Browsing by Subject "Academic speaking skills"

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    A multi-perspective study on tertiary level students’ academic English speaking skills in a Turkish EMI context
    (2025-02) Yalçın, Mehtap
    This study investigated the perceptions of academic speaking skills outlined in the Turkish Higher Education Quality Council's (YÖKAK) Minimum Evaluation Criteria for English Preparatory Schools. Quantitative data were gathered from 265 pre-sessional EAP students, 67 pre-sessional EAP instructors, 47 undergraduate students, and 28 content professors at various departments at an EMI university via questionnaires. Participants' perceptions of the importance of academic speaking skills, practice opportunities in pre-sessional courses, and the competence of undergraduate students in these skills were examined through various parametric and nonparametric tests employing IBM Statistical Package for Social Sciences (V23). Findings indicate a consensus on the importance of academic speaking skills across all stakeholder groups despite some differences between pre-sessional students and content professors. Moreover, perception differences are observed among presessional students based on their disciplines. As to the practice opportunities in the pre-sessional courses, having an ELT educational background is detected to affect pre-sessional EAP instructors' perceptions. Finally, results reveal perception differences between undergraduate students and content professors on students' competency in academic speaking skills. Awareness raising, enhanced practice opportunities, better assessment of academic speaking skills, and encouraging reflective practices are recommended.
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    The perceptions of university students, language instructors and content professors on academic speaking needs of students at EMI universities in Turkey
    (2021-09) Tunç, Hilal
    This study investigated the perceptions of the main stakeholders on the academic speaking needs of students who study at 25 EMI universities in various departments in Turkey. In this regard, it explored to what extent the current approach applied to teach speaking in English in these universities meet the needs of students studying at various departments. To this end, 101 university students, 62 English language instructors, and 31content professors of varying disciplines filled in a questionnaire to take part in the study. The quantitative data were derived through the questionnaires and further data were collected via semi-structured interviews with volunteered participants consisting of eight students, 12 language instructors and three content professors. The results of the study reveal that there is a mismatch between the current approach applied at universities to teach students academic speaking skills and the academic speaking skills that students need in their departments. Some discrepancies among stakeholders were also identified.