I recently read this article about traditional lectures being outdated, that engaging learners in actual activities (i.e. active learning) and flipping your classroom are now imperative despite the challenges.
The author explains why professors might end up being replaced by videos. To some this might sound like a threat but I happen to do this very often when I think my students need more time for practice or discussion. Although you can’t convince everyone that they need to study or do homework before they turn up in class, when they do so, you can see the benefits.
For more ideas on how to do this, you can read the whole article here: https://www.wired.com/2017/05/the-mechanical-universe/
Always acknowledge a study’s limitations. It is far better that you identify and acknowledge your study’s limitations than to have them pointed out by your professor and be graded down because you appear to have ignored them.
Keep in mind that acknowledgement of a study’s limitations is an opportunity to make suggestions for further research. If you do connect your study’s limitations to suggestions for further research, be sure to explain the ways in which these unanswered questions may become more focused because of your study.
Acknowledgement of a study’s limitations also provides you with an opportunity to demonstrate that you have thought critically about the research problem, understood the relevant literature published about it, and correctly assessed the methods chosen for studying the problem. A key objective of the research process is not only discovering new knowledge but to also confront assumptions and explore what we don’t know.
Claiming limitations is a subjective process because you must evaluate the impact of those limitations. Don’t just list key weaknesses and the magnitude of a study’s limitations. To do so diminishes the validity of your research because it leaves the reader wondering whether, or in what ways, limitation(s) in your study may have impacted the results and conclusions. Limitations require a critical, overall appraisal and interpretation of their impact. You should answer the question: do these problems with errors, methods, validity, etc. eventually matter and, if so, to what extent?
To find a list of common limitations read the rest of the article in the above link.
Audio slides accompanying published Materials science related research papers in Elsevier can be a useful resource for ESP classes. Following students’ work on vocabulary, themes, functions and genre of a research paper or even as a note-taking task, it can surely provide authentic input to ESP students.
I usually ask my students to read one article and assume it is the only valuable source of information, the only input or resource they have available. I then ask them to design the first four slides (with a two-minute time limit). It’s interesting to see how students veer away from copying and pasting long chunks of undocumented text when they realise they all have the same resource. It is also surprising to hear that they start to realise paraphrasing skills are essential for presentations too.
Using the webcasts or audio slides from Elsevier adds to their learning experience as they can compare their own versions to the one provided by the authors. Hopefully, with the right scaffolding tasks, they might notice some differences between recommended presentations styles in EAP/ESP books and actual researchers.
Needless to say, students love to be provided with rules or guidelines that demonstrate what is right or wrong, what is savvy and what is poor. In this context though authenticity may come at a price; there are times when I feel uncomfortable trying to explain why a researcher does not comply to the norms of Presentations slides structure and/or style. There could be numerous reasons for this; genre-specific and culturally-bound norms may determine content and style, respectively. Also, presenters may be either novice or well-established in their field, thus using different discourse markers depending on their degree of certainty and confidence.
Yet, there are privileges in this fluidity and plurality; students eventually realise that language is not rigid and the way scientists communicate their science cannot be strictly prescribed or invariably restricted to previously established norms.
FutureLearn has a great range of courses for English speakers specialising in a wide array of fields i.e. from arts to nanotechnology.
This course on IELTS has just started. Feel free to join it if you are about to take IELTS soon!
Some people dread holiday breaks claiming that breaking out of their routine can be really hard; they say holidays are “hard-work”. Others volunteer and start to work either as hobbyists, doing charity during vacation or trying to learn a new skill. But there are also those who put a lot of time and effort during holidays so as to take the next step forward without feeling out-of-place.
The thing is Crete is an ideal holiday destination, a safe place to be and excellent research hot spot. If you know you are going to take a Master’s degree in Chemistry (in English) and if you are a bit apprehensive about your language level and study skills, you should take this course. Academic English for Chemistry is designed for prospective post-graduate students who wish to get themselves acquainted with the language of Chemistry in English and learn scientific conventions in order to read and write scientific papers.
If you are not afraid of hard work and if you like to combine training whilst visiting a sun-drenched, vibrant and one of the most diverse and enchanting holiday destinations, then you should take this course. If interested, check out this link.
NB. A considerable amount of the content of this course is similar to that of English for Chemistry 1 and 2, English for Materials Science 1 and 2, and Academic English and Chemistry Terminology; hence, students that have previously taken these courses during the winter and spring semester should note that they have already gone through similar materials and skills.