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... ESS group rated each piece of the generalized knowledge outlined in the English curriculum according to the perceived importance, and the HSS group evaluated how each piece of knowledge was well-acquired. The two groups' ratings on each item of this component are present in Table 5. The ESS group gave high ratings (range: 2.88-3.42) ...Similar publications
The paper addresses the group decision-making (GDM) problem involving hesitant-intuitionistic fuzzy preference relations (HIFPRs), focusing on additive consistency and group consensus analysis. Firstly, to preserve the original decision information effectively, the consistency improvement algorithm is designed to identify decision information requi...
Determining student learning outcomes is a crucial step in maintaining and improving teaching and learning quality in education. Accrediting bodies require educational institutions to develop assessment systems to analyse students learning outcomes. The main objective of this article is to discuss learning outcomes using performance indicators with...
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... Given the reliance on textbooks by many teachers, this study will focus on developing an Egyptian EFL curriculum for secondary stage using the CLIL approach and providing an assessment checklist. The literature review e.g., López-Medina (2021(;Hwang & Kim )2019(;Brown )1989) shows that there are three traditional methods for choosing and assessing EFL textbooks in line with CLIL standards. 1) ...
... Therefore, it is clear from the study's findings that it only considers societal factors. Some researchers in Malaysia and Saudi Arabia have conducted EFL curriculum analysis, particularly the EFL reading curriculum.The analyses in Malaysia focus on the theories, different teaching and learning methods, and the functions of L2 reading instructions as they are mirrored in the Malaysian EFL secondary reading curriculum(Hwang & Kim, 2019). The analysis in Saudi Arabia centers on determining the degree of cognitive demands that reading tasks should have for students in academic and foundational programs(Alshahrani et al., 2022). ...
This study aims to map the literature course in the undergraduate curricula of English as a Foreign Language (EFL) education in Asia, particularly in Indonesia, Thailand, and Taiwan[1], and analyze the literature course mapping in the Indonesian, Thai, and Taiwanese undergraduate curricula of EFL education. The significance of the study lies in its contribution to the structure of the undergraduate curriculum of EFL education, addressing global higher education challenges in the twenty-first century. This research employed a case study approach in Asia involving quantitative mapping of curricula documents from several universities in Indonesia, Thailand, and Taiwan, followed by qualitative analysis of curricula documents. The results indicate that, on average, the twelve target universities allocate 6% of the total obligatory completed semester credits to the literature course for a Bachelor of Teaching degree. Most of these universities position the literature course at a moderately low level with their curricula. Ideally, the literature course allocation could be increased to 15% if the linguistics and general language skills course group is also set at 15%, while the elective course group should be at 6%. Since the data were validated using time triangulation, future research should explore additional data validation techniques, such as in-depth interviews or questionnaires. [1] Taiwan is a part of China.
... Arabic language curriculum evaluation is vital for curriculum design and development as well as its leaning outcomes. It is undertaken in order to ensure that the Arabic language learners' needs and interests are adequately addressed (Hwang & Kim:2019).. Thus, evaluation of Arabic language curriculum has become very common in all Arabic language contexts. This has coincided with the efforts of the educational authorities to adopt recent technological innovations like artificial intelligence in curriculum evaluation to ensure better, quicker more consistent , objective and accurate evaluation. ...
The integration of Artificial Intelligence (AI) in teaching the Arabic Language (A L), particularly in the realm of Arabic language curriculum evaluation has marked a momentous from traditional evaluation approaches. Therefore, the study aimed to highlight how to integrate artificial intelligence into Arabic language curriculum evaluation. It sought also to show how AI applications can be utilized to provide consistent and unbiased evaluation outcomes. The descriptive method was adopted, wherein the most relevant literature and related studied were reviewed. Two types of Arabic language curriculum evaluations were addressed, namely, internal and external evaluations. Findings of the study revealed that AI applications like Automatic Evaluation Systems, AI Chatting Robots, Neural Machine Translation Tools, Intelligent Virtual Environment, Affective Computing (AC) in ITSs and Intelligent Tutoring Systems (ITSs) can be utilized to make the evaluation process more flexible, interactive, collaborative, valid. recursive and free of personal preferences and impressions. Findings also showed that AI applications are easy to use by trained educators, teachers, other stakeholders and student and provide immediate evaluative feedback. These findings adduce the importance of incorporating AI tools into Arabic language curriculum evaluation.
... Long (2005) and Watanabe (2006) admit that students are major stakeholders of the curriculums and hence their specific needs of the curriculum cannot be overlooked. Hwang & Kim's (2019) findings also assure that it is of the key importance of considering students' perception and evaluation of the curriculum. They suggest that the curriculum needs to be modified and implemented in a way that motivates students to participate in classroom activities more actively. ...
An orthodox curriculum for teaching English as a Second Language (ESL) is determined upon a comprehensive needs analysis thus optimally accommodating the demands of all the stakeholders including the learners. Though explicitly accommodated in the curriculum in its delivery, individual differences contrive some learners to achieve greater aptitude while others are forced to remain non-starters. This needs analysis is a response to admit the demands of a such sample of non-starter learners. The exploration seeks baselines to materialize a scaffolding English for specific purpose curriculum solution. Eighteen non-starter engineering apprentices of a Sri Lankan university were subjected to the needs analysis via the tools of; a preliminary dialogue; a diagnostic test of linguistic demands; and a questionnaire survey. The data collected underwent a qualitative thematic nature analysis catering to the exploratory purpose of learner needs. Learners' limited exposure to vocabulary and genres were the challenges behind the non-starter status extended by a grammar knowledge gap and the deficit of aptitude in strategies to master the four skills of language. The diagnostic test of linguistic demands manifested a profile of the linguistic demands included in the prospective curriculum shedding clear light on the required portions of each component of linguistic content. The force of intrinsic motivation over extrinsic aspects held by the learners confirmed that the learners' less effective motivation corresponds with less drive for language learning. These findings inform the need to locate the objectives of the curriculum and determine the content, themes, tasks, and assessment of learners' interests. The study implies that a needs analysis of the beneficiary learners with precise data collection tools attuned to the scaffolding scopes suffices to serve as the baseline for the development of a language skills curriculum.
... The current educational curriculum in Ghana is cited as a source of primary concern by teachers due to a high workload, a lack of teaching materials, and lengthy class periods (Aboagye & Yawson, 2020). Students' fears regarding the difficulty of the English curriculums have been examined as they progress through the educational system in a study of English as a foreign language in South Korea (Hwang & Kim, 2019). Other results showed that students were dissatisfied with the instructional program content because it did not meet their stated objectives (Akpur et al., 2016b). ...
Curriculum evaluation is critical to identify the weaknesses and strengths. Measuring students' satisfaction and analyzing their experiences is an effective tool for curriculum development. Purpose: Evaluate Health Informatics (HI) curriculum from learners' experience in multiple universities in Saudi Arabia. Methods: a cross-sectional study using a survey distributed via Twitter, WhatsApp, and Telegram. Result: a total of (N = 252) participants, Male and Female, with different universities and study levels (Diploma, Bachelor, and Master's) were involved in the study. Among the total number of participants (252), female participants (153) are higher than male participants (99). Furthermore, 79% (200 out of 253) of the students experienced psychological pressure and a lack of understanding of the field. 43.7% (110 out of 252) indicated that the time was compatible to finish chapters in the courses. Conclusion: On a national and international scale, health informatics education faces several challenges; required actions to improve the curriculum must be evaluated continuously to achieve the goals and objectives.
Bu araştırmanın amacı, 2018 yılında güncellenen 2. sınıf İngilizce öğretim programını Stufflebeam'in Bağlam-Girdi-Süreç-Ürün (BGSÜ) Modeline göre değerlendirmektir. Karma araştırma yönteminin kullanıldığı bu araştırmada, eş zamanlı iç içe geçmiş desen kullanılmıştır. Araştırma, küme örnekleme yöntemi ile belirlenen ve Van ilindeki ilkokullarda görev yapan 100 İngilizce öğretmeniyle yürütülmüştür. Araştırmada "2. Sınıf İngilizce Öğretim Programını Değerlendirme Anketi" ve "Yarı-Yapılandırılmış Görüşme Formu" kullanılmıştır. Verilerin analizinde frekans, yüzde, aritmetik ortalama ve betimsel analiz tekniği kullanılmıştır. Araştırma sonucunda öğretmenlerin genel olarak bağlam boyutuna ilişkin madde ifadelerine orta düzeyde katıldıkları ve programa ayrılan sürenin yetersiz olduğu, programın uygulanabilmesi için ilkokullardaki fiziki koşulların ve olanakların elverişli olmadığı sonucuna ulaşılmıştır. Öğretmenler girdi boyutuna ilişkin madde ifadelerine orta düzeyde katılmakla birlikte öğrenci, öğretmen ve program özelliklerinin programın uygulanması için yeterli olduğunu, fakat eğitim materyallerinin programın amacına uygun olmadığını belirtmişlerdir. Öğretmenlerin süreç boyutuna ilişkin madde ifadelerine yüksek düzeyde katıldıkları, İngilizce öğretme-öğrenme sürecinde uygulamalı etkinliklere, dinleme, konuşma ve yazma etkinliklerine, ölçme-değerlendirme etkinliklerine yer verdikleri ve öğretmenlerin bu süreçte bazı zorluklar yaşadıkları sonucuna ulaşılmıştır. Öğretmenlerin ürün boyutuna ilişkin madde ifadelerine ise orta düzeyde katıldıkları ve programın öğrencilerin İngilizce öğrenmeye ilişkin motivasyonlarını artırmakla birlikte program sonunda öğrencilerin dil becerilerinin tam anlamıyla gelişmediğini düşündükleri sonucuna ulaşılmıştır.
Effective communication in the English language is important for the academic, professional and social needs of B.Ed. students/pre-service teachers. Previous research had inferred that B.Ed.students felt difficulty in communication for which methods and modules were suggested; however, the curriculum has not been evaluated for its effectiveness. The present study has explored ELT teachers' perceptions about the effectiveness of the B.Ed. (Hons) 4 year curriculum's (2012) two English core courses regarding students’ speaking and writing skills in public universities and colleges of Sindh,Pakistan, using Stufflebeam’s CIPP model. The data was collected from four purposively selected samples through focus group discussion (FGD) and analyzed using thematic analysis. The findings revealed that the curriculum needs revision through the inclusion of objectives, an evaluation scheme and a balanced focus on language skills. The identified challenges and issues were students’ weak language learning background, lack of teachers’ training, lack of time and lack of infrastructure.
This study aims at investigating the students’ needs analysis in learning Research in Linguistics at a university in Indonesia. Its main focus is on the students’ academic needs including difficulties of the materials, learning methods, styles and goals, level of understanding on linguistic research issues, course planning, instructional materials and practices, and evaluation. Using descriptive analytical method, a set of questionnaires was employed in Likert-scale formula. It encompassed samples of 105 learners of English Letter’s study program of the university. To validate the finding of the questionnaire, semi-structured interview to the lecturers and the students were also conducted. It results in that the leaners need; 1) the suitability of the materials composition for learners’ need; 2) using group discussion method in learning activity; 3) a step-by-step process to support practical experience in collecting and analyzing data; 4) Overtly relating components of an academic journal article to the elements of developing a research project. The study ends with a recommendation for composing course materials of Research in Linguistics suited with the afore-mentioned findings.
