COMPARISON OF TEACHER’S AND STUDENTS’ RANKING OF ENGLISH FOR ACADEMIC PURPOSES SUB-TOPICS

Authors

DOI:

https://doi.org/10.17770/eid2020.1.5328

Keywords:

comparison, course advancement, course evaluation, English for Academic Purposes course, ranking, students’ ranking, sub-topics

Abstract

Ranking implemented in the English for Academic Purposes course helps in selecting appropriate sub-topics to be obtained by students. The aim of the present research is to compare teacher’s and students’ ranking of topics of the English for Academic Purposes course delivered to master of engineering students underpinning the elaboration of implications for the advancement of the English for Academic Purposes course. Research methods applied include the use of theoretical as well as empirical methods. Theoretical methods imply analysis of theoretical sources and theoretical modelling. The empirical study was characterized by its explorative nature. The empirical study was based on a survey carried out with 10 engineering master students of the Master programme “Information and Electrical Engineering” at Hochschule Wismar, Germany. The data were interpreted and summarized. The summarizing content analysis allows proposing that the students positively evaluated the majority of the sub-topics of the delivered English for Academic Purposes course. The hypothesis was formulated. Implications for the advancement of the English for Academic Purposes course were identified. Directions of future work were proposed. The novelty of the research is revealed by the formulated hypothesis as well as implications

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Author Biographies

  • Andreas Ahrens, 1Hochschule Wismar University of Applied Sciences Technology Business and Design
    Andreas Ahrens received the Dipl.-Ing. degree in electrical engineering from the University of Rostock in 1996. From 1996 to 2008, he was with the Institute of Communications Engineering of the University of Rostock, from which he received the Dr.-Ing. and Dr.-Ing. habil. degree in 2000 and 2003, respectively. In 2008, he became a Professor for Signal and System theory at the Hochschule Wismar, University of Technology, Business and Design, Germany. His main fields of interest are error correcting codes, multiple-input multiple-output systems and iterative detection for both wireline and wireless communication.
  • Jelena Zascerinska, Centre for Education and Innovation Research
    Jeļena Zaščerinska was awarded Dr. Degree from University of Latvia, Latvia, in 2011. In 2012 she became a leading researcher at Centre for Education and Innovation Research, Latvia. She received a number of research grants. In 2012-2019 she obtained expert rights from Latvian Council of Science, Riga, Latvia. In 2017 she was bestowed expert rights by National Science Centre, Krakow, Poland. Her scientific publications (about 180) indexed by such publication databases as Thomson Reuters Conference Proceedings Citations Index, DBLP, Library of Congress, etc. Since 2013 she has been actively acting as Editorial Board Member and Reviewer in international scientific journals.

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Published

17.11.2020

How to Cite

Ahrens, A., & Zascerinska, J. (2020). COMPARISON OF TEACHER’S AND STUDENTS’ RANKING OF ENGLISH FOR ACADEMIC PURPOSES SUB-TOPICS. Education. Innovation. Diversity., 1(1), 16-26. https://doi.org/10.17770/eid2020.1.5328