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Young Language Learner Assessment: A Case for Using Assessment Portfolios
The introduction of English into the Japanese elementary school presents an important curriculum issue of suitability and accountability: how to ensure that teaching and learning is enjoyable, easy to understand, trustworthy, and can improve practices.
Teacher Autonomy and Professional Teacher Development: Exploring the Necessities for Developing Teacher Autonomy in EFL Japanese Contexts
The main purpose of this study is to examine how EFL Japanese teachers can develop teacher autonomy. Teacher autonomy is related to various components including both individual teacher’s psychological factors such as motivation, stress, or job dissatisfaction and social factors which include school systems or educational policies provided by the government.
Perspectives on the English Language Education of Hong Kong’s New Senior Secondary (NSS) Curriculum
The paper explores issues relating to the New Senior Secondary (NSS) English curriculum in view of professional perspectives from curriculum design and task-based principles. To underline the roles played by learners and teachers in curriculum development, this paper looks at curriculum from a social contextual perspective as defined by Graves (2006; 2008).
A new paradigm of teaching English in China: An Eclectic Model
This paper presents an eclectic model of teaching English majors the Comprehensive English course at the university level. The new approach to ELT described combines strengths from the traditional teaching, communicative language teaching (CLT)…
Enhancing oral participation across the curriculum: Some lessons from the EAP classroom
Internationally, English is increasingly being adopted as the language of post-secondary education. In Asia however efforts by universities to promote the use of the English language both inside and outside the classroom may be threatened by the supposed reticence of Asian learners.
Metadiscourse Knowledge and Use in Iranian EFL Writing
Since English is recognized as one of the most widely used languages in the world, intelligible written English is not only a critical business skill but a generally-used social one as well. The major emphasis of research in foreign language writing has been predominately in the area of syntax whereas the pragmatics of metadiscourse has not received the attention it deserves.
Language transfer as a communication strategy and a language learning strategy in a Malaysian ESL classroom
This paper reports on the use of language transfer as a type of communication strategy and language learning strategy drawing on a variety of oral interaction activities from a Malaysian classroom for English as a second language.
Introducing Critical Literacy to EFL Teaching: Three Chinese Taiwanese College Teachers Conceptualization
This study mainly explored Taiwanese EFL teachers’ perception of the importance of critical literacy in EFL teaching, the feasibility of critical literacy in an EFL class at Taiwan colleges, and an ideal critical EFL class in Taiwan. Participants were three former EFL Taiwanese teachers who have newly learned critical literacy at American universities.
Foreign Language Speaking Assessment: Chinese Taiwanese College English Teachers Scoring Performance in the Holistic and Analytic Rating Methods
The purpose of this study was to investigate college English teachers’ scoring performance of the holistic and analytic rating methods, their views and concerns with the components of oral skills, and whether teachers’ background variables influenced their scoring performance.
A Case Study into Teacher Perceptions of the Introduction of Student Evaluation of Teaching Surveys (SETs) in Japanese Tertiary Education
For over five years, student evaluation of teaching through end of semester questionnaires (SETs) has been mandatory in Japan. Evaluation has been conceived by a centralized bureaucracy and delivered to schools as an imperative, but often without clarification of aims or purposes.
