Жамият ва инновациялар –
Общество и инновации –
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
Usage of the “Just in time” concept in teaching English for
Specifics Purposes
Niginabonu KURBANOVA
1
Tashkent State University of Economics
ARTICLE INFO
ABSTRACT
Article history:
Received March 2021
Received in revised form
20 March 2021
Accepted 15 April 2021
Available online
20 May 2021
The current article describes the results of different research
findings, that was established after implementation of “Just in
Time” concept in language acquisition, collecting data from
students about the effectiveness of the target concept and their
insights of the “Just in Time” as a whole. Learners in this research
take English classes for specific purposes; the topics of the
lessons are connected with the major they are focusing on.
Annotationsof ESP teaching among the students showed that no
specific instruction in language acquisition were given and there
were more miscellaneous approach in teaching, without a corpus
and clear description of what language element exactly should be
focused on in ESP teaching, or what grammar is necessary to
teach in order to use language in authentic world or what texts
should be introduced for reading as the academic readings
claimed time for analyzing and comprehending. The most
important thing is how students are able to understand and
obtain data using their cognitive skills, thus, it was difficult to
fully explore the ability of theirs, identify their strength and
weaknesses. As a result, in the teacher – student interaction,
contribution of learners lacked and the outcomes were barely
explored. These apprehensions directed the teachers to reflect a
strategy which could encompass learners and helped them to
participate time in the classroom activities and outside the
classroom hours, therefore the time of the class might be better
enhanced and the coherence better interpreted.
As an example, we can take students with the major of Hotel
industry and tourism faculty. Not a secret that this sphere is
significantly developed field of modern society, where the
collaboration and negotiation play a huge role. Being Lingua
Franca-the language of the world, demand for English language
acquisition increases noticeably. The people of the target major
are required to have English language proficiency. Tourism
Keywords:
ESP,
language acquisition,
proficiency,
assessment,
evaluation,
feedback,
alternative assessment,
concept,
“Just-in time”,
cognitive skills.
1
lecturer, Tashkent State University of Economics. Tashkent, Uzbekistan.
E-mail: n.kurbanova@tsue.uz.
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417
comes align with English language, due to its world-wide usage
and being an official language almost in more than 70 countries
of the world. On its turn, English language teachers are
specifically needed with their experience, knowledge and
teaching skills as well. Current article is to demonstrate the role
of concepts in teaching ESP, selecting appropriate techniques for
students to learn the language and be confident in using the
language at their work places. Moreover, the article
demonstrates the importance of cognitive skills of students for
effective productive skills and receptive skills as well. In addition,
in the article the theory of “Just-in-time” concept is described, in
the process of teaching ESP students.
2181-1415/© 2021 in Science LLC.
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Ingliz tilini maxsus maqsadlar uchun o‘qitishda “Just in time”
konsepsiyasidan foydalanish
ANNOTATSIYA
Kalit so‘zlar:
ESP,
tilni bilish,
bilish darajasi,
baholash,
teskari aloqa,
muqobil baholash,
kontseptsiya,
“Just in time”,
bilim va ko‘nikmalar.
Ushbu maqolada o‘quvchilarning maqsadli kontseptsiyaning
samaradorligi va ularning “Just in Time” haqidagi tushunchalari
haqida ma’lumot to‘plagan holda, “Just in Time” kontseptsiyasi
amalga oshirilgandan so‘ng tuzilgan turli xil tadqiqot natijalari
tasvirlangan.
Ushbu
tadqiqotda
o‘rganuvchilar
ma’lum
maqsadlar uchun ingliz tili darslarida qatnashadilar; darslarning
mavzulari ular yo‘naltirgan mutaxassisligi bilan bog‘liq.
Talabalar o‘rtasida ESP tadqiqot natijalari shuni ko‘rsatdiki, tilni
o‘zlashtirishda aniq ko‘rsatma berilmagan va o‘qitishda turli xil
yondashuvlar mavjud, korpus va ESP o‘qitishda aniq qaysi til
elementiga e'tibor qaratish lozimligi yoki qanday grammatika
zarurligi aniq tavsifisiz akademik o‘qishlar tahlil qilish va
tushunish uchun vaqt talab qilganligi sababli, haqiqiy dunyoda
tildan foydalanish yoki o‘qish uchun qanday matnlarni kiritish
kerakligini o‘rganadi. Eng muhimi, o‘quvchilar o‘zlarining
ko‘nikmalari
yordamida
qanday
qilib
ma’lumotlarni
tushunishlari va qabul qilishlari, shuning uchun ularning
qobiliyatlarini to‘liq o‘rganish, ularning kuchli va zaif
tomonlarini aniqlash qiyinlik tug‘diradi. Natijada, o‘qituvchilar
bilan talabalarning o‘zaro darsdagi muloqotlarida o‘quvchi-
larning faoliyatisustlawadi va natijalari deyarli o‘rganilmaydi.
Ushbu holatham o‘qituvchilarni ham o‘quvchilarni qamrab olishi
zaruzligi va ularga sinf mashg‘ulotlarida va sinfdan tashqari
vaqtlarda qatnashishlariga yordam beradigan strategiyani aks
ettirishga yo‘naltirilishi zarurligini ko‘rsatadi, shuning uchun
dars
mashg‘ulotlari
davomida
talabalarning
bilimlari
yaxshilanishihamda izchillik yaxshiroq talqin qilinishi muhim
ahamiyat kasb qiladi.
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Misol tariqasida biz Mehmonxonalar va Turizm yo‘nalishi
mutaxassisligi bo‘yicha talabalarni olishimiz mumkin. Hech
kimga sir emaski, ushbu soha zamonaviy jamiyatning rivojlangan
sohasi bo‘lib, u erda hamkorlik va muzokaralar katta rol
o‘ynaydi. Ingliz tilining hozirgi vaqtda – dunyo tili bo‘lganligi
sababli, uni egallashga bo‘lgan talab sezilarli darajada oshib
bormoqda. ESP mutaxassislaridan ingliz tilini bilish talab
qilinadi. Dunyo miqyosida qo‘llanilishi va rasmiy til sifatida
dunyoning deyarli 70 dan ortiq mamlakatlaridagi faoliyatlar
ingliz tilini bilish darajasi bilan o‘zgaradi. O‘z navbatida, ingliz tili
o‘qituvchilari o‘zlarining tajribalari, bilimlari va o‘qitish
qobiliyatlari bilan ham juda katta ahamiyat kasb etadi. Ayni
maqola ESPni o‘qitishda kontseptsiyalarning rolini namoyish
etish, o‘quvchilarga tilni o‘rganish va ish joylarida tilni o‘ziga
ishonch bilan ishlatishda yordam beradigan metodlarni tanlash
va ulardan foydalanish muammosiga qaratilgan. Bundan
tashqari, maqola o‘quvchilarning bilim qobiliyatlari ko‘nikmalari
va qabul qilish qobiliyatlari uchun muhimligini namoyish etadi.
Bundan tashqari, maqolada ESP talabalarini o‘qitish jarayonida
“Just in time” kontseptsiyasi nazariyasi tasvirlangan.
Использование концепции «Just in time» в обучении
английскому языку для специальных целей
АННОТАЦИЯ
Ключевые слова:
ESP,
овладение языком,
уровень владения,
оценка,
обратная связь,
альтернативная оценка,
концепция,
«Just in time»,
знания и навыки.
В данной статье описываются результаты различных
исследований, которые были получены после внедрения
концепции «Just in Time» в овладение языком, сбора данных
от студентов об эффективности целевой концепции и их
взглядов на «Just in Time». Учащиеся, участвующие в этом
исследовании,
посещают
уроки
английского
для
определенных целей; Темы уроков связаны с основной
темой, на которой они сосредоточены. Аннотации обучения
ESP среди студентов показали, что не было дано
конкретных инструкций по овладению языком, и в
обучении использовался более разнообразный подход, без
корпуса и четкого описания того, на каком именно элементе
языка следует сосредоточить внимание при обучении
ESP или какую грамматику необходимо учить, чтобы
использовать язык в аутентичном мире или какие тексты
следует вводить для чтения, поскольку академические
чтения требовали времени для анализа и понимания.
Самым важным является то, как учащиеся могут понимать и
получать данные, используя свои когнитивные навыки,
поэтому было сложно полностью изучить их способности,
определить их сильные и слабые стороны. В результате во
взаимодействии между учителем и учеником вклад
учеников отсутствовал, а результаты практически не
рассматривался. Эти опасения побудили учителей отразить
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стратегию, которая могла бы охватить учащихся и помочь
им проводить время в классных занятиях и вне классных
часов, поэтому время класса могло бы быть лучше
увеличено, а согласованность лучше интерпретирована
В качестве примера можно взять студентов по
специальности «Гостиничный бизнес и туристический
факультет». Не секрет, что эта сфера является значительно
развитой сферой современного общества, где сотрудничество
и переговоры играют огромную роль. Поскольку Английский
язык – язык мира, спрос на английский язык заметно
возрастает. Люди целевой специальности должны владеть
английским языком. Туризм соответствует английскому
языку, поскольку он широко используется во всем мире и
является официальным языком почти в более чем 70 странах
мира. В свою очередь, учителя английского языка особенно
востребованы с их опытом, знаниями и навыками
преподавания. Данная статья призвана продемонстрировать
роль концепций в обучении ESP, выбрав подходящие методы
для студентов, чтобы выучить язык и быть уверенными в
использовании языка на своих рабочих местах. Кроме того,
статья демонстрирует важность когнитивных навыков
учащихся для эффективных продуктивных навыков и
навыков восприятия. Кроме того, в статье описывается
теория концепции «Just-in-time» в процессе обучения
студентов ESP.
INTRODUCTION
Nowadays, in the rapidly developing century Learning English as the second
language is becoming necessary due to the various purposes, such as to have better
educational background, participate in diversity of exchange programs, have better
position at work and gain experience. It is true that EAP teaching is widely spread, however
the brunch of it – ESP, English for Specific purposes, is a little ignored. Consequently, the
methods for ESP approach are also in the shade. Tourism and hospitality areas of education
are categorized for ESP teaching, where students of the target major should learn specific
language that is about tourism, hospitality, hotel industry. As a result, it is an essential and
dynamic specialization within the field of both English language teaching and learning.
Teaching ESP in the target field requires special approach and tools, designing a corpus
which helps to identify what students should learn, which language elements are essential
and which side of the language is to be focused on less. ESP teaching demands to develop
students’ cognitive skills, such as comprehending, analyzing, selecting, criticizing, for
better production of English in authentic environment. Cognitive skills and their
improvement are the initial part of ESP teaching in terms of communicative competence
building, motivation in learning language, learner independence and self-assessment.
However, there are many questions that lead to confusion, in defining why cognitive skills
are considered to be focused on? why not intelligence plays a bigger role? or what’s more,
are the cognitive skills and intelligence differ? In the current article the questions above
are more or less discussed in the sample of teaching ESP to students with the major of
Hotel Industry.
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REVIEW OF THE LITERATURE
According to some studies, English has allocated with focuses such as examining the
efficiency of courses and interferences in emerging and expending tourism students’
language proficiency. [Lo & Sheu, 2008; Zayed, 2009]. Furthermore, there is requirement
for language skills of learners and employees. [Choi, 2010]. Brunton, [2009] and Laborda
[2005] assessed the coursebooks and materials for teaching ESP from students,
employees, trainees’ perspectives. In Laborda’s [2009] research, it was discovered that the
students of hotel industry and tourism, had better input through the computer-based
activities, and authentic materials. Diaz and Scholfield [2010] studied students’ proficiency
and compared the results of frequently used words and specific tourism vocabulary, the
result of which appeared to have a clear understanding of specific tourism vocabulary
better than frequently used vocabulary, due to the authenticity of conducted activities,
where students acted relying on their profession and their experience at work. Brown,
(2004), suggests that different processes, as perceiving, remembering, note taking are
complicated in learning, at the same time these developments don’t point to the hypothesis
of how and why learning takes place. Hasanzadeh and Shahmuhammadi, (2011), argue
that the distinctive difficulty of the ideational course of human beings’ mind eccentrically
captivated scholars to reflect of what goes in the brain. Meanwhile Ellis, (2010), claims that
in teaching process those skills of cognition are demonstrated in the production of
learners. She claims that second language learning is obviously more unpredictable than
first language procurement. For this reason, academics in the area of second/foreign
language acquisition have recently affected on EFL learners’ variations. Closely related
with learners’ academic accomplishment and intellect is among the key features that can
enhance learning. Mitchel and Miles, (2004), point out the idea of relaying on its main
implication in education, foreign language learning success entails a keen obligation of its
important qualities. EFL learners increasingly follow a general path; thus, the degree of
their concluding attainment has decisively been provided to be unlikely given their diverse
features.
Although the target concept is introduced as a strategy in some researches, both
understandings denote to the one and main notion. In the article of Lorena Andrea Lopez
Cupita, (2015), the concepts are performed as the strategy, termed “Just in Time Teaching”
(JiTT) appears to be a decent technique to involve apprentices before the class is
introduced. Novak claims (2007), JiTT occurs before lesson hours, through diversity of
activities which can be conducted both online and offline, where students are able to
exchange their knowledge with an instructor and peers as well; the tutor may take benefit
of this preceding students’ knowledge to make the class more effective and productive.
DISCUSSION
On the stage of teaching ESP, the question of either cognition and intelligence play a
bigger role in the teaching process is still not identified for certain. There are a lot of
arguments among scholars, some assuring about the cognitive skills are the features of
psychology rather than pedagogy, others combine both cognitive skills and intelligence
being essential in pedagogy and centered focus. Sternberg, (1996), suggests the idea of a
cognitive intelligence as an amalgamation of arithmetical, three-dimensional, vocal
competences which contains individuals’ aptitudes, as well as imagination, memorization,
awareness, introduction and inference. Learning as Brown, (1994), claims, is solid with
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intelligence and memory. He upholds that the most tough difficulty on the way of learning
a second language relates to the matter of recollection. Emotional intelligence is distinct as
“the skill to monitor one’s own and others’ emotional state, to distinguish among them and
to use this data to director one’s rational and movements”. (Salovey and Mayer, 1990).
Moreover, “Just in Time” concept has been practiced throughout the last span in
diverse extents of education and is preliminary is applied in the language field. Scholars
have verified that it has sufficient outcomes in the sceneries in which it has been altered.
Schuller, DaRosa, and Crandall (2015) conducted the research utilizing the JiTT concept as
a strategy. The main aim of this study was to measure the use of JiTT in a position program
of medicine. During the years 2010–2011, JiTT was directed as a piloting method in
language teaching in 31 sessions at Northwestern University (USA) in a “General surgery
residency program”. Applicants should fulfill web-based training queries before the
sessions of content subjects learning process. Replies were observed by aptitude
memberships of “just in time” to familiarize conference content to residents’ learning
needs. Contributors accomplished reviews evaluating their insights of JiTT. According to
the results of the current survey, it is established that more than 70% of resident survey
respondents specified that JiTT assisted in the learning process of crucial arguments and
ideas. At least 90% of faculty study practitioners state dencouraging insights of features of
the JiTT strategy. The researchers determined that the usage of JiTT amplified learner
input, learner maintenance, and the increased quantity of learner-centered time. JiTT
signified an actual tactic for expressive and effective learning in the program.
Abreu and Knouse (2014) settled a research with the drive of assimilating the JiTT
approach in an advanced Spanish as a foreign language class taught at a postsecondary
establishment; in this study, members utilized the JiTT concept by means of different
activities such as warm-ups and puzzles. The warm-ups confirmed that students were
eager to prepare the material, they were interested in and would obtain for class, most of
the time according to the assignments. Puzzles facilitated the assessment of whether the
students had understood the target material used in the process. As a result, it is
acknowledged that with the custom of the JiTT strategy, learners were aware of
terminology of prior lectures; thus, they were more equipped for debates in teaching
process. Furthermore, students’ answer said the teacher to fold comprehensive evidence
associated with the level of each learner in respect to understanding and class preparation.
The target concept not only comprises a pre-class activity established through a
web-based exercise, but also it helps students to understand the content as they see it, and
relay on their skills, analyzing the data and making suggestions. Admittedly, there are lots
of various sorts of activities and they are utilized in dependence on the explicit topic of
study. According to Novak (2007), the two most fundamental forms of JiTT exercises are
warm-ups (considered to present new ideas and inspire class debate) and puzzles
(intended to mix numerous perceptions and to measure apprentice knowledge resulting
their work with material). The intention of the activities is to trigger students’ former
knowledge. Learners should comprehend the projected activities, in a learning
management system (LMS), or through a web 2.0 tool. The teacher collects the responses
to the activities just in time to select specific misunderstandings, gaps in learning, and
students’ thoughts about the content.
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CONCLUSION
Inspiring scholars’ assignation is a bit issued in teaching process; educators
emphasize diversity of approaches in the classroom in order to attract learners’ awareness
towards the activities. However, sometimes, teachers might realize that students do not
get involved straightforwardly. This can occur due to several explanations for the
deficiency of engagement in students, but we should know that this is not the main case
that should be stacked on. The current article demonstrates the effectiveness of “Just in
time” concept, or strategy as it was called above, in terms of improving learners’ skills, in
obtaining information and using their cognitive skills in analyzing it.
Relaying on the outcomes of the study, students’ awareness was exposed when they
participated in the designed activities utilizing the concept; in the result of using the Just
in Time concept strategy learners were able to manage time to upsurge their knowledge
based on specific content that were interesting for them. Moreover, they could decrease
their cognitive skill because they realized that the data which was analyzed by them before
class, helped them to participate with more self-confidence in the process of in class
acquisition. Consequently, this awareness was produced before the lesson. Doubtless, if we
as teachers smear approaches beforehand, we will be able to create more opportunities to
substitute students’ engagement and, as a result, the learning process might be facilitated.
Similarly, to the application of the JiTT strategy, it is accepted as a totally new
approach, both for participants and for teachers in terms of assessment. The reason for
this was not only because of the demand required for analyzing data earlier, but also
because they specified that this is the first step of conceptualization that was associated
with the technology use as it was applied in ESP teaching; Although there is the fact that
the practitioners of this research are young generation, the thoughts of whom differ and
noticeable. They revealed that it is interesting to work in the English classes and in other
subjects with strategies related their own content and major and identify the language that
they are needed. Consequently, should think about the skills of the students, that help them
to analyze and think critically.
Relaying on the evidence priory performed in the process of ESP teaching is
essential and core aspect to increase students’ centered classes, due to the fact students
approach to the data and knowledge from their own perspectives and analysis. It is
worthwhile to introduce them to the material beforehand, letting them to think about the
data and look at it from different angles. This is beneficial for developing students’
analytical skills, as while they are considering about the information and matching them
with the real estate, real life, whether the information is worth learning, and whether they
can use it not only in but also out of the classroom activities. The purpose of the strategy is
to measure the effectiveness, so students can have a good consideration about this system.
In addition, it is significant to indicate that this method involves time for teachers to
formulate classes. According to the theory, when using “Just in time” conception, learners’
answers should be distributed two or three hours earlier to get ready and think about their
already existing knowledge on the content.
On the other hand, it would be valuable to mention that with the help of “Just in time
concept” tactic the members of this study could assimilate evidence they had found before
the class with the readings deliberated in the instructions. Thus, they were able to
associate and dissimilate information which is valuable for starting the progression of
critical reading. In further research, it would be interesting to explore in details how
students capable for improving their cognitive skills through the use of the “Just in time”
conception.
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