Continuity of quality integration in teaching/learning english at university
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Abstract
Quality teaching and learning is a priority in higher education, and Universities worldwide emphasize the maintenance and ongoing development of quality. To pursue this aim, teaching and learning must meet learners’ needs, be innovative, make appropriate use of the state-of-the-art technologies, employ proper resources to support good practice, and evaluate teaching and learning outcomes.
At tertiary level the linguistic competence of language learners depends upon the quality of learning and teaching. The important features of qualitative language instruction include the following factors: formal evaluation of learning outcomes, learner self-assessment of success or failure, monitoring learners’ accomplishments, and teacher / learner feedback. Moreover, teacher’s ongoing professional development and ability to evaluate critically pros and cons in one’s own teaching are important elements in seeking better quality of teaching.
This paper addresses research into the idea of continuity of quality integration in teaching and learning through learner self-assessment of language skills and language knowledge, formal evaluation of learner performance in English for Specific Purposes, and evaluation of teaching by learners. The implications of the findings for learner and teacher development are discussed.
At tertiary level the linguistic competence of language learners depends upon the quality of learning and teaching. The important features of qualitative language instruction include the following factors: formal evaluation of learning outcomes, learner self-assessment of success or failure, monitoring learners’ accomplishments, and teacher / learner feedback. Moreover, teacher’s ongoing professional development and ability to evaluate critically pros and cons in one’s own teaching are important elements in seeking better quality of teaching.
This paper addresses research into the idea of continuity of quality integration in teaching and learning through learner self-assessment of language skills and language knowledge, formal evaluation of learner performance in English for Specific Purposes, and evaluation of teaching by learners. The implications of the findings for learner and teacher development are discussed.
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Section
Articles
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