Why do we assess? Assessment is at the heart of the student experience. (Brown and Knight, 1994) Assessment supports the growth and development of learners. According to King, Goodson, and Rohani, (1998), learners become dynamic participants in learning and assessment, understand the criteria that are used for assessment activities, are concerned in self-evaluation, set individual targets for themselves, reflect on their learning and in so doing experience improved their self-esteem. Valid assessment
from the one we know today. There was no mentioning of motivating one’s learners or giving positive feedback. They were presented with a topic that they had to learn by heart. Nowadays very much has changed. Teachers try to motivate their students and help them be more autonomous in their learning. They play games, solve riddles and tell jokes. The atmosphere in the classroom has changed and students are very eager to participate in the activities the teacher has prepared. My thesis is that riddles
English as a second or foreign language has gained much attention during the past decades in almost every country. In Iran English is taught as a foreign language in high-schools as well as in universities (Mirdehghan, HoseiniKargar, Navab, & Mahmoodi, 2011). Aside from different language courses presented in different levels of public academic centers, there are also private institutes that teach different levels of foreign language. As a branch of English language teaching, English for specific
just these first two steps. Only those drafts that students feel are interesting or of
to help each other. This principle lies in the very essence of improving college students attitude toward learning English in Riyadh. The aim of this research is to show the efficiency of the social media on improving college students attitudes towards learning English in Riyadh colleges. The questionnaire has presented to have a positive and advisable effect on improving college students attitudes towards learning English and on the enhancement of teaching productivity. Introduction Social media
But TCS gives huge importance to the location and where the trainees are from. They have different curriculum for US-based trainees and Indians. The medium is English for everyone as English is a business language. The ILP programme consists of 30% weightage to soft skill training, 50% to technical knowledge and rest to the curriculum. Evaluation: The programme is periodically evaluated and the gaps are filled based on the feedback received. As the recruits’ increases, more
comprehensible input. In other words, Krashen answers the question about what mechanisms exist to allow learners to acquire a second language. He reaches a conclusion, stating that learners can achieve acquisition “by understanding messages, or by receiving comprehensible input.” Furthermore, the input must contain language structures which are at a higher level than the learner’s language is. Krashen calls this “i+1”, where ‘i’ refers to the current level of knowledge and ‘1’ to the next level. Thus, the input
are of preliminary importance. First, an introduction to the theoretical background of the present study will be presented. The next steps will consist of the statement of the problem, significance of the study, research questions and hypotheses, definition of key terms and finally the limitations and delimitations of the study. 1.2 Background and Purpose Technological tools have become a necessity of educational life in the modern world and are gaining attention and importance in social lives.
Effective teaching is a demanding achievement pursued in educational areas. Student-centered approaches seem to increasingly gain the stakeholders attention, while common goal of these approaches is to increase the students' participation and engagement to the learning process. Interaction & effective usage of students' feedback are identified among the key factors in achieving this goal and information technology could not be left out of educational environments. Web technologies and mobile devices
Introduction: Learning in the practice setting is an essential component in the education of nursing students (Perry,2009). The aim of this learning is to enable students to achieve the domains of competence and become safe, caring, competent decision makers willing to accept personal and professional accountability for evidence based nursing care (ABA 2000). Preceptors are registered nurses responsible for supporting students to achieve competence within the clinical setting (Frazer et al, 2014)