JiTT （Just-in-Time Teaching） and flipped classroom are two innovations in academia where high-tech and no-tech resources are blended to encourage more interaction and creativity among students. These two methods als...JiTT （Just-in-Time Teaching） and flipped classroom are two innovations in academia where high-tech and no-tech resources are blended to encourage more interaction and creativity among students. These two methods also help minimize the dependency on face-to-face lecture and make the class time more creative and effective. This study is the very first attempt of implementing these strategies in Bangladesh. It explores the prospect of JiTT and flipped classroom at tertiary level in Bangladesh. In the first part of this paper, recent studies on JiTT and flipped classroom are discussed to shed light on their effectiveness and problems. The latter part explains the data and research findings. Before collecting the data, JiTT and flipped classroom were used with 33 students of undergraduate level who were students of＂ELT Methodology＂ course. After the implementation of the methods, a questionnaire survey was conducted to collect data regarding their response to these two methods. The study reveals that JiTT and flipped classroom help cover more topics in a short time while enhancing students＇ interaction and participation. They make students come to the class prepared and reflect on their learning. Teachers can understand students need better and provide required feedback. The overall interaction among students and teachers can be improved using JiTT and flipped classroom since everyone is clear about each other＇s existing knowledge and learning objectives.展开更多
BE （Business English） has been unprecedentedly emphasized and gradually developed into an independent discipline. The paper aims to explore a holistic course design for business professionals in IBC （Intercultural ...BE （Business English） has been unprecedentedly emphasized and gradually developed into an independent discipline. The paper aims to explore a holistic course design for business professionals in IBC （Intercultural Business Communication） based on CLT （Communicative Language Teaching）. The proposed course design encompasses three-dimensional contents： comprehensive language and expertise training, intercultural communicative competence cultivation, and intercultural PBL （project-based learning）. A survey is conducted in a training program of Chinese business professionals in international institutions. Three principles are identified： （1） BE teaching is need-oriented, so the pedagogical methods should be tailored to meet the international workplace requirements; （2） The linguistic and professional knowledge acquisition is achieved through communicative function of the target language; and （3） Learners＇ participation in intercultural PBL can stimulate learners＇ interest and enhance their operational capabilities. The findings of the case study indicate that a holistic course design is： （1） Course syllabus should not be formed without taking the leamers＇ expectation and feedback into consideration; （2） Teaching strategies should be innovated to enhance learners＇ communicative confidence and competence; and （3） Teaching materials should be adapted and subjected to modification according to the authentic language used in intercultural settings. The study outcomes may also shed light on other disciplines of ESP teaching.展开更多
文摘JiTT （Just-in-Time Teaching） and flipped classroom are two innovations in academia where high-tech and no-tech resources are blended to encourage more interaction and creativity among students. These two methods also help minimize the dependency on face-to-face lecture and make the class time more creative and effective. This study is the very first attempt of implementing these strategies in Bangladesh. It explores the prospect of JiTT and flipped classroom at tertiary level in Bangladesh. In the first part of this paper, recent studies on JiTT and flipped classroom are discussed to shed light on their effectiveness and problems. The latter part explains the data and research findings. Before collecting the data, JiTT and flipped classroom were used with 33 students of undergraduate level who were students of＂ELT Methodology＂ course. After the implementation of the methods, a questionnaire survey was conducted to collect data regarding their response to these two methods. The study reveals that JiTT and flipped classroom help cover more topics in a short time while enhancing students＇ interaction and participation. They make students come to the class prepared and reflect on their learning. Teachers can understand students need better and provide required feedback. The overall interaction among students and teachers can be improved using JiTT and flipped classroom since everyone is clear about each other＇s existing knowledge and learning objectives.
文摘BE （Business English） has been unprecedentedly emphasized and gradually developed into an independent discipline. The paper aims to explore a holistic course design for business professionals in IBC （Intercultural Business Communication） based on CLT （Communicative Language Teaching）. The proposed course design encompasses three-dimensional contents： comprehensive language and expertise training, intercultural communicative competence cultivation, and intercultural PBL （project-based learning）. A survey is conducted in a training program of Chinese business professionals in international institutions. Three principles are identified： （1） BE teaching is need-oriented, so the pedagogical methods should be tailored to meet the international workplace requirements; （2） The linguistic and professional knowledge acquisition is achieved through communicative function of the target language; and （3） Learners＇ participation in intercultural PBL can stimulate learners＇ interest and enhance their operational capabilities. The findings of the case study indicate that a holistic course design is： （1） Course syllabus should not be formed without taking the leamers＇ expectation and feedback into consideration; （2） Teaching strategies should be innovated to enhance learners＇ communicative confidence and competence; and （3） Teaching materials should be adapted and subjected to modification according to the authentic language used in intercultural settings. The study outcomes may also shed light on other disciplines of ESP teaching.
