EXPLORING NEEDS OF MATH LEARNERS IN HIGHER EDUCATION

Kurbanova H.

doi:10.5281/zenodo.12106626

EXPLORING NEEDS OF MATH LEARNERS IN HIGHER EDUCATION

18.06.2024 International Scientific Journal "Science and Innovation". Series B. Volume 3 Issue 6

Kurbanova H.

Abstract. The present research aimed at investigating the attitude of Math students towards English reading classes. The researcher employed an analytic-experimental method through questionnaire to know their current level, objective and needs for learning English. The study was conducted with second-year Math faculty students at Gulistan State university in Uzbekistan during the first semester of the 2023-2024 academic year. The conducted studies showed that the learners require English for three distinct purposes: 1) to pursue their graduate and post-graduate degrees (Doctorate, Master’s Degrees); 2) to raise employability standards in the workforce; and 3) to use world scientific resources. Compared to other language skills, reading is more crucial since it gives students volume of information. Further evidence from the students' responses suggests that the variety of language proficiency, the complexity of the texts, and their lack of enthusiasm or drive for the subject matter all contributed to their difficulties in learning reading lessons. Nonetheless, a well - designed and organized reading course can significantly accelerate a second language learning process

Keywords: B2 level, CEFR criteria, ESP, Math students, reading comprehension, State standards, needs analysis

References:

1. Abanomey, A. (2013). Do EFL Saudi Learners Perform Differently with Online Reading? An Exploratory Study. Journal of King Saud University – Languages and Translation, 25(1).https://doi.org/10.1016/j.jksult 2. Afflerbach, P., Pearson, P. D., & Paris, S. (2008). Skills and strategies: Their differences, their relationship, and why it matters. Reading strategies of first-and second-language learners, 11-24 3. Auerbach, E. (1992). Making Meaning, Making Change: Participatory Curriculum Development for Adult ESL Literacy. https://files.eric.ed.gov/fulltext/ED356688.pdf 4. Bartsch, R. A. & Cobern, K. M. (2003). Effectiveness of PowerPoint Presentation in Lectures. Computers & Education, 41, 77-86. 5. Basturkmen, H. (2006). Ideas and options in English for specific purposes. New Jersey: L. Erbaum Associates. 6. Brantmeier, C. (2003). Does Gender Make a Difference? Passage Content and Comprehension in Second Language Reading. Reading in a Foreign Language, 15(1), 1-24. https://nflrc.hawaii.edu/rfl/April2003/brantmeier/brantmeier.html 7. Brown, H. Principles of Language Learning and Teching. United States of America: Pearson Education. 2000. 8. Butler, J. B. & Mautz, Jr., R. D. (1996). Multimedia Presentations and Learning: A Laboratory Experiment. Issues in Accounting Education, 11(9), 259-280. 9. Celce-Murcia, Marianne. (1991). Teaching English as a second or foreign language. Massachusetts: Heinle & Heinle publishers Freire, P. (2013). Education for Critical Consciousness [Kindle version]. http://www.amazon.com 10. Chai,H (2001) Reading Activities for Effective to-down processing English teaching forum. 39 (1), 22-55 11. Cui Xiuhong, Pan Yanhui, CBI-based Reform of Reading Course Teaching for English Majors, J., Journal of Zhejiang University of Technology (Social Science) , 2012(9):351-355 12. Day, J., & Krzanowski, M. (2011). Teaching English for specific purposes: An introduction. Cambridge, United Kingdom: Cambridge University Press 13. Dictionary, M. (2014). Web Browser. printed Nov, 12, 1016- 1 14. Dof, A. (1998). Teach English: A training course for teacher. Cambridge University Press 15. Folomkina S.K. Teaching reading in a foreign language at a non-linguistic university: educational and methodological manual. M., 2005. 253 p. 16. Holakopour, L., Azizifar, A., & Gowhari. H. (2014). The Effect of PowerPoint on Reading Comprehension Improvement amon High school students: A case Study in the City of Shoush. International Research Journal of Applied and Basic Sciences, 8(10), 1660-1669. 17. Hutchinson, Tom & Waters, Alan (1987). English for Specific Purposes: A learner-centered approach. Cambridge University Press. 18. Levine, A., Feren, O., & Reves, T. (2013). EFL Academic Reading and Modern Technology: How Can We Turn Our Students into Independent Critical Readers? TESL-EJ, 4(4). http://www.teslej.org/wordpress/issues/volume4/ej16/ej16a1/ 19. Maximova O. (2016). Critical Pedagogy Approach to Improve Foreign Language Reading Skills. In EDULEARN16 Proceedings. 8th International Conference on Education and New Learning Technologies (pp. 8989-8995). IATED Academy. 20. Naiditch, F. (2010). Critical Pedagogy and Teaching Reading for Social Action. Critical Questions in Education, 1(2), 94-107. https://files.eric.ed.gov/fulltext/EJ1047717.pdf 21. Patel, Ch. (2013). Use of multimedia technology in teaching and learning communication skill: An analysis. International Journal of Advancements in research and technology, 2(7), 116-123. 22. Pavlenko, A., Blackledge, A., Piller, I., & Teutsch-Dwyer, M. (Eds.). (2011). Multilingualism, second language learning, and gender (Vol. 6). 23. Pun, M. (2013). The Use of Multimedia Technology in English Language teaching: A Global Perspective. International Journal of Interdisciplinary Studies, 1(1), 29-38. 24. Richards, J., & Rodgers, T. Approaches and Methods of Language Teaching. Cambridge, UK: Cambridge University Press. 2014. 25. Rostami Shirazi, R., Hesabi, A., & Simin, Sh. (2015). Effects of pedagogical movie English subtitles on EFL learners` vocabulary improvement. International Journal of Research Studies Hutchinson, T. & Waters, A. (1987). English for specific purposes: a learning-centred approach. Glasgow: Cambridge University Press.in Language Learning, 5(2), 47-56. 26. Snow, C. E., & Sweet, A. P. (2003). Reading for comprehension. Rethinking reading comprehension, 1-11. 27. Swanson, K. W., & Kayler, M. (2008). Co-constructing a Learner-centered Curriculum in Teacher Professional Development. Journal for Practical Application of Constructivist Theory in Education, 3(1), 1-26. 28. Torregrosa Benavent, G., & Sánchez-Reyes, P. S. (2011). Use of authentic materials in the ESP classroom. Encuentro, 20, 89-94. 29. Urquhart, A. H. & Weir, C. (1998). Reading in a second language: Process, product and practice. London: Longman. 30. Walter de Gruyter. Romero, G. (2017). Developing Reading Comprehension Skills in an ESP Course through a Theme and Task Based Learning Model. Advances in Engineering Education, 14, 136-146. 31. Warschauer, M., & Matuchniak, T. (2010). New Technology and Digital Worlds: Analyzing Evidence of Equity in Access, Use and Outcomes. Review of Research in Education, 28(1), 179-225. https://doi.org/10.3102/0091732X09349791