The present study was a case study on the application of Content and Language Integrated Learning... more The present study was a case study on the application of Content and Language Integrated Learning (CLIL) for an Artificial Intelligence (AI) English reading course in the Chinese general English education (GEE) context. It aimed to investigate the effectiveness of CLIL in improving EFL learners’ AI general knowledge. It was significant for the practice of applying CLIL in China and provided some recommendations for the teaching of AI English. This study proposed two research questions: 1. What are the effects of CLIL in improving students’ AI general knowledge?; 2. How do students perceive CLIL? An Artificial Intelligence English reading course was conducted as a teaching experiment in a GEE class of 45 students at Chongqing Technology and Business University, China. Both quantitative and qualitative methods were applied in data collection and data analysis. Research results indicated that Content and Language Integrated Learning effectively improved EFL learners’ AI general knowled...
This paper first discusses the Common European Framework of Reference Languages: Learning, teachi... more This paper first discusses the Common European Framework of Reference Languages: Learning, teaching and assessment CEFR 2001 and the revisions to this framework in CEFR 2018. It then looks at the Frameworks of Reference for English Language Education in Thailand, Japan, Vietnam, Malaysia and China which are based on CEFR. The main purpose of this study is to highlight the potential issues that need to be addressed including international forms of assessment such as TOEFL, IELTS, TOEIC and how the rating in CEFR can be compared to the scores obtained in these high-stake standardized tests of language proficiency. The indications are that using the same proficiency scales as the basis for rating scale criteria may lead to perceived equivalence but does not necessarily lead to a greater comparability of shared criteria. The implications from a number of studies are that different tests use similar criteria that are based on the same descriptors, but the comparability is only assumed.
This paper will first outline and discuss the revised version of the Common European Framework of... more This paper will first outline and discuss the revised version of the Common European Framework of Reference Languages: Learning, teaching and assessment (CEFR) [2018] together with the Frameworks of Reference for English Language Education in Thailand Malaysia, Vietnam, Japan and China which are based on the CEFR. The indications are of potentially several issues that need to be addressed, including the fact that the local versions of CEFR were mainly based on the 2001 framework and not the 2018 which came later. Other issues such as using the same proficiency scales as the basis for rating scale criteria may lead to perceived equivalence but does not necessarily lead to greater comparability of shared criteria. There are also indications from a number of studies that the perceived view that CEFR as being mainly an assessment tool rather than about language competency may result in a negative attitude from both teachers, students and stake-holders.
This paper outlines the revised version of the Common European Framework of Reference Languages: ... more This paper outlines the revised version of the Common European Framework of Reference Languages: Learning, Teaching and Assessment (CEFR, 2018), followed by the Frameworks of Reference for English Language Education in Thailand (FRELE-TH). The approaches taken in Japan, Vietnam, Malaysia, and China based on CEFR will also be briefly discussed. A number of issues identified by various researchers have affected the implementation of CEFR, such as the lack of background knowledge of the goals of CEFR, the initial stress on language assessment for teachers and learner/users, the apparent lack of follow-up in terms of training, materials and expertise. Finally, the implementation of CEFR in the region will be emphasized in reference to Teaching English as an International Language (TEIL) and reflected on how this approach could be implemented in the local contexts of Asia.
In translation, not only two languages but two cultures come into contact which means that transl... more In translation, not only two languages but two cultures come into contact which means that translators must consider…
This research investigated the development of language choices in the Academic writing of student... more This research investigated the development of language choices in the Academic writing of students at an English medium university in Thailand. The first part involved looking at the writing in the first semester of their English program at the university. representing the level of the students' writing on entry into the university. Seventy two samples of first year students' writing were collected, but only 12 were randomly selected for this study in order to compare their progress over a period of 14 weeks (first semester). The second part of the research looked at the writing of students' journals at the end of their second semester of their first year after the implementation of a writing program based on research originally developed in Australia (Derewianka, 2003). A third part of the research investigated the development of students' writing towards the third year in university with specific reference to their academic writing in the business English program. The focus on Business English was mainly because the university was well known in this field of study. The framework for the analysis of the students' writing was based on a systemic functional approach (Halliday and Matthiessen, 2004). In order to provide insights into the meaning and effectiveness of the text, a discourse grammar needs to be functional and semantic in its orientation. This paper discusses the development of the Nominal Group (NG) in the students' writing in THEME position, as this was felt to be a major issue in the development of academic discourse. However NGs in the RHEME would also be looked, as this was a part of the text structure, where complex nominal groups would be expected as part of the NEW information. The resulting analysis showed that initially the students had a limited knowledge of the different genres and used an equally limited range of lexical and grammatical choices. After the implementation of a new teaching approach in the second semester of the first year, some improvement could be observed. During the third year of the English program, improvement in the writing of genres used in-business‖ writing, such as Reports, was clearly evident.
In recent years the notion of Genre and genre-based approaches to teaching in the classroom have ... more In recent years the notion of Genre and genre-based approaches to teaching in the classroom have become a stgntficant topic of discussion in applied linguistics. Theoretically the basis IS that of a systematic-functional model of language which explains how language works within different contexts. The focus on the relationship between language and the context means that the theory can account for language variation across dtfferent registers and across the different genres that students need to speak, listen to, read or write. It treats language at the level of text rather than simply at the level of sentence, as do many other approaches. It will be argued here that the concept of genre IS not only useful in the first language but also in the second and foreign language classroom.
The present study was a case study on the application of Content and Language Integrated Learning... more The present study was a case study on the application of Content and Language Integrated Learning (CLIL) for an Artificial Intelligence (AI) English reading course in the Chinese general English education (GEE) context. It aimed to investigate the effectiveness of CLIL in improving EFL learners’ AI general knowledge. It was significant for the practice of applying CLIL in China and provided some recommendations for the teaching of AI English. This study proposed two research questions: 1. What are the effects of CLIL in improving students’ AI general knowledge?; 2. How do students perceive CLIL? An Artificial Intelligence English reading course was conducted as a teaching experiment in a GEE class of 45 students at Chongqing Technology and Business University, China. Both quantitative and qualitative methods were applied in data collection and data analysis. Research results indicated that Content and Language Integrated Learning effectively improved EFL learners’ AI general knowled...
This paper first discusses the Common European Framework of Reference Languages: Learning, teachi... more This paper first discusses the Common European Framework of Reference Languages: Learning, teaching and assessment CEFR 2001 and the revisions to this framework in CEFR 2018. It then looks at the Frameworks of Reference for English Language Education in Thailand, Japan, Vietnam, Malaysia and China which are based on CEFR. The main purpose of this study is to highlight the potential issues that need to be addressed including international forms of assessment such as TOEFL, IELTS, TOEIC and how the rating in CEFR can be compared to the scores obtained in these high-stake standardized tests of language proficiency. The indications are that using the same proficiency scales as the basis for rating scale criteria may lead to perceived equivalence but does not necessarily lead to a greater comparability of shared criteria. The implications from a number of studies are that different tests use similar criteria that are based on the same descriptors, but the comparability is only assumed.
This paper will first outline and discuss the revised version of the Common European Framework of... more This paper will first outline and discuss the revised version of the Common European Framework of Reference Languages: Learning, teaching and assessment (CEFR) [2018] together with the Frameworks of Reference for English Language Education in Thailand Malaysia, Vietnam, Japan and China which are based on the CEFR. The indications are of potentially several issues that need to be addressed, including the fact that the local versions of CEFR were mainly based on the 2001 framework and not the 2018 which came later. Other issues such as using the same proficiency scales as the basis for rating scale criteria may lead to perceived equivalence but does not necessarily lead to greater comparability of shared criteria. There are also indications from a number of studies that the perceived view that CEFR as being mainly an assessment tool rather than about language competency may result in a negative attitude from both teachers, students and stake-holders.
This paper outlines the revised version of the Common European Framework of Reference Languages: ... more This paper outlines the revised version of the Common European Framework of Reference Languages: Learning, Teaching and Assessment (CEFR, 2018), followed by the Frameworks of Reference for English Language Education in Thailand (FRELE-TH). The approaches taken in Japan, Vietnam, Malaysia, and China based on CEFR will also be briefly discussed. A number of issues identified by various researchers have affected the implementation of CEFR, such as the lack of background knowledge of the goals of CEFR, the initial stress on language assessment for teachers and learner/users, the apparent lack of follow-up in terms of training, materials and expertise. Finally, the implementation of CEFR in the region will be emphasized in reference to Teaching English as an International Language (TEIL) and reflected on how this approach could be implemented in the local contexts of Asia.
In translation, not only two languages but two cultures come into contact which means that transl... more In translation, not only two languages but two cultures come into contact which means that translators must consider…
This research investigated the development of language choices in the Academic writing of student... more This research investigated the development of language choices in the Academic writing of students at an English medium university in Thailand. The first part involved looking at the writing in the first semester of their English program at the university. representing the level of the students' writing on entry into the university. Seventy two samples of first year students' writing were collected, but only 12 were randomly selected for this study in order to compare their progress over a period of 14 weeks (first semester). The second part of the research looked at the writing of students' journals at the end of their second semester of their first year after the implementation of a writing program based on research originally developed in Australia (Derewianka, 2003). A third part of the research investigated the development of students' writing towards the third year in university with specific reference to their academic writing in the business English program. The focus on Business English was mainly because the university was well known in this field of study. The framework for the analysis of the students' writing was based on a systemic functional approach (Halliday and Matthiessen, 2004). In order to provide insights into the meaning and effectiveness of the text, a discourse grammar needs to be functional and semantic in its orientation. This paper discusses the development of the Nominal Group (NG) in the students' writing in THEME position, as this was felt to be a major issue in the development of academic discourse. However NGs in the RHEME would also be looked, as this was a part of the text structure, where complex nominal groups would be expected as part of the NEW information. The resulting analysis showed that initially the students had a limited knowledge of the different genres and used an equally limited range of lexical and grammatical choices. After the implementation of a new teaching approach in the second semester of the first year, some improvement could be observed. During the third year of the English program, improvement in the writing of genres used in-business‖ writing, such as Reports, was clearly evident.
In recent years the notion of Genre and genre-based approaches to teaching in the classroom have ... more In recent years the notion of Genre and genre-based approaches to teaching in the classroom have become a stgntficant topic of discussion in applied linguistics. Theoretically the basis IS that of a systematic-functional model of language which explains how language works within different contexts. The focus on the relationship between language and the context means that the theory can account for language variation across dtfferent registers and across the different genres that students need to speak, listen to, read or write. It treats language at the level of text rather than simply at the level of sentence, as do many other approaches. It will be argued here that the concept of genre IS not only useful in the first language but also in the second and foreign language classroom.
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