University students' perceptions of learning English in different instructional modalities

Abstract: The integration of Information and Communication Technology (ICT) is crucial in English as a Foreign Language (EFL) learning for university students. Understanding students’ perceptions is vital for designing curricula that foster an inclusive and culturally sensitive educational environment. This presentation reveals the results of a qualitative study exploring students' perceptions of the EFL program, focusing on their perceptions of various instructional modalities. Our research adds value to the EFL domain by empowering students to be active participants in their learning and highlighting their preferences and expectations when engaging with different study modalities.

Biodata

Diana Parra: Language Professor at the School of Languages in Universidad de Antioquia, Medellín, Colombia. Her research interests include technology-mediated language learning and language teachers' professional development. She is an affiliated researcher at GIAE, Universidad de Antioquia.

University students' perceptions of learning English in different instructional modalities

Abstract: The integration of Information and Communication Technology (ICT) is crucial in English as a Foreign Language (EFL) learning for university students. Understanding students’ perceptions is vital for designing curricula that foster an inclusive and culturally sensitive educational environment. This presentation reveals the results of a qualitative study exploring students' perceptions of the EFL program, focusing on their perceptions of various instructional modalities. Our research adds value to the EFL domain by empowering students to be active participants in their learning and highlighting their preferences and expectations when engaging with different study modalities.

Biodata

Lina Alfonso: Language Professor at the School of Languages in Universidad de Antioquia, Medellín, Colombia. Her research interests include language assessment and language teachers’ professional development. She is an affiliated researcher at GIAE, Universidad de Antioquia.

ESP course design at the School of Signals

Abstract: This study looks at the elements and aspects of ESP course design and their applications to curriculum development in the particular occupational and cultural context of the Saudi National Guard School of Signals. Target and learning situation surveys of the perceptions of the programme’s various stakeholders, together with non-participant observations in the classroom, and a number of informal interviews are performed and their results are compared, contrasted, and discussed in light of a review of literature and research in the field. Recommendations for the context are made.

Biodata

Robert has an MA in TEFL from the University of Birmingham. He has taught in various countries from the UK to Saudi Arabia, and for various institutions from universities to the national guard. These days, Robert can be found working online, teaching EAP and developing tests.

Forced to learn: Overcoming Student Apathy, a teaching experience

Abstract: Student Apathy could be considered one of the most definitive obstacles in the teaching-learning process since there’s little to no hope in teaching something to somebody who does not have the faintest interest in learning or, even worse, actively rebels against it. Despite how hopeless it may look, current technologies can foster the change of the inner schemes and mechanisms that can turn apathy into engagement.

Biodata: Rosario Velásquez’s experience with English started with attending school in the U.S. and settling in Bolivia, teaching and translating 25 years ago. She graduated Summa cum laude in Linguistics and is currently developing her guided work at the Clinical Psychology Service from the IIIPP/UMSA.