English for Specific Academic Purposes: The Need for ICT and Reconstruction

Yahya Dkhissi

doi:doi:10.11648/j.ijla.s.2014020601.11

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English for Specific Academic Purposes: The Need for ICT and Reconstruction

Yahya Dkhissi

Published in International Journal of Literature and Arts (Volume 2, Issue 6-1)

Received: 14 July 2014 Accepted: 2 September 2014 Published: 7 October 2014

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Abstract

In most non-English speaking countries, the language is basically seen as an academic endeavor for some general or specific purposes. Teachers, academicians, syllabus designers, but not learners, are often involved in structuring, designing or promoting the curricula and teaching activities. The rationale of this paper is to integrate other contributing components to the teaching and learning of English for Specific Academic Purposes (ESAP). Authentic material, ICT, learners’ communication, task based activities, the teacher’s facilitator role, digital teaching, purpose oriented assessment, learner centered methods and project oriented curricula are the current needs of higher education in the Moroccan university. Thus, the objective of this paper is to give some new insights that might contribute in the digital change and the current needs of learning and teaching enterprise. For this purpose, a case study of teaching some linguistic and research methods courses has been conducted in the English department at Chouaib Doukkali University, El Jadida, Morocco, to evaluate to current situation, analyze the data and suggest a reconstructive model based on ICT and learners’ integration.

Published in	International Journal of Literature and Arts (Volume 2, Issue 6-1) This article belongs to the Special Issue Discourses of Militarization and Identity: Literature of Conflict
DOI	10.11648/j.ijla.s.2014020601.11
Page(s)	1-7
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2014. Published by Science Publishing Group

Keywords

ESAP, ICT. Linguistics, Digital Teaching, Reconstructive Model

References

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[2]	Alexander, O. (2012). Exploring teacher beliefs in teaching EAP at low proficiency levels. Journal of English for Academic Purposes 11, pp99-111
[3]	BALEAP. (2008). Competency Framework for Teachers of English for Academic Purposes. Retrieved 26.05.12 from http://www.baleap.org.uk/teap/teap-competency-framework.pdf
[4]	Bell, D.E. (2005). Storming the Ivory Tower. ELT Gazette, June Issue. p7.
[5]	Bell, D.E. (2007). Moving Teachers from the General to the Academic: Challenges and Issues in Teacher Training for EAP. In T. Lynch & J. Northcott (Eds). Symposia for Language Teacher Educators: Educating Legal English Specialists & Teacher Education in Teaching English for Academic Purposes. Proceedings of IALS Teacher Education Symposia, 2004 and 2006. Edinburgh: Edinburgh University.
[6]	Braskamp, L. A. (2000). Toward a more holistic approach to assessing faculty as teachers. In K. E. Ryan (Ed.), Evaluating teaching in higher education: A vision for the future. New directions for teaching and learning, 83, 109-123. San Francisco, Ca: Jossey-Bass.
[7]	Braskamp, L. A., & Ory, J. C. (1994). Assessing faculty work: Enhancing individual and instructional performance. San Francisco, CA: Jossey-Bass.Centra, J. A. (1993). Reflective faculty evaluation. San Francisco, CA: Jossey-Bass.
[8]	Chang, T.S. (2001). The effect of system administration on faculty attitudes toward student ratings. Hualien, Taiwan: National Hualien Teachers College.
[9]	Chick, K. (1996). ‘Safe-talk: collusion in apartheid education.’ In H. Coleman (ed.), Society and the language classroom. Cambridge: Cambridge University Press.
[10]	Cohen, P. A. (1981). Student Ratings of Instruction and Student Achievement: A Meta-Analysis of Multisection Validity Studies. Review of Educational Research. 51, 281-309.
[11]	Cuseo, J. (n.d.). The case for student evaluation of college courses. Policy Center on the First Year of College. Retrieved May 27, 2002, from http://www.brevard.edu/fyc/fya/CuseoLink.htm
[12]	Dudley-Evans, T. and St. John, M.J. (1998) Developments in English for Specific Purposes. A multi-disciplinary approach. Cambridge: Cambridge University Press.
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[14]	Flowerdew, J. and Peacock, M. (2001). Research Perspectives on English for Academic Purposes. Cambridge: Cambridge University Press.
[15]	Halliday, M. A. K. (1994). An introduction to functional grammar, 2nd edn. London Arnold.
[16]	Hutchinson, T. and Waters, A. (1987) English for Specific Purposes. A learning-centred approach. Cambridge: Cambridge University Press.
[17]	Hyland, K. and Hamp-Lyons, L. (2002) ‘EAP: Issues and directions’ In Journal of English for Academic Purposes 1, pp1-12.
[18]	Jordan, R. R. (1997) English for Academic Purposes. A guide and resource book for teachers. Cambridge: Cambridge University Press.
[19]	Krzanowski, M. (2001). S/he holds the Trinity/UCLES Diploma: Are they ready to teach EAP? Retrieved 26.05.12 from http://www.baleap.org.uk/pims/pimreports/2001/bath/krzanowski.htm
[20]	Sharpling, G. (2002). Learning to Teach English for Academic Purposes: Some current training and development issues. ELTED 6, pp82-94
[21]	Strevens, P. (1988). ESP after 20 years: A reappraisal. In ESP: State of the Art, M. Tickoo (Ed.) pp1-13. Singapore: SEAMEO Regional Language Centre.
[22]	Vygotsky, L. (1978). Mind in society: the development of higher psychological processes. M. Cole, V. John-Steiner, S. Scribner and E. Souberman (eds). Cambridge, MA: Harvard University Press.
[23]	Watson Todd, R. (2003). EAP or TEAP? Journal of English for Academic Purposes 2, pp147-156.

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Yahya Dkhissi. (2014). English for Specific Academic Purposes: The Need for ICT and Reconstruction. International Journal of Literature and Arts, 2(6-1), 1-7. https://doi.org/10.11648/j.ijla.s.2014020601.11

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Yahya Dkhissi. English for Specific Academic Purposes: The Need for ICT and Reconstruction. Int. J. Lit. Arts 2014, 2(6-1), 1-7. doi: 10.11648/j.ijla.s.2014020601.11

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AMA Style

Yahya Dkhissi. English for Specific Academic Purposes: The Need for ICT and Reconstruction. Int J Lit Arts. 2014;2(6-1):1-7. doi: 10.11648/j.ijla.s.2014020601.11

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@article{10.11648/j.ijla.s.2014020601.11,
  author = {Yahya Dkhissi},
  title = {English for Specific Academic Purposes: The Need for ICT and Reconstruction},
  journal = {International Journal of Literature and Arts},
  volume = {2},
  number = {6-1},
  pages = {1-7},
  doi = {10.11648/j.ijla.s.2014020601.11},
  url = {https://doi.org/10.11648/j.ijla.s.2014020601.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijla.s.2014020601.11},
  abstract = {In most non-English speaking countries, the language is basically seen as an academic endeavor for some general or specific purposes. Teachers, academicians, syllabus designers, but not learners, are often involved in structuring, designing or promoting the curricula and teaching activities. The rationale of this paper is to integrate other contributing components to the teaching and learning of English for Specific Academic Purposes (ESAP). Authentic material, ICT, learners’ communication, task based activities, the teacher’s facilitator role, digital teaching, purpose oriented assessment, learner centered methods and project oriented curricula are the current needs of higher education in the Moroccan university. Thus, the objective of this paper is to give some new insights that might contribute in the digital change and the current needs of learning and teaching enterprise. For this purpose, a case study of teaching some linguistic and research methods courses has been conducted in the English department at Chouaib Doukkali University, El Jadida, Morocco, to evaluate to current situation, analyze the data and suggest a reconstructive model based on ICT and learners’ integration.},
 year = {2014}
}

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TY  - JOUR
T1  - English for Specific Academic Purposes: The Need for ICT and Reconstruction
AU  - Yahya Dkhissi
Y1  - 2014/10/07
PY  - 2014
N1  - https://doi.org/10.11648/j.ijla.s.2014020601.11
DO  - 10.11648/j.ijla.s.2014020601.11
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JF  - International Journal of Literature and Arts
JO  - International Journal of Literature and Arts
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EP  - 7
PB  - Science Publishing Group
SN  - 2331-057X
UR  - https://doi.org/10.11648/j.ijla.s.2014020601.11
AB  - In most non-English speaking countries, the language is basically seen as an academic endeavor for some general or specific purposes. Teachers, academicians, syllabus designers, but not learners, are often involved in structuring, designing or promoting the curricula and teaching activities. The rationale of this paper is to integrate other contributing components to the teaching and learning of English for Specific Academic Purposes (ESAP). Authentic material, ICT, learners’ communication, task based activities, the teacher’s facilitator role, digital teaching, purpose oriented assessment, learner centered methods and project oriented curricula are the current needs of higher education in the Moroccan university. Thus, the objective of this paper is to give some new insights that might contribute in the digital change and the current needs of learning and teaching enterprise. For this purpose, a case study of teaching some linguistic and research methods courses has been conducted in the English department at Chouaib Doukkali University, El Jadida, Morocco, to evaluate to current situation, analyze the data and suggest a reconstructive model based on ICT and learners’ integration.
VL  - 2
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ER  -

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Author Information

Yahya Dkhissi

English Department, Chouaib Doukkali University, El Jadida, Morocco

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Plain Text BibTeX RIS

APA Style

Yahya Dkhissi. (2014). English for Specific Academic Purposes: The Need for ICT and Reconstruction. International Journal of Literature and Arts, 2(6-1), 1-7. https://doi.org/10.11648/j.ijla.s.2014020601.11

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ACS Style

Yahya Dkhissi. English for Specific Academic Purposes: The Need for ICT and Reconstruction. Int. J. Lit. Arts 2014, 2(6-1), 1-7. doi: 10.11648/j.ijla.s.2014020601.11

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AMA Style

Yahya Dkhissi. English for Specific Academic Purposes: The Need for ICT and Reconstruction. Int J Lit Arts. 2014;2(6-1):1-7. doi: 10.11648/j.ijla.s.2014020601.11

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@article{10.11648/j.ijla.s.2014020601.11,
  author = {Yahya Dkhissi},
  title = {English for Specific Academic Purposes: The Need for ICT and Reconstruction},
  journal = {International Journal of Literature and Arts},
  volume = {2},
  number = {6-1},
  pages = {1-7},
  doi = {10.11648/j.ijla.s.2014020601.11},
  url = {https://doi.org/10.11648/j.ijla.s.2014020601.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijla.s.2014020601.11},
  abstract = {In most non-English speaking countries, the language is basically seen as an academic endeavor for some general or specific purposes. Teachers, academicians, syllabus designers, but not learners, are often involved in structuring, designing or promoting the curricula and teaching activities. The rationale of this paper is to integrate other contributing components to the teaching and learning of English for Specific Academic Purposes (ESAP). Authentic material, ICT, learners’ communication, task based activities, the teacher’s facilitator role, digital teaching, purpose oriented assessment, learner centered methods and project oriented curricula are the current needs of higher education in the Moroccan university. Thus, the objective of this paper is to give some new insights that might contribute in the digital change and the current needs of learning and teaching enterprise. For this purpose, a case study of teaching some linguistic and research methods courses has been conducted in the English department at Chouaib Doukkali University, El Jadida, Morocco, to evaluate to current situation, analyze the data and suggest a reconstructive model based on ICT and learners’ integration.},
 year = {2014}
}

Copy | Download

TY  - JOUR
T1  - English for Specific Academic Purposes: The Need for ICT and Reconstruction
AU  - Yahya Dkhissi
Y1  - 2014/10/07
PY  - 2014
N1  - https://doi.org/10.11648/j.ijla.s.2014020601.11
DO  - 10.11648/j.ijla.s.2014020601.11
T2  - International Journal of Literature and Arts
JF  - International Journal of Literature and Arts
JO  - International Journal of Literature and Arts
SP  - 1
EP  - 7
PB  - Science Publishing Group
SN  - 2331-057X
UR  - https://doi.org/10.11648/j.ijla.s.2014020601.11
AB  - In most non-English speaking countries, the language is basically seen as an academic endeavor for some general or specific purposes. Teachers, academicians, syllabus designers, but not learners, are often involved in structuring, designing or promoting the curricula and teaching activities. The rationale of this paper is to integrate other contributing components to the teaching and learning of English for Specific Academic Purposes (ESAP). Authentic material, ICT, learners’ communication, task based activities, the teacher’s facilitator role, digital teaching, purpose oriented assessment, learner centered methods and project oriented curricula are the current needs of higher education in the Moroccan university. Thus, the objective of this paper is to give some new insights that might contribute in the digital change and the current needs of learning and teaching enterprise. For this purpose, a case study of teaching some linguistic and research methods courses has been conducted in the English department at Chouaib Doukkali University, El Jadida, Morocco, to evaluate to current situation, analyze the data and suggest a reconstructive model based on ICT and learners’ integration.
VL  - 2
IS  - 6-1
ER  -

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