REFLECTIVE REPORT

INTRODUCTION
This Reflective report primarily examines personal experiences based on module at De Montfort University International College. English for Academical Purposes has continued since we began our education. I will focus mainly on the issue related to the preparation and implementation of a group research project. The main goal of this case study is to provide multithreaded pieces of information in the research project and the experience gained during the course of the study. The essay will deal with multiple issues associated with the project background and meritum. Occurrences described, are inherently biased, on personal opinions of the author, and may be far from being objective.

DESCRIPTION
A group of four students randomly paired by the tutor was assigned to the team. The main objective was to conduct a research project; prepare a topic, design a questionary, gather data, and finally present results as an individual pitch. We found that previously acquired skills may contribute to our research project. Our attention was attracted to the actual subject of COVID-19. Relatively fast we elaborate consensus about our topic aim. Consultations with tutors provide constraints of our project. Range of lessons equipped us with the necessary tools. Moreover, we harness previously acquired skills to conduct the process without unnecessary complications. The meta methodology of our research was to gather data based on an online questionary. Democratically we design questionary according to an individual area of interest. Each team member contributes to the design of our survey. My main role was to find participants. Previous experiences in social media marketing campaigns help me to choose an appropriate online script. After a few tests, I successfully published our survey on fifty Facebook groups. The process lasts no longer than half an hour and after one hour we start to gather the first data.

FEELINGS
Personally, starting a new project is a very important and exciting event for me. My admiration for creative work is essential. I am conscious of this trait. When things go easy and nice, and everybody enjoys the benefits of the work I often lost my focus to continue the project. It is the usual situation. I prefer to do difficult things rather than those easy. I assume that the world is full of people who can follow the instructions, unfortunately, there are fewer of those who create them. It must be motioned that disappointment is unavoidable in group work and was a part of this project. I do not have a tendency to build tension or sensation around any vices. Furthermore, every single issue found the appropriate solution. Our willingness to cooperate overcame obstructions. Finally, our attitudes lead us toward the successful presentation of results.

EVALUATION
Our timing from beginning of project match our afford. Suddenly we figure out that we done our project. Compare to other teams our results were enormous. We realized all of our objectives. We gather the data and we answered on main topic questions. Minor misunderstandings were not significant enough to be reported anywhere. Our group worked with synergy on a common goal, and the general atmosphere and respect for everyone were at a high level.
ANALYSIS
Main limitation we found in software used to conduct and collect data. Microsoft Forms was choice recommended by our mentor but unfortunately it was not helpful and manufactured multiple issues with data gathered and final analysis. Data analysis was difficult. When we started the process of analysis and preparation of the final presentation in which we were to present the results, we found out that all data had been averaged by Microsoft Forms. The obtained analytical data turned out to be useless for tracing how individual survey participants answered the questions asked. The main obstruction in collaborate was find suitable time slots for all stake holders. Even we collaborate online exclusively it was difficult to find suitable slot for all group members.

CONCLUSION
To sum up, we successfully answered on our topic subject. Based on our survey we understand participant’s perceptions of COVID-19. Our open question about reasons why people would like to be vaccinated or not provide raw data for further investigation. Tutors equipped us with solid knowledge of how to conduct research projects. Furthermore, practical research projects reach us in new experiences beneficial in our academic career. Brainstorming online and presentation pitch straight to the camera was an unhuman experience. I will not encourage any student to try. It is important to rise up Gibbs (1998), cycle and his learning by doing axiom. The content of this report perfectly fits its assumptions which become model examples of learning through experience.

ACTION PLAN
There is always space to improve what is worth mentioning that our time management skills were insufficient. Therefore, it is the area I will put more attention to in my further projects. I will also take a leading role on further projects to leverage efficiency.

  • REFERENCE LIST
  • Gibbs, G. (1998). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

ASSIGNMENT CHECKLIST
Please attach a copy of this checklist to your assignment

Module: STUDY SKILLS 3: COMMUNICATION SKILLS (TERM 3)
Module code: LIPCF133_2021_503
Assignment: REFLECTIVE REPORT: Write a reflective report based on your experiences during your EAP3 group presentation & research project.

Task Completion
I have checked the brief carefully to ensure I have followed all the instructions.
I have followed the correct formatting guidelines (see brief).
I have written between 720 and 880 words.
I have made reference to Gibb’s (1988) Reflective Cycle and included the reference in the reference list, in Cite Them Right Harvard style.
I have used entirely my own words when paraphrasing, and cited all sources I have used.
I have structured the report correctly and included the following sections: Introduction, Description, Feelings, Evaluation, Analysis, Conclusion, and Action Plan.
I have not copied ideas or language directly from the example report.

Critical Reflection
I have reflected on what went well and what the reasons for this were.
I have reflected on what did not go so well and what the reasons for this were.
I have mentioned what I learned about myself (positive or negative).
In my action plan I have mentioned what I need to do in order to be better prepared to face this experience in the future.

Writing style
I have checked my work for any errors with academic style.
I have checked my work for grammar errors.


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Experiment listening…

Chapter 2 live long learning
Listening 1

The best way to learn
Welcome in first class of Educational psychology

Work Benjamin bloom create a taxonomy on cognitive objective.

Lets understand the terms. The taxonomy is a way to classified and organize characteristic about something In biology for instance taxonomy is group and categorise the plant and animals based on similarities and differences and relationships. In psychology and most especially in educational psychology. Blooms interest is with cognitive and cognition both of it refer how we learn & mental processes how we perceive the word and understanding and remembering it.

In 1950’s Bloom was working at university of Chicago and was involved in evaluating examination. He looks for examines was developed by professors at a time and try to see general pattern in a kind of question students will be asked. He try to organize question In logical way then professor can write better exam with clear objective what is expect from students. What he end up was a 6 levels of questioning. Along with sub questions from he develop the taxonomy of cognitive or learning objectives sense been used internationally to create teaching and learning materials. Now what is interesting for you like as Bloom conjurenced learning is high article in nature. That learning progress form simplest to complex. This idea is useful to understand how you interact with knowledge and if applied practical way how to learn better. Blooms taxonomy has been refined. We know that was adopted by one of his partners David Crowfald and one of his students Loran Anderson.

  • The six levels are:
  • Remembering
  • Understanding
  • Applying
  • Analysing
  • Evaluating
  • Creating

We going to spend a little time looking of each of them in term.
I want you to understand that high hierarchy in this terms mean that you have to go to first
level before you go to second level and so on. You have to remember before you can to understand. And you have to understand before you can apply. So the simplest cognitive level is to remember and the most complex cognitive level is to creating as we look on each of this level in term. I try to put them in different real word context. To help you to understand. The first and simplest cognitive level in a taxonomy is active remembering. We have two different types of memory. First type is short term memory such you hear the name or number or statistic or remember it for short period of time. We often use short term memory when throughout the party we was introduce to someone whose name we can not remember half a hour later. We often use short term memory to store information is not usefully. Or we not sure that will be useful. It will be quite different for example if will being introduce to our boss. It is a partly the matter of attending or paying attention and the person name in this last situation is more likely to go into long term memory. Long term memory is a store of information there is more useful for us or it build up because we encounter certain ideas in details over and over again. So the first level of the taxonomy remembering. It is basically retrieving knowledge form long term memory. Recognising and recalling things that we consciously try to remember. Other times the exam simple questions asking you to remember fact or often the most boring questions. In this case you will ask to completely repeat something what you memorised such a list of dates or chemical formula. It is important to remember that it is not particularly high level of cognition. Most people can remember Einstain famous formulas E=mc2 but very few people understand what it means.

The second level of taxonomy is understanding. When we understand something we construct the meaning from something what we learned. The contrast it with first level of remembering. Let me give you an example I can teach you a phrase in Chinese or in another language you do not know. And I can get you to remember it. But you will not have to understand it. So understanding is higher cognitive level and allow us to interpret clarify paraphrase and translate ideas. When we understand something we can find examples and classified new ideas. Understanding helps to make predictions and draw conclusions. In the exam you will ask to show understanding something when you see the word of explain on the start of question. Go back to Einstain. The simple explanation of E=mc2 is that energy and matter are different forms of the same thing. Energy can be turn into matter and matter into energy. One matter travel in extremally high speed. But using Einstain formula E=mc2 times the velocity of light times the veolocity of light the amount of energy can be calculated. When you understand something you can move to third cognitive level applying. Applying quite simply involve executing or carrying out a procedure of something. Again we do it everyday we all spend a lot of time of our computers and we spend a lot of time on procedures like answering emails. Downloading files, Searching internet.

I also know you think this is both natural easy, but these are procedure that with likely miss the fire grandparents perhaps your grandparents. In an exam content is a typical apply question will be used to formula dissolve of math problem like calculating the area of a triangle. The fourth level of the cognitive taxonomy is analysing. Analysing is breaking information in the parts and then deciding how these parts relate to each other as well as overall structure or purpose. Often this process of analysing includes deciding what is important and what is not important. For example, if I ask to analyse the cases of first of 4 considering both are the opposing forces, you might decide that factors included, the invasion of Kuweit (name of city), the protection of oil resources and the punishment of an unfriendly dictator on one side and historical grievances and the desire to expand territory on the other. Among this, you will have to consider which are more or less important in the decision-making processes of those involve the staring the war. Given this process you can see how analysing is a higher-level skill you need to remember, understand and be able to apply what have you learnt. The fifth level of cognitive cognitive taxonomy is evaluating. Like the other cognitive levels this is something we each do every day. When we evaluate we are making judgment of some kind often based on criteria on set of standard apply to particular situation. For example, if you order a meal at the restaurant you might evaluate the meal based on presentation, price, taste, quality and quantity of the ingredients and so on. At the exam situation you will be probably be asked to evaluate product or process or an event and either develop the criteria in yourself or using the Set of criteria you’ve already learnt. The sixth and most complex level of cognitive is creating. When we create, we are using most if not all of the previous levels, remembering, understanding, applying, analysing and evaluating together. We illustrate these other cognitive levels by producing something new and original. In fine arts may be a painting, the sculpture, a dance, a play or a video. Similarly, in an engineering courses you might be asked to create a robot, or a design new car. Let’s take the example of the new car to see how you might to put in place all the cognitive processes. First, you are going to remember what you know about cars, different kinds of cars and machines that move. At the second level you are going to understand what makes cars move. Something that troubles easily over the surface such as wheels and some kind of power sources like an electric or gas engine. You could go on to the fourth level of applying and show what you know by drawing some designs for a new car. Based on your drawings, you might analyse what makes cars work, and go to the fifth stage of evaluating. As you evaluate your ideas and compare them to what was been done in the previous cars. You will have inside and how you can make a better car. All this prepares you to the final stage – creating. Here you bring together everything you know and produce something new. And then you’ve done it. You’ve created a new kind of car. Going back to the example of Einstein E equals mc2. The final cognitive level of creation was the invention of nuclear reactors for power and less fortunately nuclear weapons for war. For everything I’ve said so far, you probably realise that we don’t go through all these cognitive levels with every problem with confronting with. 10.30 We even get to stage of remembering information that is better left in shorter memory. Even it will be overwhelming to try to remember, understand, apply, analyse and evaluate everything what we common to contact with. Later on, go on to create something new. Yeah, recognising and understanding these cognitive levels are important. Each time you learn something new, you should be questioning whether or not you understand it and whether or not it could apply to another concept of situation. So, think about something that you know or think you know, really well, it could be something you were studying, or something you do for fun such is a sport. Consider what level of cognition you are and what you could do to learn about it at the deeper level.

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ENGLISH FOR ACADEMIC PURPOSES

English_EAP

ENGLISH FOR ACADEMIC PURPOSES TERM 2
LIPC1120,1130, 201, 202

WRITING ASSIGNMENT 2

Read the attached articles and, synthesizing the information, write one paragraph discussing the advantages and disadvantages of globalisation. Use the skills that you have been taught in class. No additional information is to be used. Quotations are acceptable but these must be kept to a minimum.

The final version of your assignment must be submitted by 09.00hrs on Friday 19th February. You must upload the final version of your essay to Turnitin. If you do not submit by the deadline, your mark will automatically be capped at 40/46%. No hard copy is required.

Task Requirements
The task should be 250-350 words in total, and must meet the required word count.
The paragraphs should be written in an appropriate academic style.
Demonstrate a range academic vocabulary (Use the AWL to help you).
Demonstrate the ability to paraphrase, summarise, and synthesize information appropriately.
Use a mix of integral and non-integral citation.
Demonstrate a range of reporting verbs.
You must acknowledge all your references to source material both in-text and in a reference list at the end of your paragraph. You should use the Cite Them Right Harvard referencing system (see Blackboard for links to the Cite Them Right website).
A minimum of four academic sources is required (ie you must use at least four of the five texts).
Students may use online or electronic dictionaries/thesauruses to help them. Students are not permitted to use language generating software or online programmes. If a student is deemed to have used these, their assignment will not be graded.

SUBMISSION FORMATTING GUIDELINES
Your submission must:
• be word-processed
• Use font size 12 in Arial or Times New Roman
• Use 1.5 line-spacing or double spacing
• Include the title (as given)
• Attach the required Cover Sheet.

MARKING CRITERIA
You will be assessed on the following areas:
Task, Organisation, Vocabulary, Grammar
See separate marking descriptors provided.

LEARNING OUTCOMES
On successful completion of this assessment, students will be able to:
Read academic texts, make decisions about usefulness of the content, and critically extract appropriate information with little to no problem around vocabulary and speed
Write extended texts appropriate to academic context with little or no problem of coherence and cohesion
Write subjective notes that are readily retrievable and referenceable.

  1. Make use of a range of strategies to enable them to develop to a higher level their English
    language ability and function as independent learners

PLAGIARISM AND BAD ACADEMIC PRACTICE
DMUIC provides guidance and advice on good academic practice and avoidance of plagiarism. In submitting any academic work for assessment, you are deemed to be doing so on the basis that you have not committed an Academic Offence or Bad Practice.
The use of language generating /enhancement software is prohibited in this assessment. The language submitted should be a true indictor of a student’s language ability. The use of such software will be deemed as Bad Academic Practice.
Sources should be used and all of these must be clearly acknowledged.

Submission details
Ideas for the essay will initially be brainstormed in class and you may have time to begin writing your report in class. Your tutor will also provide feedback on any draft work presented.

EAP 2 WRITING ASSESSMENT CRITERIA

MARK TASK RESPONSE COHERENCE AND COHESION VOCABULARY
(including spelling) GRAMMAR
(including punctuation)
25 The task is fully addressed in reference to the brief and little could be improved. Word count has been met. Sources are correctly acknowledged both in-text and in a reference list. The submission stands out in terms of sophistication of structure. It is effortless to read with a logical flow aided by appropriate use of connecting devices both in and between paragraphs. Paragraphing is used completely appropriately. There is an impressive range of topic related and academic vocabulary, used completely accurately and appropriately with no spelling mistakes or errors in word forms. Grammatical structure and syntax are used very accurately and a wide range of more complex and sophisticated structures is employed to very good effect. Conventions of punctuation are followed throughout. Most sentences are error free.
20 The task is sufficiently addressed in reference to the brief. Word count has been met. Sources are correctly acknowledged both in-text and in a reference list. The submission is very easy to read and there is a logical flow aided by appropriate use of connecting devices in and between paragraphs. There are very few slips but they do not impede communication. Paragraphing is adequate. In general the vocabulary used is academic in tone and used accurately with a good range. There may be a few errors of choice or spelling mistakes but these do not impede communication at all. Grammatical structure and syntax are used accurately and there is a range of more complex and sophisticated structures. Conventions of punctuation are followed and many sentences are error free.
15 All parts of the task are addressed but some may be covered more fully than others. Word count has been met. Sources are correctly acknowledged both in-text and in a reference list with minimal error. The submission is quite easy to read and generally has a logical flow aided by the use of some appropriate connecting devices. There may be some issues with paragraphing but generally these do not impede communication. The vocabulary is mostly academic in tone, and register is generally appropriate. The range is adequate but there may be errors of word choice and spelling. These do not seriously impede communication. Appropriate structures and syntax are generally used accurately. There is some evidence of sophistication and some sentences are error free. There may be a few slips of punctuation.
10 Response to task is minimal and some ideas may be irrelevant and repetitive. Some sources may not be acknowledged or have been acknowledged incorrectly. The task may be up to 10% under-length. The submission may not always be easy to read on the whole but the structure is logical and the use of connecting devices has been attempted with limited success. There are issues with paragraphing, which may impede flow and communication. Vocabulary may not be academic in tone and there are errors of choice and spelling which occasionally put strain on the reader. The range of vocabulary is just adequate. Basic structures are used accurately and there is an attempt at sophistication but errors often occur in more complex sentences. It may be necessary to re-read some sections to understand the meaning. There are some punctuation errors.
5 Does not really address the task. No evidence of correct referencing conventions. The task may be considerably under-length. The submission is not easy to read and few or no connecting devices have been used, or the flow may be interrupted by inappropriate use of connecting devices and poor and/or illogical structure. There may be major issues with paragraphing or no paragraphing at all. Vocabulary range is very limited and there may be significant errors of choice, collocation, tone and spelling that cause the reader to re-read sections to understand the meaning. Basic structures and syntax are often faulty. There is no attempt at more complex structures and there are errors of punctuation. The range of structures is below that expected to complete the task. It may be necessary to read a number of sections to understand the meaning.

Writing Assignment 3- Synthesizing
Text 1
Globalisation is the tendency for the world economy to work as one unit, led by large international companies doing business all over the world. Some of the things that have led to globalisation are the ending of trade barriers, the free movement of capital, cheap transport and the increased use of electronic systems of communication such as the Internet. (From an article by Niklas Potrafke called The Evidence on Globalisation. It was in the Journal World Economy in 2015. It was in volume 38, issue 3, and the article was on pages 509-552. This quotation was from page 510.)
Text 2
These new channels of communication have helped spread a homogenous and largely commercial culture. Disney movies are children’s food the world over. Barbie dolls, fast-food restaurants, hip-hop music and corporate-driven, American-style youth culture attract millions of new converts from the bidonvilles of Abidjan, Côte d’Ivoire, to the wealthy suburbs of Sydney. Alternatively you can now find a dazzling variety of ‘ethnic’ foods – including Thai, Szechwan, Mexican and Indian – throughout Europe, North America and Australia. In fact, many residents and visitors to Britain believe globalisation and the resulting ‘fusion’ of cuisine is the best thing to happen to English cooking in the past 500 years.
There is every reason to believe this global exchange of people, products, plants, animals, technologies and ideas will continue into the future. The process of change is unstoppable. And that is not such a bad thing. In many ways it is a positive process containing the seeds of a better future for all the world’s people. Globalisation cannot help but be a positive force for change if we come to recognize the common thread of humanity that ties us together.
However, gaps between rich and poor are widening, decision-making power is concentrated in fewer and fewer hands, local cultures are wiped out, biological diversity is destroyed, regional tensions are increasing and the environment is nearing the point of collapse. That is the sad reality of globalisation, an opportunity for human progress whose great potential has been thwarted. Instead we have a global economic system which feeds on itself while marginalizing the fundamental human needs of people and communities. (From an article by David Ransome called Globalisation – an alternative view. It was in the magazine: New Internationalist, in 1997. It was in volume 296, and the article was on pages 7-10. This quotation was from page 8.)
Text 3
Globalisation is increasing inequality and poverty worldwide as national governments lose the ability to control their development strategies and policies. Political solutions are needed to reinvigorate democratic control both North and South. But political reforms need to be combined with particular mechanisms for structural reform. In combination these should put meaningful employment and human rights at the heart of economic policy, boost local control and decision-making, and restore  the ecological health and natural capital of our planet. (This is from a book called: The no-nonsense guide to globalisation by Wayne Ellwood. It was published in London by Verso in 2001. The quotation is from page 12.)

Text 4
Globalisation is a new word which describes an old process: the integration of the global economy that began in earnest with the launch of the European colonial era five centuries ago. But the process has accelerated over the past quarter century with the explosion of computer technology, the dismantling of trade barriers and the expanding political and economic power of multinational corporations. (From an article by Chay-Hoon Tan and Paul Macneill called Globalisation, economics and professionalism. It was in the Journal Medical Teacher in 2015. It was in volume 37, issue 9, and the article was on pages 850-855. This quotation was from page 852.)

Text 5
Most of us would look at Brazil, Belgium and Bangladesh and see three different cultures. Al Zeien, chief executive of Gillette, the US razor maker, simply sees a lot of people in need of a shave. He believes Gillette is a “global” company in the way few corporations are. “A multinational has operations in different countries,” he says. “A global company views the world as a single country. We know Argentina and France are different, but we treat them the same. We sell them the same products, we use the same production methods, we have the same corporate policies. We even use the same advertising, in a different language, of course.” The company’s one-size-fits-all strategy has been effective. The group makes items almost everyone in the world buys at one time or another, including shavers, batteries and pens. It aims to dominate the markets it operates in: its share of the worldwide shavers market, for example, is 70 per cent, which the company hopes to increase by the launch next week of a new razor for men.

To make sure managers worldwide are on the same wavelength, Mr Zeien insists they move from country to country and division to division. Being moved around places them in the role of “idea ambassadors” who can transfer concepts. “I believe in diagonal promotions,” he says. “You don’t move up in a nice progression through one area or country.” Managers joining Gillette should expect to be geographically relocated three or four times in their first dozen years. During the last few years, Mr Zeien has concentrated on increasing the number of Americans in overseas posts, and the time foreign managers spend in the US. There are problems with his approach, he admits. Being transferred from country to country can be hard on staff. People in dual-career marriages, he says, probably should not work for Gillette. The company’s commitment to standardisation, moreover, costs it customers in niche markets within countries. Mr Zeien long ago decided the drawbacks were worth suffering. “I tell my workers all the time that we’ll only be in markets where we can be number one,” he says. “Focus is what gives us bang for the buck.” (This was by the journalist Victoria Griffith. It was published in the Financial Times on 7th April 1998, p. 10 in an article called As close as a group can get to global)

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Globalisation

Globalisation

Globalisation is a name for the continuous process of consolidating smaller units into larger structures. Thus, globalisation is a complex and multilayer international issue. There is no singular agreement on how to qualify or judge this phenomenon. Tan & Macneill (2015), argue that the rapid explosion of the internet has a role in developing multinational business initiatives. Moreover, Potrafke (2015), indicates to the internet as one of the sources of globalisation expansion. Worldwide capital transfers & cheap transport had a significant role to ease companies’ developing process. Therefore, local structures become international operating holdings. In addition, companies scale their business and become operators on an international scale. Borders do not obstruct the increasing economical influence. Global investors become a threat to dominating position of governments. To cite Ellwood, (2015) p.12 “Globalisation is increasing inequality and poverty worldwide as national governments lose the ability to control their development strategies and policies.“ Even the culture is not immune to globalisation. According to Ransome (1997), global company’s like Disney, create entertainment consumed by children. Disney brand may be one example of how homologous reality can be served simultaneously to adolescents and to their parents. People around the globe are under influence of standardized fast foods, music, and movies. Ransome (1997), stated that the progress of exchange on a global scale is unstoppable. However, he also claims that “regional tensions are increasing and the environment is nearing the point of collapse“ (Ransome, 1997, p.7-10). Global international firms may not respect local social and economical ecosystems appropriately. Those issues connected with the constant decrease of government control can have a major negative impact on regional communities. On contrary, Ransome in the same article claims that globalisation can lead us to identify the common threat and learn how to cooperate globally in order to succeed. Singular position on thesis how to assess globalisation can not be binary. Ransome, in one article, provides opposite arguments pro and con. Despite all of that pieces of evidence, increasing inequality in wealth distribution may result in pauperism Ellwood (2015). That controversial factor and many others are common coefficients of globalisation.

References
(Tan et al. 2008; Chong & Tan2010)

Tan, C. H. & Macneill P. (2015) ‘Globalisation, economics and professionalism’, Medical Teacher, 37:9, p. 850-855.
Potrafke N. (2015) ‘The Evidence on Globalisation’, World Economy, 38:3, p. 509-552.
Elwood, W. (2001) The no-nonsense guide to globalisation , London: Verso.
Ransome D. (1997) ‘Globalisation – an alternative view. ‘, New Internationalist, 296, p. 7-10.

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Low proficiency in English as significant barrier to success for international students. Essay.

EAP

Low proficiency in English language is the most significant barrier to success for international students studying in UK higher education. “Language ability is possibly the most important challenge affecting international students in British Higher education.” (AISA report, 2014, p323). High-grades scored, in pre-entry university exams, do not guarantee success in a further career. Partial consent to the thesis statement is obvious. English fluency may be a significant barrier to obtain an academic degree. However, other factors may have a major impact on student success. Most popular English certificates; TOFEL and IELTS may be insufficient guidelines to measure further student success. Nor for students either for lecturers. Screening tests, do not obstruct access to academic careers. On the other hand, the majority of studies do not require the highest level of English proficiency.

Not verifiable pre-admission results, encourage universities to organize new nodes of learning for foreign students. One of the requirements to enter a British University is to achieve sufficient results in IELTS screen examination. Eyere – the former head of English at St. Johns believes that it is not a reliable tool to predict student’s performance at University. Students are often couched to pass the test, or even cheat to get desirable results. Lack of English proficiency has a significant role in student thrive and survival. However the education process has a wider context, it is influenced by multiple factors often not easy to indicate. Morrison (1987, p156) defines study skills “as strategies and methods to efficiently manage learning”. Universities arrange into their programs new subject. English for Academic Purposes. It covers many further associated with academic skills and learning methods. In the past few British universities conducted research on students who attend. Results reveal, that students who attend the EAP lessons, gained significantly better grades, compared to those who not attend (Leech, 2015). On the contrary. Researchers did not conduct screenings on representative and a qualitative sample of students.

A severe issue for international students is the written part of modules, especially writing an assignment. Incorrect usage of English in assignments can be induced by the mother tongue of foreign students. According to American linguist Kaplan (1966), in his theory of Contrastive Rhetoric. The scientist claimed that the student’s native language influences the writing structure in a second tongue. Kaplan differential four cultural patterns emerge both from culture and various languages. Those patterns can reveal the student’s ethnic and cultural background. Kaplan claims that those works can provide a new view on the subject. Work and claims conducted by Kaplan were widely criticized.

Non-native student’s adaptability to rapid learning may be underestimated. The Association International Student Assimilation (AISA) in their report revealed “language ability is possibly the most important challenge affecting international students in British Higher education.” (AISA report, 2014, p323). Both universities and non-profit organizations conducted screening in order to find a satisfactory resolution for all stakeholders. They discovered that students use the advantage of technology at University. Script like google translator has widely used some students pay for professional writing services. One of the requirements to enter a British University is to achieve sufficient results in the IELTS test. However, Eyere – the former head of English at St. Johns believes that it is not a reliable tool to predict student’s performance at University, because students are often coached to pass exams or even cheat. Under those circumstances, blame to technology is inadequate.
Essay constraints the subject to three provided text sources. The majority of those documents are acute outdated, do not represent current reality. Partially it is agreeable, that low English proficiency can be a severe obstruction to obtain an academic degree. It is also obvious that some of the faculty required higher-level English proficiency than others. An unavoidable fact is that students should possess perfect English skills. Furthermore, international students who study subjects; chemistry, mathematical or physical do not aim to upgrade their English skills to the same level as English Literature students do. Perfect English fluency is useful further. On the other hand, some of the students will use gained academic skills, ones to prepare dissertation work. or never if they decide to study art. Nonetheless provided source materials do not indicate the final student success or defeat. Despite lecturers complaint, universities do not rise the test difficulty rather adopt new program ease the learning for international students. All of those circumstances lead to the conclusion that students’ attitude has a more significant role than entry English proficiency.

Reference list:

  • Kotter, 2015. Language: Still a barrier to success for international students. UK Higher Ed. 54, pp. 56
  • Marten, J.S, 2003. Analysing the Contrasts in Academic Writing between Native and International Students in a UK Context. Vol. 4, pp. 122-37
  • Vance, F 2016. Finding International Student Success. Belfast: Queens University Press.
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Surveys essay

Name: Marcin Krynski
Module: LIPC1130_2021_503 English for Academic Purposes
Word Count: 543
Date: 23.04.2021

The survey conducted by Danish Gunther Eysenbach (2007) found that the online survey received a 6% higher response rate than its classic paper counterpart. The sudden systematic development of the Internet has an impact on every area of our lives, research methodology follows this trend. I completely agree with the thesis that online surveys are an effective form of gathering data from the target group. Moreover, online surveys seem to outclass the paper ones, offering possibilities that are not possible on a paper medium.

Hypothesis that online surveys can significantly compete and even outclass their paper counterparts. Although pencil surveys probably always will stay as an emergency solution according to Carlos Mendes (2018). In this essay, I will mainly consider the workload that the researcher spends on preparing the survey and the potential benefits. Arguments such as conversion from a survey, calculated by the respondent’s response rate, are paramount. Time and costs are overall factors that need to considerate in quantitative researches. (Kenny, cited in Eysenbach 2007) & (Burdock, cited in Eysenbach 2007) in their works find the same conclusion that online surveys are characterized by a significantly lower cost of obtaining respondents’ answers than their paper versions. (Barker, cited in McDonald 2015) stated that the use of online surveys in large-scale quantitative research is an alternative. However, he pointed out that it is worth securing research using two simultaneously available methods, giving the respondents a choice of suitable forms. Also (Burdock, cited in Eysenbach 2007), pointed to the rightness of choosing online surveys as those that reduce the cost of conducted research. Time act a critical role in many studies. Three scientists; Mendes (2018) & McDonald, & Richardson (2015), agree that online surveys are ahead of paper surveys when it comes to getting respondents’ answers. Surveys published via a link sent by e-mail or published on social networking sites receive immediate results. Speed, flexibility, and accessibility of online surveys is certainly their greatest advantage. There are many more positives Mendes (2018), articulated that immediate and pre-analyzed results obtained in real-time, obtained thanks to specialized software, make online surveys superior to paper surveys. Considering the issue of environmental protection. Physically printed questionnaires are costly and an environmental burden compared to non-physical forms. In addition, not all participants will complete paper questionnaires printing materials are prone to supply waste before they reach the target audience. In this case both documents and interviewer effort are pointless. Mendes (2018) pointed out that online surveys are characterized by an unlimited amount of space, which is particularly important in the case of open questions in which the respondent would like to answer the questions in detail and comprehensively.

Summarizing all of the provided pieces of evidence reveal that online questionnaires are more effective then their paper protoplasts. Online questionnaires are flexible and allow the inclusion of interactive content such as audiovisual material. Adaptability in online surveys is limited only by the imagination of their creators. Interactive online content is more engaging to respondents. The more engaging the content of the survey, the greater the chance of encouraging the participant to complete the survey and receive valuable data for analysis. Bind all of those arguments lead to the conclusion that online questionaries have significantly higher efficiency compared to paper ones.

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