Andere Kunden interessierten sich auch für
![EVALUATION OF AN ELT PROGRAM AT A PUBLIC UNIVERSITY USING CIPP MODEL]( "EVALUATION OF AN ELT PROGRAM AT A PUBLIC UNIVERSITY USING CIPP MODEL")
EVALUATION OF AN ELT PROGRAM AT A PUBLIC UNIVERSITY USING CIPP MODEL40,99 €![Cultural politics and the teaching of English at the tertiary level]( "Cultural politics and the teaching of English at the tertiary level")
Cultural politics and the teaching of English at the tertiary level53,99 €![Quality Issues in Teaching and Learning English at Tertiary Level]( "Quality Issues in Teaching and Learning English at Tertiary Level")
Quality Issues in Teaching and Learning English at Tertiary Level33,99 €![Development & Impact of Branching program in teaching English +2 level]( "Development & Impact of Branching program in teaching English +2 level")
Development & Impact of Branching program in teaching English +2 level57,99 €![Technology Enhanced Approach to Facilitate Writing at Tertiary Level]( "Technology Enhanced Approach to Facilitate Writing at Tertiary Level")
Technology Enhanced Approach to Facilitate Writing at Tertiary Level47,99 €![EFL education at the tertiary level]( "EFL education at the tertiary level")
EFL education at the tertiary level33,99 €![A Critical Analysis of EFL/ESL Issues at Tertiary Level]( "A Critical Analysis of EFL/ESL Issues at Tertiary Level")
A Critical Analysis of EFL/ESL Issues at Tertiary Level50,99 €
The purpose of this study was to evaluate an English for Tourism program at a northern Thai University. The participants included fifteen students who enrolled in the course, two university officials from the international college, and the instructor of the course. Four types of instruments were used in this research: a questionnaire, interviews, a teacher's log, and learning materials. The results revealed that the learners responded positively to in-class listening and speaking tasks that they felt manageable and relevant to their future ambitions. However, there were negative responses towards textbook and outside readings; the learners viewed these as non-essential towards their goals. In addition, the stakeholders viewed the program as a vital part of the curriculum, but felt that the learners' backgrounds were hindering the overall program development.