Andy Gillett

Lecturers often tell students that they do not want to know their opinion. But when the student hands a piece of work in, the lecturers say things such as: you haven’t answered the question, you’ve only summarised facts, what are you trying to say? etc. We need to make a distinction between a student’s uniformed, unsubstantiated opinion and the conclusions that they themselves have come to from their reading and research, what we can call their voice. This must be made clear in their writing

... Schemes are also available for physical science/engineering students and built environment/ar-chitecture/estate management students from the author at the following address: Depart-ment of General Studies, Henley ... Communicative syllabus design. ... Threshold level English. ...

Postgraduate international students at UK institutions of higher education often find difficulty dealing with seminar-type discussions. An attempt was made to help students with this by utilising the group discussion facility of StudyNet. However, as most of the students were from East Asia, where education is often considered as essentially a passive process rather than something they have to do for themselves, it was felt necessary to investigate this to see how seriously they took such an activity. A questionnaire was therefore given to the students and the results analysed. Despite some criticisms, the students were generally found to understand the purpose of the activity and think it beneficial. Thus, overall, when activities are clearly seen to be related to the learning outcomes and integrated into the course, they can be used with confidence with East Asian students. Investigation of the perceived usefulness of a StudyNet group discussion facility by international students

East-Asian post-graduate students at UK institutions of Higher Education often find difficulty taking part in academic discussions. We have attempted to help students with this by making use of the group discussion facility of our university Virtual Leaning Environment (VLE). It has, however, often been pointed out that some students from East Asia may consider education to be essentially a passive process, something that happens to them, not something they have to do for themselves. As use of the VLE needs to be self-directed, we felt it was necessary to investigate how the students made use of such an activity. Over a two-year period, studies were carried out to determine the students ’ perceptions of the task as well as their actual success in taking part in the activity. In this paper, we report on some of our findings, concentrating on the students ’ attitudes to the task and the quality of the interactive language used. We discuss the relative success of the activity and how t...

Postgraduate international students at UK institutions of higher education often find difficulty dealing with seminar-type discussions. An attempt was made to help students with this by utilising the group discussion facility of StudyNet. However, as most of the students were from East Asia, where education is often considered as essentially a passive process rather than something they have to do for themselves, it was felt necessary to investigate this to see how seriously they took such an activity. A questionnaire was therefore given to the students and the results analysed. Despite some criticisms, the students were generally found to understand the purpose of the activity and think it beneficial. Thus, overall, when activities are clearly seen to be related to the learning outcomes and integrated into the course, they can be used with confidence with East Asian students. Introduction The University's International Bridging Programme prepares international students for postg...

Chapter 1: Understanding the task Chapter 2: Overcoming the 'blank sheet of paper' Chapter 3: Planning your work Chapter 4: Carrying out the research Chapter 5: Readingand note-taking Chapters 6 -- 8: The process of writing Chapter 9: Working with other people's ideas and voices Chapter 10: Finding your own voice Chapter 11: Genre and discipline-specific writing Chapter 12: Presenting your work Chapter 13: Working with feedback Chapter 14: Editing your work Chapter 15: Summary and the way forward

This article investigates the CLIL technology, integrated approach, comprehensive approach, and competencybased approach based on ICT as an effective method of teaching ESP in higher education. Current social background requires introducing the above-mentioned approaches to the higher education system in order to develop all necessary professional competencies for future specialists. In this regard, certain recent literature, observation and analysis of professional activities were used to find out all opportunities of the approaches to teach ESP in the modern society. As a result, having analysed experiment, methodology, and core features of CLIL, ICT and three approaches in general, we come to the conclusion that we should teach ESP focusing on students’ cognitive skills. Separate learning of a language becomes useless in higher education.

... 8 Page 9. The East Asian Learner, Vol. 2, No. 2, May 2006 ... London: Routledge. Dysthe, O. (2002). The learning potential of a web-mediated discussion in a university course. Studies in Higher Education, 27, 339-352. Ferarra, K., Brunner, H. & Whittemore, G. (1991). ...

This article presents the results of a preliminary survey of assessment tasks undertaken by students in higher education at a particular university. A key premise of the study was that the ability to handle assessment is central to the development of academic and professional literacy. Much of the current literature on assessment demonstrates a concern that it is not currently