<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Kozeta  Hyso</style></author><author><style face="normal" font="default" size="100%">Elida  Tabaku</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPORTANCE OF VOCABULARY TEACHING TO ADVANCED FOREIGN LANGUAGE STUDENTS IN IMPROVING READING COMPREHENSION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">context clues</style></keyword><keyword><style  face="normal" font="default" size="100%">reading comprehension</style></keyword><keyword><style  face="normal" font="default" size="100%">vocabulary knowledge</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1405178572.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">29</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Vocabulary is important for understanding difficult reading materials. English vocabulary teaching at higher reading levels should involve direct teaching and context-based approaches. Many studies have stated the need for a systematic and principled approach to vocabulary teaching and learning , as word knowledge is essential to reading comprehension not only at elementary levels of reading but also to reading and comprehending the texts students read at university. 
 This research was conducted with 80 first year students studying English as their major in the University of Vlora and University of Tirana, Albania.
 The aim of this research is to give an overview of the beliefs the students have about vocabulary learning, its direct teaching, its importance in university studies and of the vocabulary learning strategies used by them. It also highlights some of the effective strategies used by first-year university students. Teaching and applying a wide range of vocabulary learning strategies will help university students be aware of the importance of vocabulary learning and enrich their own vocabulary. Teaching independent word-learning strategies, including the use of context clues, the use of word parts, and efficient use of the dictionary is useful even for advanced English university students. The conclusions reached are that direct teaching of vocabulary in university context is important and leads to better text comprehension.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">53-62</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Esmeralda  Kromidha</style></author><author><style face="normal" font="default" size="100%">Elida  Tabaku</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPROVEMENT OF FOREIGN LANGUAGE TEACHER EDUCATION IN ALBANIA</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">language teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">learning skills</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=971787</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">38</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Foreign language teaching has been the subject of many changes in Albania in response to the social and economic changes that have taken place in the country and in Europe. The foreign language teacher should be able to teach communicative language and intercultural education. This asks for teachers who work to develop professionally by applying active teaching and learning strategies. Teacher education is the basis for this radical change demanded from the teachers. 
 University of Tirana is working to meet this challenge. Based on the problems experienced, beliefs and attitudes future teachers share, new Master Courses on Teacher Education have been designed and applied in the last two years. They aim at improving teachers’ language and teaching skills by having a balanced proportion of content and pedagogical subjects, teaching practice and research. A well designed curriculum is seen as crucial to teacher education.
 A survey has been conducted on the outcome of the new curricula of Teacher education. The main focus has been to make our foreign language teaching and learning comparable to that of the region by keeping to the standards of European Common Framework of Modern Languages.
 
 
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">50-60</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Luljeta  Buza</style></author><author><style face="normal" font="default" size="100%">Hektor  Buza</style></author><author><style face="normal" font="default" size="100%">Elida  Tabaku</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PERCEPTION OF LIFELONG LEARNING IN HIGHER EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">innovation</style></keyword><keyword><style  face="normal" font="default" size="100%">lifelong learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594286</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">26</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The paper is an empirical study based on questionnaires of 450 postgraduates’ students, and 30 teachers enrolled in different courses in Tirana University. It aimed to identify the problems and to find out some solutions to the problem focused on the wide availability of information and communication, which makes learning take place wherever and whenever it suits the student. The study highlights the way how education can be organized to ensure quality and lifelong learning. The study, based on the analysis of questionnaires, pointed out that it is considered as not efficient if lifelong learning is focused only on short-term requirements. The teacher educators had quite a number of concepts on lifelong learning, and their perceptions were concentrated on: 1) developing a range of skills; 2) being able to identify problems; 3) ways of tackling, finding and using information effectively; 4) understanding and extending ways of learning to gain and apply new knowledge.
 The paper is divided into two parts. Part one outlines the key issues related to the importance of lifelong education and part two analyzes lifelong learning approaches, conclusions and recommendations.
 The notion of learning society needs some theoretical and analytical potential which requires realization of a considerable work. There is a need for greater clarity in defining the meaning of the learning society, and for establishing criteria for interpretation. Learning continually throughout life is vital if we are to make informed choices about our lives and the societies in which we live. The strength of the idea of a learning society is a concept that needs to link learning process with the idea of a future society. It is necessary to link the theory of relationship between education and economic life and to draw upon understandings of human beings as active, and cooperative in the learning society. The different and differentiated personal development would contribute to better understanding and improved implementation of lifelong learning policies. Formal education needs to become more meaningful and relevant in its on-line application.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">42-51</style></section></record></records></xml>