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Learning a foreign language is a lifelong process and it is often challenging experience for L2 learners. Studying students’ errors has immediate practical application for language teachers. In this view, errors tell teachers something about the effectiveness of their teaching. According to this study Mongolian students face grammatical, mechanical and usage errors in their writings. Grammatical errors are dominated because of interference of languages. This study was conducted on 30 students, and 90 writing works. We consider this study a preliminary one that just gives an idea of sources of errors.
The worldwide pandemic changed the people's lifestyles, habits, beliefs, feelings, and behaviors. In education, teachers had to innovate themselves and were forced to take what they were doing in their classrooms into an online environment. For the Mongolia, teachers are still need to be ready for the e-class according to the sudden decisions of the ministers and heads of education due to the specifics of the Mongolia such as traffic jams, gas shortages, the flu outbreak and cold weather. E-learning is a learning environment which uses information and communication technologies (ICT's) as a platform for teaching and learning activities. It has been defined as "pedagogy empowered by technology"[1], though 'digital technology' is more accurate. Note that, due to the difference in terms of institutional goals, higher education and the industry have very different ideas about what e-learning is and how e-learning can be/should be used.
The main purpose behind communicative language teaching methods is to prepare students to be confident communicators for different real-life contexts, through repetitive oral practices and student-student cooperation. In CLT, communication is the end and the means of the teaching method. This workshop or presentation aims to provide an overview of communicative language teaching methods and encourage teachers to apply them to their foreign language teaching.
There is a research result that the English language skills of the country's citizens are interrelated with the country’s economy growth and development. Therefore, if we want to develop our country and our families and live well in our country, we need to master English as equally accessible as our native language from the same beginning. In this research work, we decided to study or collect the data, which might be very useful for the further or depth study on current issues of English language teaching at the beginning. According to European standards, by the end of the 12th grade, there is a core program that allows them to master the standard in B2 or Upper Intermediate level, but the youths’ English language level is not sufficient for the society in real life. We decided to recall the history of the English language education system in our country at first. Secondly, in order to identify the problems faced by English language teaching in state-owned universities and find solutions, we collected the data with 10 questions on six state- owned universities and compared the similarities and differences.
Reading is one of the important skills in language learning and reading comprehension is achieved through the interaction between the reader and the passage. This paper emphasizes the ways to encourage active reading skills of the non-major students who are studying academic reading at upper-intermediate level at National University of Commerce and Business and National University of Mongolia. The survey was conducted among fifty-eight students at NUCB and NUM. The data were collected through a questionnaire and interview. Based on the findings, this paper has offered teachers some reading techniques to deal with the difficulties students face and enhance their reading comprehension.
Assessment plays a significant role in teaching language and in language educators’ daily work as well. In our view, teachers’ knowledge and preparation in assessment is lacking especially in EFL contexts. The study of Troudi, Coombe, and AI-Hamly (2009) in the United Arab Emirates and Kuwait confirmed “teachers often felt marginalized in the area of assessment because of their perceived lack of knowledge about the subject” (Coombe et al, 2012, p 22). Language teachers in the National University of Mongolia are constantly engaged in designing different types of assessments and in some way, we encounter with certain difficulties related to our knowledge of assessment literacy. This paper examines a concept of assessment especially the first area of assessment literacy, which is a teacher’s assessment knowledge and challenges related to assessment literacy. It also examines the strategies and the techniques that should be used in assessing the comprehension of four skills with reference to EFL classrooms. Thus, teachers can implement the appropriate techniques and utilize the assessment results to modify their classroom instruction, which entails the enhancement of their students’ learning abilities.
Abstract Assessment plays a significant role in teaching language and in language educators’ daily work as well. In our view, teachers’ knowledge and preparation in assessment is lacking especially in EFL contexts. The study of Troudi, Coombe, and AI-Hamly (2009) in the United Arab Emirates and Kuwait confirmed “teachers often felt marginalized in the area of assessment because of their perceived lack of knowledge about the subject” (Coombe et al, 2012, p 22). Language teachers in the National University of Mongolia are constantly engaged in designing different types of assessments and in some way, we encounter with certain difficulties related to our knowledge of assessment literacy. This paper examines a concept of assessment especially the first area of assessment literacy, which is a teacher’s assessment knowledge and challenges related to assessment literacy. It also examines the strategies and the techniques that should be used in assessing the comprehension of four skills with reference to EFL classrooms. Thus, teachers can implement the appropriate techniques and utilize the assessment results to modify their classroom instruction, which entails the enhancement of their students’ learning abilities.
Abstract This paper comes out of concerns about teaching English writing to Mongolian university students. We have started teaching academic writing at the university since 2011, but almost 98 percent freshmen are not able to write a paragraph through several writing process, even they have never heard about the writing process and an academic paragraph standard. Because high school English teachers have been using traditional writing method in the class which just always ask students to write a freewriting without interactive activity and writing process. Therefore, we need to educate our students with an academic writing approach which is called Process Writing in order to make effective, autonomous and master writer. Firstly, this study provides brief introduction of the Heald-Taylor's Process Writing approach and secondly, compares with the Traditional writing method to highlight the effectiveness of following the process writing in academic world. Thirdly, this paper provides the result of student feeling survey of the experiment and the findings of pro test results.
Abstract: Students have specific needs that require them to work on their writing skills: academic study, examination preparation, business English, scholarship and workplace. Teaching academic writing is a challenging task for the teachers. This article’s ultimate goal is to test one creative writing activity. Tested writing method or activity tends to compare and develop both two schools’ students writing ability and to exchange the information, knowledge and experience by writing letters to each other. Likewise, it promotes student’s writing passion and develops their peer review skill and creative thinking. This paper also provides descriptions of the creative thinking and the writing activity. During the trial, both students and teachers were encouraged to actively reflect on their own prior learning and teaching experiences. Especially, students were receptive, happy and were looking forward to read the letter. We have started teaching academic writing at the university since 2011, and at the Mongolian State University of Life Sciences since 2014. But almost 98 percent freshmen are not able to write an academic paragraph through writing process. Even they have never heard about the writing process and an academic paragraph standard or format. Because high school English teachers have been using traditional writing method in the class which just always ask students to write a paragraph like a freewriting without interactive activity through the three writing processes. Therefore, we need to educate our students with an academic writing knowledge in order to make effective, autonomous and master writers.
