British Council & UET Centre Research Project: English - PowerPoint PPT Presentation

British Council & UET Centre Research Project: “English Language as an instrument for university students’ academic and professional achievements” Nevila Xhindi, PhD Blerjana Bino, PhD Candidate Ketrina Çabiri, MA

Research rationale and significance  Within the framework of the collaboration UET – British Council  Motivated by personal academic background and professional experience in HE sector of the researchers  Informed by the belief that HE is an essential instrument of progress in the global network society – information and knowledge-driven whereby the English Language is of paramount importance  Inspired by the recent developments in the National and European level on HE: on-going transformations and challenges  Aiming at the enhancement of university students’ capacities and competences  Promote best practices drawing from the European University of Tirana – linking quality education, research and development – engaging students in university operations and extra-curricular activities

Research Aim Principal aim of the research project:  to investigate the ways in which the use, teaching and learning of the English Language in the HE system in Albania could be developed in order to contribute to the students’ academic and professional achievements at the national and European level. Key themes: Development of the English Language in higher education settings; Students’ academic and professional achievements

Research Objectives • to explore the foreign language policy at the HE system in Albania: map the use of the English Language and provide an analysis of its status and relevance; • to conduct a needs analysis into the English language use in the HE: challenges faced by teachers of English for academic purposes; the acquisition and learning practices of university students; • to explore the extent and ways in which the English Language impacts students’ learning outcomes and their academic and professional achievements • to provide insights based on students and staff perspectives regarding the design of tailored support for the development of the English Language in the academic context.

Research Question(s) Central research question: ‘ In what ways could the English Language be developed in the HE system in order to contribute to the academic and professional achievement of university students?’ Sub-research questions: • ‘How is the English Language positioned in higher education system and educational policy in Albania?’ • ‘What are the main challenges of students and lecturers in regards to the use of the English Language in higher education system?’ • ‘In what ways and to what extend does the English Language impact university students’ academic and professional achievements?’

Research Methodology  Small scale project - Analytical research – qualitative approach  Documents analysis - to map the use of the English Language in the HE system and explore the educational policy in regard to the EL  Focus groups with BA, MA and Doctoral students – to collect in-depth data on the practices of teaching English, students’ acquisition competencies and learning outcomes; explore the impact of EL on academic and professional achievements  In-depth interviews with university lecturers, teachers and researchers – perspectives on EL and academic and professional achievements

HE and English Language  Policy framework and approaches in the HE system in Albania towards the use of English language:  Institutions: MoES, PAAHE, CHES etc.;  Legislation: Law on Higher Education;  Educational policy;  National Strategy on Higher Education;  Intervention programmes and academic curricula development  Needs analysis: English Language in HE system:  challenges in teaching methodology;  Challenges in learning practices of English for academic purposes in higher education settings

English Language – Academic & Professional Achievement  The relevance of English language in academic and professional achievements of university students  Exploring the use of English Language for academic and professional purposes amongst university students: merits and constraints  Students and educators’ perspectives on the development of the English Language in academic context  Future research

Key issues  A positive teaching and learning environment – University culture and academic management  organisation of teaching and learning  positive teaching and learning community  Teachers of the English Language  Capacities, competencies and preparation  Language proficiency  Motivation to teach well and be responsive to the characteristics and learning paces of their students  Professional development

Key issues  Mode and pace of learning – different learning strategies  English Language Learning students with strong aptitude, motivation and first language skills are more successful in English proficiency;  Provide opportunities for English Language Learners to produce written work, oral presentations and engage in debate and exchange of ideas;  Some students learn in solitude, others value more group work as such collaborative learning tools should be applied  Customized learning strategies and be responsive to students’ needs

Key issues  English Language Testing  Acceptable level of English proficiency as a condition for graduation: BA and PhD Studies  English language proficiency is viewed as a variable, or continuum, with gradual, individual progress  English Language proficiency – academic and professional achievement  Every day English and academic English  Course work, assignments, research, extra-curricular activities; career and study prospects;  English-language proficiency is not static but changes

Key issues  English language as essential for study, research, extra-curricular activities, career development;  Teaching methodology: application of new and alternative instruments to improve teaching delivery and link to students’ needs  University students interest in the study of English Language: investment in terms of financial resources, time and efforts;  Family, colleague and peer guidance and support;  University students engagement in enhancing the study experience: use of alternative learning tools;  Short language courses abroad: UK and Malta

 Students and educators’ perspectives on the development of the English Language in academic context:  Investing in the qualification of educators, teachers, lecturers of the English Language;  Providing extra-hours or additional courses for English for Academic Purposes based on the programme of study, for instance Legal English, Business English, English for Social Sciences;  Encourage the delivery of lectures in English;  Organisation of extra-curricular activities such as open lectures, seminars, workshops whereby the participants deliberate in English;  Learning about the English culture through art and cinema;  Information and support with the application process to study English in UK;  British Council – more visible to students and young professionals with information and guidance about applications;  Need for financing studies in UK: scholarships for short stay;  The use of ICTs to develop alternative teaching and learning mechanism

Future research  The ability to speak and write in English is a crucial predictor of academic success, professional development and therefore later socioeconomic success.  English as any other language is a complex process and involves a multitude of individual, family, community, educational and socio-cultural factors.  In order to reduce the achievement gap amongst students it is necessary to conduct research that includes them in the analysis, explores in depth the challenges they face in language acquisition and addresses their abilities to master academic English.