the English language, in fact, the foundation for later attainments in the specialist field (Trimble, 1985: 6;Rahmat & Al As'ary, 2017). These findings also clearly explained by previous theories (Hua & Beverton, 2013;Kusni et al, 2014;Arslan & Akbarov, 2012) English would be more meaningful to the majority of VHS students if they could see its relevance to their specific major and their potential future career.…”

Section: Perception Questionnaire Of Esp Question Itemssupporting

confidence: 92%

“…Hospitality and culinary arts study programs as the most required English in the workplace. Meanwhile, computer engineering and automotive study programs as the lower English requirement (Hua & Beverton, 2013). The following table was the detail descriptive statistics of respondents.…”

Section: Methodsmentioning

confidence: 99%

“…Besides their vocational skill, English is one of the supporting factors in achieving their career aspiration in the AEC era. Warden and Lin (cited in Hua & Beverton, 2013) in their study have shown that students have strong instrumental motivation in their English studies, associated with career improvement. In this study, students' career aspiration is very close to the students' study program.…”

Section: Introductionmentioning

confidence: 97%

“…Meanwhile, English teachers believe that VHS students need English that is relevant to their vocational skills like ESP. Their belief is supported by many studies of English language teaching said that English would be more meaningful to the majority of VHS students if they could see its relevance to their specific major and their potential future career (Hua & Beverton, 2013;Kusni, Syamwil, & Refnaldi, 2014;Arslan & Akbarov, 2012).…”

Section: Introductionmentioning

confidence: 98%

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Vocational High School Students’ Perception in learning English and Its Relation to their Career Aspiration in Yogyakarta

Apriliana

Basikin

2021

Eralingua

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Abstract. In Indonesia, Vocational High Schools (VHSs) are designed to prepare graduates for a specific job. Selecting the types of English that suits the needs of vocational students is paramount importance to support their vocational skill in the ASEAN Economic Community (AEC). This study aims to reveal: (1) Vocational High School (VHS) students’ English perceived needs, (2) VHS students’ career aspirations toward study program they are taking, (3) the effect of students’ perception of their English program (EGP and ESP) on their career aspirations, and (4) the differences in the students’ perception of their English program (EGP and ESP) by demographic variables (gender and study program). This was quantitative research in the form of a correlational study. The data were analyzed using descriptive analysis, multiple regression, and multivariate analysis of variance (MANOVA). The findings indicated that: (1) Most VHS students' English perceived need was ESP. Nevertheless, it was also undeniable that they also still needed EGP for their English before they took ESP. (2) Most VHS students did not have mature career aspirations related to the study program they were taking at vocational high school. (3) Furthermore, there was a significant effect of students' perception (EGP and ESP) on their career aspirations. (4) Regarding differences between male and female's perception of English program and differences in students’ study program, the results of this study revealed significant differences among them. Keywords: Career Aspiration, EGP, ESP, Perception

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Section: Perception Questionnaire Of Esp Question Itemssupporting

confidence: 92%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 98%

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Vocational High School Students’ Perception in learning English and Its Relation to their Career Aspiration in Yogyakarta

Apriliana

Basikin

2021

Eralingua

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“…Plusieurs études indiquent également que les élèves de la formation professionnelle présentent un profil scolaire, sociologique et culturel souvent marqué par des difficultés scolaires et un rapport difficile au savoir académique, jugé moins pertinent que celui construit en milieu de travail (Jellab, 2005 ;Martineau & Presseau, 2004). Ceux-ci manifestent le besoin de pouvoir créer des liens entre les contenus théoriques qui leur sont présentés et leur projet vocationnel (Hua & Beverton, 2013). Ce rapport complexe qu'entretiennent les élèves de la FP avec le savoir de nature théorique complexifie l'enseignement de celui-ci.…”

Section: 2-les Pratiques Pédagogiques Déployées Par Les Enseignantunclassified

L’intégration des savoirs théoriques, pratiques et d’autorégulation chez les apprenants : analyse de l’activité d’enseignants en formation professionnelle et contribution à la formation à l’enseignement

Viau‐Guay¹

2014

activites

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La formation professionnelle vise à former des travailleurs outillés non seulement d’un point de vue pratique, mais aussi sur le plan théorique. Or, cette prescription présente un certain nombre de difficultés pour les enseignants, qui souhaitent que la formation les soutienne davantage à cet égard. Les questions de recherche sont par conséquent les suivantes : 1) Par quoi les enseignants de la formation professionnelle sont-ils préoccupés lorsqu’ils enseignent ? Comment ces préoccupations se traduisent-elles dans leur activité ? ; 2) En quoi ces préoccupations font-elles écho à la prescription de l’intégration théorie-pratique ? 3) Comment ces enseignants pourraient-ils être mieux soutenus à cet égard, à la fois en formation initiale et continue ? En vue de répondre à ces questions, l’activité de deux enseignants a été observée durant trois journées. Les observations ont été complétées par des entretiens pré et post-observations. Les segments d’activité jugés significatifs pour les participants ont été analysés à partir de l’objet théorique « cours d’expérience » (Theureau, 2006). Les résultats indiquent que les principales préoccupations des participants sont relatives, dans l’ordre, aux élèves (les faire apprendre, développer leur autonomie et les préparer adéquatement au métier), au programme ainsi que, dans une moindre mesure, aux enseignants eux-mêmes. L’activité déployée par ceux-ci démontre la nécessité de concilier, en situation réelle, l’ensemble de ces préoccupations. Nous en concluons que la préoccupation pour l’articulation théorie-pratique est présente chez les participants. Les résultats mettent néanmoins en évidence l’intérêt, pour la formation des futurs enseignants, de les outiller davantage dans la mise en œuvre de cette prescription.

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Balancing Conformity and Empowerment

Chowdhury

Kamal

2014

English for Academic Purposes (EAP) in Asia

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General or vocational English courses for Taiwanese students in vocational high schools? Students’ perceptions of their English courses and their relevance to their future career

Cited by 10 publications

References 17 publications

Vocational High School Students’ Perception in learning English and Its Relation to their Career Aspiration in Yogyakarta

Vocational High School Students’ Perception in learning English and Its Relation to their Career Aspiration in Yogyakarta

L’intégration des savoirs théoriques, pratiques et d’autorégulation chez les apprenants : analyse de l’activité d’enseignants en formation professionnelle et contribution à la formation à l’enseignement

Balancing Conformity and Empowerment

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