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Resilience in the context of learning English as a foreign language in Vietnam: An exploratory study using complex dynamic systems theory
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Research on learning and teaching of languages other than English in System
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Language learners’ enjoyment and emotion regulation in online collaborative learning
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The assessment of integrated functional adult education program in Oromia Regional State, Ethiopia: reflection on practice
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Classroom Technology Deployment Matrix: A Planning, Monitoring, Evaluating and Reporting Tool
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Post-editing Machine Translation in MateCat: a classroom experiment
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Herget, Katrin. - : Editorial Universitat Politècnica de València, 2021
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Socioeconomic status and university students’ perceptions of English as a professional language
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Abstract:
[EN] The study behind this paper aimed to assess the influence of the socioeconomic status (SES) on university students’ expectations of English use in their prospective career and their perceptions of English competence as a key professional skill. The sample consisted of 109 students from two Bachelor Degree courses at the University of Málaga (Spain), one in Energy Engineering and the other one in Pedagogy. An ANOVA analysis revealed that there was no statistically significant difference between the three SES groups in the sample as to their expectations and perceptions concerning English competence. However, descriptive statistics show that the participants in the lower SES group have lower expectations regarding the role of English in their future career. Additionally, the students in this group hold a lower perception of English as a key professional skill. These findings lead us to conclude that lower SES students may be less inclined to enrol in partially or fully taught English courses at university, and that their perceptions may actually be a factor in their future career prospects in areas where English is extensively used as a lingua franca. ; This study stems from the Innovation Project ‘Flipped classroom as an inclusive teaching strategy for bilingualism in higher education’, approved and financed by the Vicerrectorado de Personal Docente e Investigador de la Universidad de Málaga for the academic years 2019-2020 and 2019-2020 (ref. PIE 19-206). ; Barrios, E.; Lopez-Agudo, L. (2021). Socioeconomic status and university students’ perceptions of English as a professional language. En 7th International Conference on Higher Education Advances (HEAd'21). Editorial Universitat Politècnica de València. 335-340. https://doi.org/10.4995/HEAd21.2021.12870 ; OCS ; 335 ; 340
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Keyword:
Career prospects; Educational systems; English as a foreign language; English Medium of Instruction (EMI); Higher Education; Learning; Perceptions; Socioeconomic status (SES); Teaching
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URL: https://doi.org/10.4995/HEAd21.2021.12870
http://hdl.handle.net/10251/171504
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Research development in doctoral education: role of languages and cultures
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Pinto, Susana. - : Editorial Universitat Politècnica de València, 2021
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Suitability of Blackboard as Learning Management System to assess oral competence: Students’ perceptions and results
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Getting Our Act(ivism) Together: Understanding and Fostering Secondary and University Teacher Advocacy Collaborations
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In: Dissertations, Theses, and Student Research: Department of English (2021)
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¿Y si usamos los dos? Attitudes towards Translanguaging in an L2 Spanish Writing Course
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Promoting Inclusive Practice: Video CVs as a Teaching & Learning Tool in the Language Classroom
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Wood, Jennifer. - : Editorial Universitat Politècnica de València, 2021
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Developing a collaboration tool to give every student a voice in a classroom discussion
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In: Proceedings of the Seventh ERME Topic Conference on Language in the Mathematics Classroom ; Seventh ERME Topic Conference on Language in the Mathematics Classroom ; https://hal.archives-ouvertes.fr/hal-02970629 ; Seventh ERME Topic Conference on Language in the Mathematics Classroom, Feb 2020, Montpellier, France (2020)
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Computational Thinking in Children: The Impact of Embodiment on Debugging Practices in Programming
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Saturate, situate, synthesize: Fostering preservice teachers’ conceptual and practical knowledge for learning to lead class discussion
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The documentational approach to didactics
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In: The Documentational Approach to Didactics Multilingual project ; https://hal.archives-ouvertes.fr/hal-02494035 ; The Documentational Approach to Didactics Multilingual project, 2020, DAD-MULTILINGUAL/, ⟨10.1007/978-3-319-77487-9_100011-1⟩ (2020)
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The documentational approach to didactics ; L'approche documentaire du didactique
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In: DAD-Multilingual ; https://hal.archives-ouvertes.fr/hal-02512596 ; DAD-Multilingual, 2020 (2020)
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The documentational approach to didactics ; Документальний підхід до дидактики
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In: DAD-Multilingual ; https://hal.archives-ouvertes.fr/hal-02905655 ; DAD-Multilingual, 2020 (2020)
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The documentational approach to didactics ; 文献纪录教学论
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In: DAD-Multilingual ; https://hal.archives-ouvertes.fr/hal-02891008 ; DAD-Multilingual, 2020, ⟨10.1007/978-3-319-77487-9_100011-1⟩ (2020)
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