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This research investigates the efficacy of implementing the flipped classroom approach to enhance students' writing proficiency and evaluates their perceptions towards this pedagogical strategy. Conducted at the National University of Mongolia, Ulaanbaatar, during the second semester of the 2022-2023 academic year, the study involved 40 students enrolled in Academic English courses across diverse fields. Utilizing pre-tests and post-tests alongside questionnaires and interviews, the study measured students' writing performance and solicited their opinions on the flipped classroom model. Results indicate that the flipped classroom paradigm positively influenced students' writing outcomes, fostering not only improvements in exam performance but also fostering favorable attitudes towards the learning process. The findings suggest that the flipped approach not only enhances students' perceptions of EFL writing but also boosts their motivation and engagement both inside and outside the classroom. Students displayed increased responsibility for their learning, exhibiting high levels of engagement during in-class activities.
The pandemic has led to lasting effects on ELT communities and practices worldwide. Writing can be challenging for learners because of the need for appropriate vocabulary, grammar, content knowledge, and competence in writing processes. This session shares the experience of converting academic writing classes into an online format. It demonstrates the class building steps with different platforms and discusses challenges encountered during the process. Attendees will take away quick tips and best practices on how to design secure online academic writing classes. Assignment structure, example module, and best practices review provide participants with a practical technique for any classroom management system. Panelists will present examples of engaging activities and assessment strategies that have been successfully adopted in online academic writing classes.
Listening is a difficult skill to teach. Often instructors test students' listening comprehension rather than providing instruction and practice that develops listening skills. Listening is a prerequisite to other language skills, speaking, reading and writing. This session introduces the importance of developing listening skills in learning English as a foreign language (EFL). The presenters share current research findings and approaches (bottom-up, top-down and mixed) in second language acquisition, then suggest some practical ideas and instructional activities for teaching listening in the language classroom.
The global pandemic COVID-19 virus has had a disturbing and overwhelming impact on all fields especially on education and English-language teaching. The pandemic has had such a huge impact on the global education sector. Conventional face to face teaching and learning have shifted to online learning due to the educational institutions’ closure during pandemic lockdown. This led to the widespread adoption of synchronous and asynchronous online teaching not only in Mongolia but also in the world. Obviously, this period has brought huge challenges for teachers, students, and educational institutions in Mongolia, but it has also provided a unique opportunity to understand the potential affordances of online teaching in English-language teaching. Our study focuses on these issues which consists of 3 different sections including challenges of English language learning in Mongolian higher education institutions due to COVID 19, particularly taking an example of National University of Mongolia, which is the first and leading university; evaluating and redesigning online language learning: and opportunities of this shift.
This article will discuss the delivery of STEM education to students through robotics and its training programs and projects. The use of technology in teaching can be effective in teaching of hardware and software courses at higher education institutions as well as mathematics, physics and biology classes at secondary school. The National University of Mongolia offered students who study engineering and computing extracurricular program. The students of software and information technology majors learned robotics, computer programming and the program developed students logical thinking, problem solving and critical thinking skills as well in project-based learning environment. Students accomplished several tasks and missions while developing logical and creative solutions to problems using LEGO Mindstorms NXT. Mindstorms NXT set includes programmable brick, sensors, and motor with visual programming environment. It enables new programmers; learners make a program for robot using this visual programming environment easily. This paper describes how to use ROBOTC in delivery of robotics learning and discusses the effects of robotics learning and teaching in STEM education.
This article introduces the design and programming of a ready-made burger spreader robot machine using LEGO Mindstorms EV3 robot and EV3 software. Also article will discuss the delivery of STEM education to students through robotics and its projects. The use of technology in teaching can be effective in teaching of hardware and software courses at higher education institutions as well as mathematics, physics and biology classes at secondary schools. The model was developed using the materials at hand and it’s controlling program was tested based on robot’s motors and sensors data in EV3 visual programming environment. The results of this project could be useful for other educational and research projects that use LEGO Mindstorms EV3 robotic kits.
Abstract Due to the spread of coronavirus disease (COVID-19), English teaching and learning modes are shifting from face to face to Online or even Blended learning. This shift takes more time to adjust to online teaching and learning for learners and educators since the use of new technological innovation and strategies, and teaching methodological delivery has been recently explored and used by both teachers and the students. The study investigates how online learning mode affects the performance of students in four language skills and what students experience while engaging with the online task in terms of learning motivation, attitude and strategy use in English learning. Total of 35 participants from Intermediate and Upper- Intermediate levels took part in this study, and collection of data was carried out using both quantitative and qualitative methods. The study result revealed that the students have struggled to do speaking and listening skill tasks while the reading and writing tasks were less challenging to perform than other two skill tasks. Therefore, the finding of the study showed that learners preferred face to face classes.
