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摘要：Program evaluation, a crucial process in ESP, ensures adequate planning, implementation, and continuous improvement of the program. Despite its importance, the literature related to ESP program evaluation is still scarce and somewhat dated. The present paper describes a combined, updated model for ESP program evaluation and reports on how the model worked when it was applied to evaluate an ESP program in a university in Taiwan. To update the model for higher education ESP program evaluation, this research combined Hutchinson and Waters' 1987 model and the comprehensive framework for foreign language (FL) program evaluation developed by Watanabe, Norris, and Gonzalez-Lloret (2009), while also incorporating recent findings from emerging research on ESP learning and teaching that include topics such as authenticity, learner autonomy and learning transfer. When the model was applied to evaluate a university ESP program, the findings enabled the researchers to identify strengths and weaknesses of the updated model. It is the researchers' hope that the discussions of both the updated model and the evaluation process provide valuable insights into the design and implementation of ESP program evaluation. [Copyright The American University; published by Elsevier Ltd.]

摘要：Autonomy is an important educational goal in international universities in countries with Confucian heritage cultures, such as Vietnam. However, approaches taken to support autonomy can sometimes be limited by over-generalizations about culture, dependence on pre-packaged materials, and a focus on technical practice. This can result in the slow development of learner autonomy. We report on an attempt to stimulate autonomous practices among EAP learners in Vietnam. This collaborative action research first focused on discovering how learners perceived and experienced autonomy, with data collected through questionnaire and focus groups. Data were analysed and discussed with teachers, autonomy levels identified, and strong autonomy-supporting strategies selected for use. Priorities included developing goal setting and self-reflection. An independent learning journal that included focused autonomy-supporting tasks was developed, trialled, and evaluated. Although this was a small-scale intervention, it provided evidence that socially mediated support for autonomy can help Vietnamese university learners take greater control over their own learning. Adapted from the source document

摘要：Research and discussion on plagiarism have focused predominantly on ESOL students with little attention paid to ESOL teachers. This article reports a study of Chinese university English lecturers' knowledge of and stance on two intertextual practices (i.e. unacknowledged copying and unattributed paraphrasing) regarded as plagiarism in Anglo-American academia, and, consequently, in the wider international academic community. Drawing on 117 Chinese university English lecturers' ratings of three short English passages and open-ended justifications of their ratings, the study found that around two-thirds and two-fifths of them recognized unacknowledged copying and paraphrasing as plagiarism, respectively, and held clearly punitive attitudes towards detected plagiarism. It also revealed that while there was a broad consensus of opinion about unacknowledged copying, understandings of unattributed paraphrasing appeared divergent and ambivalent. These findings not only call into question essentialized views of plagiarism that stereotype cultures as either condoning or condemning plagiarism but also suggest a need to raise Chinese university English lecturers' awareness about Anglo-American notions of plagiarism. Adapted from the source document

摘要：Research on preparing language teachers for blended teaching of summary writing, a mix of on-site and online instruction for college students to grasp the gist of the texts, is scarce in higher education. This study examined the problems encountered and solutions proposed by six language teachers, who altogether instructed 214 college students on summary writing. The findings of this study are based on content analyses of the teachers' interview transcripts, the teachers' observation of college students' progress in on-site and online instruction, and the interactions among the students recorded in the log files of the online system. The results show that the language teachers' problems in blended teaching of summary writing fell into three categories: instructional processes, community concerns, and technical issues. The four main themes that emerged from the three categories include the following: (1) the changing roles of the teachers and students, (2) little sense of community building, (3) lack of training in blended teaching of summary writing, and (4) an unfamiliarity with the new systems or technologies. The language teachers' perspectives on solving these problems were to (1) distinguish the significant differences between on-site and online language teaching contexts, (2) identify strategies and techniques to facilitate students' blended learning in summary writing, and (3) develop community building skills to encourage teachers and students to actively participate in collaborative learning. These solutions shed light on the preparation of language teachers in blended teaching of summary writing. Adapted from the source document

摘要：This paper will describe pedagogical approaches for re-purposing an open educational resource (OER) designed and produced by the Deutsche Welle. This free online program, Deutsch Interaktiv, consists of authentic digital videos, slideshows and audio texts and gives a contemporary overview of the culture and language in Germany, Austria and Switzerland. The program was designed for the public domain and primarily for self-study and focused on developing the students' listening and reading skills. However, we will describe how in this study, the OER program was integrated into college credit courses for elementary German at the University of Pennsylvania to provide the themes and grammar topics for live online class sessions and out-of-class asynchronous assignments, which included the use of blogs for essays, Facebook for shorter written assignments and Wimba Voiceboards for oral practice. In addition, this article will show how Deutsch Interaktiv ultimately influenced educational practice in the online classroom and within the context of interactionist learning theories. Adapted from the source document

摘要：This paper examines a sample of online discussion data from the course forum for the large-scale beginners' Chinese course offered by the UK Open University. This forum is open to all registered students, their participation is completely voluntary and they (rather than tutors) initiate communications. The aim of this study is (i) to seek to establish the nature, patterns of use and functions of forums amongst distance language learners of beginners' Chinese; (ii) to provide a greater understanding of the role and the significance of learner participation in online forums, and how forums contribute towards Chinese language learning and (iii) to offer a fresh perspective on the understanding of distant Chinese language learning experience, involving a relatively under-reported group of learners. Quantitative data collected from questionnaires and qualitative data from interviews were analysed together with the routine forum data. The analysis indicates that most students had a very positive experience of the forum. The sense of belonging to a group with the same shared goal of learning Chinese helped them deal with the challenges of learning Chinese. They perceived the online discussion forum as a virtual meeting place where they could find support and help, and where they could share their learning experiences, resources, difficulties and frustrations as well as sense of achievement. The analysis also shows that the forum played a very important role in creating course cohesion, supporting the learning of Chinese and making the learning process enjoyable and fun. Adapted from the source document

摘要：This article explores the value of judiciously used first language (L1)-to-second language (L2) translation in meaning-focused, advanced-level academic language education. It examines languaging in the teacher-led discourse (TLD) that arises when translation tasks are used and compares it to languaging during the TLD engendered by 4 other grammar-focused tasks. Data were collected in 3 different groups of students who were taught by the same teacher within a functioning university course in English at a Swedish university. Quantitative and qualitative analyses of audio-recorded lessons revealed that translation tasks led to (a) particularly high levels of student-initiated referential questions that break the initiation-response-feedback pattern and (b) a less-frequent focus on targeted L2 grammar as student attention tended to be drawn to vocabulary. Qualitative analysis of teacher scaffolding suggests that the teacher used translation to create a forum for student-centered discussion of various aspects of English language use in order to meet one of the course goals. The relatively strong presence of student-initiated interaction suggests that translation may have particular potential to engender student activity. It is argued that translation, therefore, may have an important, yet limited, place in academic-level language education where knowledge of the L1 is shared.

摘要：This study investigates contextual features surrounding the use of a first language (L1) in a Japanese university English-as-a-foreign-language (EFL) course during peer interaction in the extended preparation phase leading up to two oral presentation tasks (OP1 and OP3), performed seven months apart. Interaction data were analysed in terms of the amount of L1 production, the distribution of L1 use within and across tasks and dyads, and the focus of learner talk. Contextual influences on L1 use were also investigated. The amount of L1 use increased from OP1 to OP3 and the overall proportion of L1 talk was higher than that found in previous studies. Within dyads, learners generally used less L1 over time. This was attributed to the shifting focus of talk from procedural to content-creation activity. Some learners were consistently high or low users of L1, while others varied. Variability was attributed to differences in second language (L2) proficiency, levels of engagement with the task and/or interlocutor, and the negotiation of task control and pedagogic roles within a dyad. Finally, it was found that the language chosen for the initial utterance of an exchange may influence that of following utterances. The results support the contention that L1 use emerges naturally in classroom discourse and that attempts to influence it should involve raising awareness of contextual conditions surrounding its emergence.

摘要：Although it has existed for many decades in the national curriculum of U.S. higher education, the study of languages for business purposes has lacked a more serviceable and academically communal name -- a more rigorous toponymic identity -- by which to identify itself as a theory-based field of scholarship. The intention here is to propose for consideration a name modification for an existing field and provide some reflections regarding its evolution, theory, and method. In keeping with the rise of interdisciplines in other "studies" programs, business language's empirically definable domain of inquiry, pedagogy, and curriculum development should more appropriately be known as Business Language Studies (BLS). Further consideration of intrinsic theory is strongly encouraged to complement the extensive work already done in extrinsic and applied BLS, given that the development of methods and methodology has far outstripped theoretical considerations per se, the latter of which are now warranted to anchor the field more adequately in U.S. higher education. It is time for greater attention to be focused on the articulation of a broader, more systematic, theory-based BLS research agenda that breaks new ground and provides additional insights into the decisive roles of language and culture in a highly competitive global economy. Adapted from the source document

摘要：Community service learning (CSL) is a type of experiential learning that blends specific course content with real-world applications and ties them together through structured reflection. It is an ideal pedagogy for 21st-century language for specific purposes (LSP) programs. This article frames that argument around sociocultural theory, moves to a discussion of existing models, materials, and research, and describes the relevance of CSL and LSP to the contexts of higher education, communities beyond campus, and professional workplaces. Challenges to the implementation of CSL and LSP programs include resistance to interdisciplinary work, increasing dependence on income-generating models, and historical lack of campus-community engagement. The article concludes with a description of current needs and priorities, such as the development of models and standards for CSL and LSP, as well as an agenda for advancing the disciplines within institutions of higher education. Adapted from the source document

摘要：This article reports the results of a national survey of LSP offerings in U.S. higher education conducted during 2011. The survey updates one carried out by Christine U/ber-Grosse and Geoffrey M. Voght in 1990. The data provide: (a) a profile of institutions that offer LSP; (b) an overview of the number, type, level, and enrollment in LSP courses; (c) perceptions about the attitudes of chairs (and departments) toward these courses; (d) a prioritization of the reasons for adding or discontinuing LSP courses; (e) partnerships with other professional units; (f) a measure of the growth of the field with projections for the future; (g) offerings beyond the course level (degree tracks, minors, certificates); and (h) the tenure status and primary fields of specialization of LSP instructors. The data show that while the overall offerings of LSP have remained relatively stable at 62%, the sophistication and variety of offerings have become deeper and more focused in response to broader needs. LSP is solidly established as another curricular option, beside literature, cultural studies, and linguistics, in institutions where students demand it, thus providing the students who are motivated to enter these fields with valuable applied skills in both language and cultural understanding. Adapted from the source document

摘要：This study focused on the interface between classroom assessment and learning motivation, in particular, whether and how classroom tests and grades motivated student effort. In a university in Taiwan, six English as a Foreign Language teacher interviews were conducted, and 744 student surveys, accompanied by 289 more detailed written opinions, were gathered and analyzed. It was found that teacher considerations in designing classroom tests and assigning nontest grades were associated with intentions to ensure student efforts. Students were generally alert to grade-related requirements but reacted differently. Many indicated the effectiveness of tests in inducing student effort but felt ambivalent about being pushed to study by tests and grades. Teachers should avoid actually demotivating students when their original aim was to motivate. Adapted from the source document

摘要：Although the influence of learner beliefs on performance and satisfaction in particular instructional contexts is uncontested, empirical studies have so far concentrated on students in various geographical rather than discipline-specific settings. Starting from the premise that tertiary sector ESP students may have more in common than their choice of discipline, this study uses interviews and questionnaires to investigate first and fourth year business students' beliefs about effective language learning. The influence of students' conceptions of learning on their use of strategies is explored, and then juxtaposed with their evaluation of the reality of the business English classes. [Copyright The American University; published by Elsevier Ltd.]

摘要：English for academic purposes (EAP) has established itself as a considerable part of English as a foreign language (EFL) instruction in Iranian universities. Considering the Internet as a major educational source in EAP reading courses, it is highly important that the stakeholders have positive attitudes toward it and be aware of promises and challenges. This study was conducted to investigate the participants' attitudes toward the Internet in EAP courses for undergraduate students of civil engineering (CE) in Iran. To this end, 723 undergraduate students, 67 EAP instructors and 105 CE instructors participated in the study. Instrumentation included a questionnaire, semi-structured interviews and non-participant observation. Our analysis of the data revealed that the majority of EAP instructors, CE instructors and undergraduate students have positive attitudes toward the Internet. However, the results showed that EAP instructors do not make use of any types of Internet-based activities in their classes. Moreover, the majority of limitations in using the Internet in EAP courses were identified. It is concluded that undergraduate students of CE need training in various Internet-based skills. The findings promise implications for renewing the EAP programs. Adapted from the source document

摘要：OpenCourseWare (OCW) has received increasing attention over the past few years in higher education. These courses provide appealing opportunities to view classes taught in well-established universities worldwide. The current study aims to examine how OCW lectures can serve as authentic learning materials to facilitate vocabulary acquisition for learners learning English as a foreign language (EFL). It further investigates factors that influence the effectiveness of vocabulary acquisition via OCW lectures. Three open-course lectures from MIT and Yale University, on psychology, physics, and music, were selected. Sixty-five Taiwanese college students participated in the study. The results of pre- and post-testing indicate that learners were able to gain L2 vocabulary knowledge by simply viewing an OCW lecture once. Level of vocabulary (academic vocabulary, technical vocabulary and low-frequency vocabulary) was found to be the most influential factor affecting vocabulary acquisition through OCW lectures. In addition, learners improved more on technical words than on academic ones. Verbal elaboration was also an important factor affecting vocabulary acquisition; the more explicit the elaboration is the greater the vocabulary gain. Frequency of occurrence, on the other hand, had positive but relatively small effects on learners' vocabulary gain. Adapted from the source document

摘要：Many computer-assisted language learning (CALL) studies have found that teacher direction can help learners develop language skills at their own pace on computers. However, many teachers still do not know how to provide support for students to use computers to reinforce the development of their language skills. Hence, more examples of CALL activities need to be offered to language teachers to help them use the computer in various teaching contexts. This article explores how teachers provide support to help students use CALL programs efficiently to improve their listening and speaking skills when learning English in pre-sessional courses in the higher education context. This discussion examines the perspective of both teachers and students through questionnaires, interviews and observations in the computer labs of two universities in the UK. The findings suggest several potential ways that teacher assistance may help students use computers more effectively for their language practice. Adapted from the source document

摘要：This paper reports a project in which researchers at universities in Japan explored the use of Mobile Assisted Language Learning (MALL) practices by developing a learning module intended to help improve students' scores on the TOEIC Listening and Reading Tests. MALL practices are currently being developed at universities in Japan because almost all students have mobile phones, many of them have had informal learning experiences with mobile devices, and students are integrating the communication and information gathering capabilities of mobile technology into their own lifestyles. The private nature of mobile phone communication may create barriers when students are asked to use personal mobile phones for school-centered learning activities. In this study a Nintendo DS mobile was used because it was affordable and students were familiar with this device for game playing and learning activities. In addition, because this device does not have the same telephone, messaging, and Internet functions that have made mobile phones an integral part of students' private lives, a device such as the Nintendo DS may be a neutral mobile platform for the development of MALL activities which could later be adapted and transferred for use on private mobile phones. The primary aim of this study was to discover whether certain MALL practices would foster an advanced form of self-study, self-regulated learning (SRL). In SRL students take responsibility for arousing and sustaining their own motivation in order to make, carry out, and evaluate strategic learning plans. It was concluded that the use of the MALL learning module encouraged study without teacher intervention, i.e., self study, in terms of time spent on learning tasks, levels of satisfaction derived from the tasks, and self-measured achievement. Furthermore, SRL was observed in terms of the specificity of the goals, the customized creation of learning tasks and their in-class applications. Adapted from the source document

摘要：This study tracked gender differential item functioning (DIF) on the English subtest of the Korean College Scholastic Aptitude Test (KCSAT) over a nine-year period across three data points, using both the Mantel-Haenszel (MH) and item response theory likelihood ratio (IRT-LR) procedures. Further, the study identified two factors (i.e. reading strategy and perceived interest) that explained a portion of the variance in the magnitude of gender DIF via a series of multiple linear regression analyses. The results indicated (1) an interaction between item type and gender DIF and (2) a significant relationship between gender differences in the examinee's perceived interest in test items and the magnitude of gender DIF. The study discusses the results based on previous DIF research and presents pedagogical implications and some avenues for further research. [Reprinted by permission of Sage Publications, Ltd., copyright holder.]

摘要：Pseudowords, or non-real words, were introduced to the Yes/No (YN) vocabulary test format to provide a means of checking for overestimation of word knowledge by test takers. The purpose of this study is to assess the assumption that more pseudoword checks (false alarms) indicate more instances of overestimation of word knowledge in YN tests. Thirty English classes in five different Japanese universities with TOEIC(TM) scores ranging from 230 to 730 participated (n = 490). YN test results were compared with a multiple-choice test of the same 96 real words to provide a way to check directly for instances of underestimation and overestimation of word knowledge on the YN tests. Results showed that students from the higher proficiency universities had a slightly higher pseudoword false alarm rate than students from the lower ability universities (4.28% and 3.96%, respectively). However, overestimation rates were considerably lower for these same students from the higher proficiency universities (3.24% and 5.67%, respectively). This discrepancy between false alarm rates and overestimation rates questions the value of pseudowords for measuring overestimation in YN vocabulary tests when student ability levels differ significantly. [Reprinted by permission of Sage Publications, Ltd., copyright holder.]

摘要：This study examined the relationship between scores on the TOEFL Internet-Based Test (TOEFL iBT(TM)) and academic performance in higher education, defined here in terms of grade point average (GPA). The academic records for 2594 undergraduate and graduate students were collected from 10 universities in the United States. The data consisted of students' GPA, detailed course information, and admissions-related test scores including TOEFL iBT, GRE, GMAT, and SAT scores. Correlation-based analyses were conducted for subgroups by academic status and disciplines. Expectancy graphs were also used to complement the correlation-based analyses by presenting the predictive validity in terms of individuals in one of the TOEFL iBT score subgroups belonging to one of the GPA subgroups. The predictive validity expressed in terms of correlation did not appear to be strong. Nevertheless, the general pattern shown in the expectancy graphs indicated that students with higher TOEFL iBT scores tended to earn higher GPAs and that the TOEFL iBT provided information about the future academic performance of non-native English speaking students beyond that provided by other admissions tests. These observations led us to conclude that even a small correlation might indicate a meaningful relationship between TOEFL iBT scores and GPA. Limitations and implications are discussed. [Reprinted by permission of Sage Publications, Ltd., copyright holder.]