Impact of Online English Teaching Awareness among College Students (Published)
Computers and cell phones reaching every house hold in urban regions and spreading towards rural areas, e-teaching can be made use to impart teaching. T.V. and Multimedia should be used for Educational purpose definitely a picture is worth 1000 words. Animation technologies and 3D technologies can be used to impart effective teaching. Many difficult scientific and technical principles can be explained easily and effectively using e-learning methods, 3D technologies, animation and Multimedia techniques. Online Teaching is Integrated Communication Technology in a specified area or field. It is the technological development that reflects the new society and has its place within education. With many new initiatives, Online Teaching obviously has its problems that can be addressed over time. Online English Teaching requires the strenuous efforts of the teacher in preparing English lessons and delivering them online. The English Teacher has to update the scientific knowledge in the use of computers for teaching English. The objective of the study was to find out the effectiveness of Online Teaching Awareness among college students. In the present study, the investigator followed the normative survey method. The findings of the study are that the level of Online English Teaching Awareness among college students is moderate and there was a significant difference in Online English Teaching Awareness among college students with respect to Gender and Medium of Instruction.
Citation: Alhatim O.S., Elgoudman K.S., Yunus K. (2022) Impact of Online English Teaching Awareness among College Students, International Journal of English Language Teaching, Vol.11, No.1, pp.,1-7
Keywords: College, English teaching, Students, awareness, online
Incorporating Fink’s Integrated Model to Developing Writing Courses in College (Published)
To strengthen the teaching quality of writing courses and students’ active learning, a writing course design based on Fink’s integrated model is presented. With the analysis of situational factors, the proposed course highlights the interactive integration of learning goals, feedback and assessment, and teaching and learning activities. The four primary activities in such a course are discussed in detail. The results can not only develop students’ writing skills in a holistic way, but also provide them with significant learning experience.
Citation: Chengchieh Su (2022) Incorporating Fink’s Integrated Model to Developing Writing Courses in College, International Journal of English Language Teaching, Vol.10, No.6, pp.,7-18
Keywords: College, Integrative perspective, writing course
Incorporating Fink’s Integrated Model to Developing Writing Courses in College (Published)
To strengthen the teaching quality of writing courses and students’ active learning, a writing course design based on Fink’s integrated model is presented. With the analysis of situational factors, the proposed course highlights the interactive integration of learning goals, feedback and assessment, and teaching and learning activities. The four primary activities on such a course are discussed in detail. The results can not only develop students’ writing skills in a holistic way, but also provide them with significant learning experience.
Citation: Chengchieh Su (2022) Incorporating Fink’s Integrated Model to Developing Writing Courses in College, International Journal of English Language Teaching, Vol.10, No.5, pp.,1-11
Keywords: College, Integrative perspective, writing course