Professional development in English for specific purposes: designing the
                        curriculum of an online ESP teacher education course

Constantinou, Elis Kakoulli; Papadima-Sophocleous, Salomi

doi:10.14705/rpnet.2021.51.1256

Cited by 4 publications

(1 citation statement)

References 16 publications

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“…International Journal of Sociologies and Anthropologies Science Reviews (IJSASR), 3 ( 6 Effective instruction necessitates considering students' needs, goals, interests, and language learning motivation (Hutchinson & Waters, 1987;Kakoulli Constantinou & Papadima-Sophocleous, 2021;Richards & Schmidt, 2010). Incorporating these factors into course design and lesson planning is vital for better learning outcomes (Dörnyei & Ushioda, 2013).…”

Section: Introductionmentioning

confidence: 99%

Optimizing Business English Learning Among Freshmen in a Private University in China with BERIUVE

Li,

Modehiran

2023

IJSASR

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Background and Aims: Business English learners encounter challenges in acquiring specialized business knowledge and English proficiency. Mastering English, especially in a business context, can be daunting for second-language learners. Thus, this study aims to examine the challenges students face in reading and motivation while learning business English and to develop a Business English Reading Instruction Using Vision Enhancement (BERIUVE). Materials and Methods: The present study conducted a needs analysis employing a 5-point Likert scale questionnaire. Five freshman classes (N=145) from a private college in China participated in the survey. Results: The findings demonstrated that students acknowledged the importance of business English reading but sought increased motivation to learn. They lacked both micro- and macro-cognitive reading abilities for comprehension and required assistance in cultivating a vivid and realistic vision. In response to the student’s preferences, the researcher developed the BERIUVE, inspired by Hadfield and Dornyei (2013)’s visionary motivational program. This study’s innovative approach, which integrates reading demands and learning motivation, has substantial pedagogical implications for future business English instruction. The findings can inform the modification of course objectives and the development of motivational instruction for business reading based on learner analysis. Conclusions: Specifically, the study highlights the importance of recognizing individual learner needs to devise targeted interventions that can improve reading abilities and enhance overall reading efficiency. The pedagogical implications of analyzing learners and designing motivational instruction for business reading are ultimately discussed.

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Section: Introductionmentioning

confidence: 99%

Optimizing Business English Learning Among Freshmen in a Private University in China with BERIUVE

Li,

Modehiran

2023

IJSASR

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Using the G Suite for Education in Language Teacher Education: Benefits and Challenges

Constantinou

2021

Learning and Collaboration Technologies: New Challenges and Learning Experiences

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Activities and barriers in online professional development: A systematic literature review

Iswati,

Hastuti

2024

SHS Web Conf.

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Despite the increased use of technology to facilitate English teachers’ professional development, there is a lack of comprehensive review of the employed activities and barriers. The current study aims to comprehensively look into the landscape of online professional development activities and the encountered barriers. Employing a systematic literature review approach, activity types and barriers of online professional development were identified. Through rigorous methodology, including database searches and inclusion criteria, 18 studies conducted in diverse global contexts were reviewed. The findings reveal four categorized professional development activities: structured learning, mentoring, informal learning, knowledge sharing, and social interaction. Barriers encompass attitudinal, physical, and structural factors such as negative attitudes, internet connectivity issues, and collaboration difficulties. The study concludes that effective communication, tailored solutions, and stakeholder collaboration are essential for overcoming the barriers of online professional development. The findings imply the crucial roles of stakeholders in enhancing online professional development for teachers. Future research should address the interplay of the barriers, their impacts, and innovative strategies.

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Professional development in English for specific purposes: designing the curriculum of an online ESP teacher education course

Cited by 4 publications

References 16 publications

Optimizing Business English Learning Among Freshmen in a Private University in China with BERIUVE

Optimizing Business English Learning Among Freshmen in a Private University in China with BERIUVE

Using the G Suite for Education in Language Teacher Education: Benefits and Challenges

Activities and barriers in online professional development: A systematic literature review

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