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Naoki Fujimoto-Adamson
Naoki Fujimoto-Adamson University of Niigata Prefecture, Japan Ms. Naoki Fujimoto-Adamson is currently working at the Self-Access Learning Center (SALC) at the University of Niigata Prefecture, Japan. She received her M.Ed. (Master of Education) from Leicester University, U.K. and her MA in ELT (English Language Teaching) from Essex University, U.K. Her research interests are in the […]
Dr. Luke Prodromou
Dr. Luke Prodromou has published articles in ELT journals and has written over twenty textbooks. He has worked for the British Council, NILE (Norwich), University of Edinburgh, Pilgrims (Canterbury) and ESADE (Spain) and others. He has given talks in over 25 countries around the world. He recently completed Smash (for young learners) and Attitude (for […]
Reima Sado Al-Jarf
Reima Al-Jarf is a professor at King Saud University (KSU), Riyadh, Saudi Arabia where she has taught courses in EFL, ESP, linguistics, and translation to graduate and undergraduate students. She has 6 books and about 100 articles published in refereed international and national journals. She has given 145 presentations, 28 workshops in 35 countries. […]
Writing in the Devil’s Tongue: A History of English Composition in China
Xiaoye You. Carbondale: Southern Illinois University Press, 2010, Pp. xi + 237. Reviewed by Jamie Elizabeth Marko State University of New York at Buffalo, New York, U.S.A English instruction has long been part of a global love-hate relationship, and perhaps nowhere is this more evident than in China. Colonialism, Maoist thought, national pride, economic growth, […]
Thematization in Romantic and Criminal Short Stories in English and Persian: Implications for Second Language Reading
Some teachers may believe that EFL/ESL students will be able to read and write in the target language if they focus on linguistic elements only, but other teachers who integrate short stories in the curricula have found out that stories add a new dimension to the teaching of reading.
To Teach More or More to Teach: Vocabulary-Based Instruction in the Chinese EFL Classroom
In the Chinese EFL classroom, explicit teaching of vocabulary is the dominant paradigm. While there are pragmatic and cultural reasons behind this teaching practice, the techniques used by teachers to fulfill the vocabulary requirement in the syllabus and textbooks have never been studied.
Characteristics and Transformation of Native English Speaker Teachers’ Beliefs: A Study of U.S. English Teachers in China
Native English speaker (NES) teachers presumably play a unique role in developing English-as-a-foreign-language (EFL) learners‘ oral competence. Teachers‘ beliefs about what and how to teach and how students learn are assumed to strongly influence their teaching practices and students‘ learning outcomes. Thus, it is worth exploring whether and to what extent NES teachers can develop their beliefs in the EFL context.
The Dynamic Nature of Learner Beliefs: The Relationship between Beliefs about EFL Learning and Proficiency in a Chinese Context
Notwithstanding a number of studies on L2 learner beliefs, there has been insufficient attention to how this individual difference (ID) variable is related to second language development. Also, there has been a call to adopt a dynamic approach to the role of individual difference variables in SLA, that is, conducting ID research in situational and cultural contexts (Dörnyei, 2009; Li, 2005).
Reluctance to Write Among Students in the Context of an Academic Writing Course in an Ethiopian University
This paper presents an investigation into reluctance to write among university students as observed in an academic writing course. Twenty university students and five of their instructors were involved in the study as research subjects and data generators.
Modal Verbs [1] for Politeness in Email Requests to Professors: The Case of Chinese EFL Learners
This paper is motivated by the premise that not much is known about how English modal verbs are used to express politeness in Chinese English-as-a-Foreign-Language (EFL) contexts. Specifically, this study examines and compares the use of modal verbs in email requests between two groups of Chinese EFL learners, namely English majors (EMs) and non-English majors (NEMs), in order to disclose the learners‘ English-proficiency factors for linguistic variation.
