American English Institute

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https://hdl.handle.net/1794/4960

The American English Institute (AEI) has provided English language instruction since 1978 to international students and educators who want to enter American universities or who want to learn English for personal or professional reasons. It is the mission of the AEI to enhance individual growth and global understanding in the international community through English language and inter-cultural learning, teaching, and research opportunities.

AEI is fully accredited by the Commission on English Language Program Accreditation (CEA) and agrees to uphold the CEA Standards for English Language Programs and Institutions. AEI is also a member of the American Association of Intensive English Programs (AAIEP) and University and College Intensive English Programs (UCIEP).

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Browsing American English Institute by Subject "ESL"

Now showing 1 - 8 of 8
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    The Effect of Short Story Books on Students' Attitudes and Motivation Toward Reading Comprehension
    (2018) Palenfo, Augustin; Sheppard, Beth; Halvorsen, Andy
    In a public high school in Burkina Faso, English learners showed limited motivation and skill. With the support of school administration and parents, students began reading short stories, completing reading sheets, and presenting information from the stories. For three months, they read a story every two weeks. Data collected from reading sheets, observations of presentations, and student interviews showed that students’ attitudes and motivation improved. They were more confident and autonomous, and they participated more actively.
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    The Effectiveness of Scaffolding in Learning Punctuation for Primary Level EFL Students: Action Research in Pakistan
    (2018) Younas, Muhammad; Sheppard, Beth; Halvorsen, Andy
    The aim of this action research project is to discover the effectiveness of scaffolding in learning punctuation marks for better writing skills at the primary Grade 5 level in my school. The action research is also being conducted to bring changes in my own teaching practices for better quality teaching. For the purposes of the investigation, I divided Grade 5 into two main groups which were experimental and control. The control group was not provided the scaffolding during class activities, and they were supposed to get assistance from peers only. On the other hand, the experimental group was provided proper scaffolding during different individual or group tasks until they became autonomous. A pre-test and post-test were conducted to investigate the effect of scaffolding. The results showed that scaffolding helped the learners to acquire knowledge of punctuation marks. The research has some implications in providing training to teachers about scaffolding with punctuation to achieve better results in EFL classroom situations.
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    The Effects of Listening Journals in the Development of University Students' Listening Skills
    (2018) Ruiz Nascimento, Mariana; Halvorsen, Andy; Sheppard, Beth
    This paper presents the implications of the use of listening journals in an English for Specific Purposes (ESP) course, exploring the results and difficulties faced by students after the implementation of this activity. Considering that the use of different listening materials can facilitate the students’ development of listening skills and reduce their resistance and anxiety, the purpose of this action research was to check whether listening journals could reduce students’ resistance when doing listening exercises. A questionnaire was used in order to analyze how this activity affected learners, and then the data collected were described and analyzed. It can be concluded that the activity affected students in a positive way and made them feel more capable of attending a lecture in English. The results show that they showed less resistance to the listening skills as they felt more comfortable, confident, and prepared to attend lectures and classes in English.
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    Flipped Classrooms: A New Perspective to Enhance Students' Questioning Skills
    (2018) Ruiz, Reina; Halvorsen, Andy; Sheppard, Beth
    This action research project explores the use of a flipped classroom model for pre-service teachers in Venezuela. After struggling with an insufficient allocation of class time for teacher training courses and a lack of critical engagement in the classroom, the researcher chose to implement a flipped classroom approach. In particular, research looked at the impact of a flipped classroom model on the development of student questioning skills. Data collected through surveys, journals, and analysis of classwork suggest that students in this context responded positively to the implementation of a flipped classroom. In-class student questioning increased, and level of critical inquiry in the classroom overall was impacted positively. This research suggests that the flipped classroom model may be one way to strengthen student engagement and critical questioning skills in an in-service teacher training context.
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    Motivating Zootechnical Students Through Innovative Materials and Authentic Texts
    (2018) Pacheco, Luiz Carlos; Sheppard, Beth; Halvorsen, Andy
    Two types of authentic materials were introduced in a Brazilian high school, including popular songs and texts from the students’ field of specialization. Following this intervention, student motivation was explored through interviews, class observations, and a comparison of student grades. Students described dissatisfaction with their previous English learning experiences and expressed enjoyment of the new texts, even requesting more. They were actively engaged during lessons with the new materials and earned higher course grades than students in another section of the same course. The use of innovative materials and authentic texts appears to be associated with higher student motivation in this study.
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    Student Dropout in Ethiopian Police University College Peacekeeping Language Center
    (2018) Wozie, Geremew Garda; Halvorsen, Andy; Sheppard, Beth
    This study investigated the reasons why learners drop out of the Ethiopian Police University College Peacekeeping Language Center. The data for this research was generated through questionnaires and interviews to collect the opinions of language center teachers, learners, and former learners. The results show that learners mainly drop out because of pressure from their working places. Learners said they would drop out less if they could learn the whole day, or off duty.
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    Teacher Investigations of ELT Practice: ACE Action Research 2018
    (American English Institute, University of Oregon, 2018) Ruiz, Reina; Haliem, Rasha Osman Abdel; Pacheco, Luiz Carlos; Wozie, Geremew Garda; Palenfo, Augustin; Younas, Muhammad; El Haj Hassan, Sandy; Haj Hassan, Zeinab; Nascimento, Mariana Ruiz; Sheppard, Beth; Halvorsen, Andy
    In 2017, the University of Oregon welcomed the first cohort to its Advanced Certification in ELT (ACE) program. Educators from more than 20 countries exchanged ideas, formulated teaching philosophies, analyzed and revised the courses they teach, developed skills in an area of specialty, and planned an action research project. In this volume, we are pleased to present eight articles reporting on action research projects completed by ACE alumni in 2017 and 2018. In action research, teachers use techniques such as surveys, observations, and document analysis to systematically collect information within their own teaching context. The process begins with reflection to identify problems or issues that affect the classroom. This kind of reflection is central to teaching, and so is the practice of reading or discussing these issues to identify possible solutions. In action research, teachers take the further step of planning for systematic data collection before, during, and/or after the implementation of their proposed solution. The collection and analysis of this data allows action researchers to move forward with greater confidence as they adopt their solution into regular classroom practice, or further refine their ideas for another round of research. It also allows action researchers to share their findings with other teachers in reports like the ones in this volume.
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    Using Short Stories to Enhance ESL Teaching and Learning: A Case Study of Egyptian Students
    (2018) Osman Abdel Haliem, Rasha; Sheppard, Beth; Halvorsen, Andy
    The integration of literature into the curriculum is advocated to improve students’ language skills, their communicative and cultural competence, and enhance their critical thinking skills. Research showed that using literature in language teaching is very beneficial as it motivated students, enhanced critical thinking skills and led to developing linguistic knowledge and cultural awareness. This research paper shows how short stories were integrated in the general English classroom in the Higher Technological Institute, Egypt, Students were surveyed and interviewed to identify changes in their motivation and critical thinking skills. An analysis of students’ written reflections on the stories also indicates improved language skills.