English for Specific Academic Purposes: The Need for ICT and Reconstruction
International Journal of Literature and Arts
Volume 2, Issue 6-1, December 2014, Pages: 1-7
Received: Jul. 14, 2014; Accepted: Sep. 2, 2014; Published: Oct. 7, 2014
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Yahya Dkhissi, English Department, Chouaib Doukkali University, El Jadida, Morocco
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In most non-English speaking countries, the language is basically seen as an academic endeavor for some general or specific purposes. Teachers, academicians, syllabus designers, but not learners, are often involved in structuring, designing or promoting the curricula and teaching activities. The rationale of this paper is to integrate other contributing components to the teaching and learning of English for Specific Academic Purposes (ESAP). Authentic material, ICT, learners’ communication, task based activities, the teacher’s facilitator role, digital teaching, purpose oriented assessment, learner centered methods and project oriented curricula are the current needs of higher education in the Moroccan university. Thus, the objective of this paper is to give some new insights that might contribute in the digital change and the current needs of learning and teaching enterprise. For this purpose, a case study of teaching some linguistic and research methods courses has been conducted in the English department at Chouaib Doukkali University, El Jadida, Morocco, to evaluate to current situation, analyze the data and suggest a reconstructive model based on ICT and learners’ integration.
ESAP, ICT. Linguistics, Digital Teaching, Reconstructive Model
To cite this article
Yahya Dkhissi, English for Specific Academic Purposes: The Need for ICT and Reconstruction, International Journal of Literature and Arts. Special Issue: Discourses of Militarization and Identity: Literature of Conflict. Vol. 2, No. 6-1, 2014, pp. 1-7. doi: 10.11648/j.ijla.s.2014020601.11
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