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Setting EFL Reading Comprehension Questions in Learners L1?
This paper tries to address the question ‘Will it make a difference if reading comprehension questions are set in learners’ L1 instead of English (L2)?’ Past studies addressing this issue have produced contradictory findings.
Medical Students Most Frequent Errors at Mahidol University, Thailand
This study focuses on error analysis of first year medical students from the four medical schools at Mahidol University. A total of 44% of enrolled students participated, about 237. They were asked to translate sentences from Thai into English, translate a paragraph from Thai into English, and write an opinion paragraph in English on medical ethics.
Plagiarism or intertextuality?: Approaches to Teaching EFL Academic Writing
EFL students’ problems in using textual sources in academic writing have been considered negatively as plagiarism and more positively as a manifestation of intertextuality. This paper argues that treating plagiarism from the perspective of intertextuality is a productive approach to teaching writing skills, as it can help to foster student writers’ self confidence.
Reactive and Preemptive Language Related Episodes and Uptake in an EFL Class
This study investigates how frequently reactive and preemptive Language Related Episodes (LREs) are used in communicative classes. The study also examines the potential of the two types of focus on form in leading to uptake. To this end, all LREs were identified and transcribed from the audio-recordings of 24 hours of instruction from one class with two qualified instructors.
An Examination of Vocabulary Learning of College-level Learners of English in China
This paper reports on the learning of English vocabulary by college students (N=60) in mainland China. The purpose of this study was three fold: 1) to identify the pattern of vocabulary learning strategies; 2) to look at the differences in vocabulary learning strategy by gender, major, and self-rated English proficiency; and 3) to find out the vocabulary learning problems, attitudes and beliefs in relation to strategy use.
Language Learning Strategies for Junior College Students in Taiwan: Investigating Ethnicity and Proficiency
The present study aimed to investigate the effects of ethnicity and language proficiency on the use of language learning strategies by junior college students. Specifically, the study aimed to find out whether the frequency of strategy use across aboriginal and non-aboriginal junior college students and across high, intermediate and low English proficiency groups varies significantly.
Refusal Strategies by Yemeni EFL Learners
This is a pragmalinguistic investigation into the speech act of refusing as made by Yemeni learners of English as a foreign language. For this study, 20 Yemeni learners of English were asked to respond in English to six different situations in which they carry out the speech act of refusal.
High School Freshmen’s Responses to Home Economics Conducted in a Non-native Variety of English: A Three-year Survey on Content-based Instruction in Japan
From 2002 to 2004, a public high school in Japan provided Home Economics lessons for freshmen using non-native varieties of English for instruction. Offering a content course using non-native varieties of English was a significant step in the Japanese education scene since the need for students to be familiar with non-native varieties of English is essential, given the fact that non-native speakers outnumber native speakers of English in the world.
A Comparative Study of the Effect of Implicit and Delayed, Explicit Focus on Form on Iranian EFL Learners’ Accuracy of Oral Production
The present study was conducted to compare the effect of implicit focus on form through corrective recast with the effect of delayed, explicit focus on form. To fulfill the purpose of the study, 60 intermediate learners of Kish Language Institute were chosen by means of administering an achievement test. These learners were pretested through a structured interview to check their current accuracy level regarding the oral production of four structures.
Teaching Writing in Chinese Universities: Finding an Eclectic Approach
This paper outlines an eclectic approach to teaching English writing to Chinese university students. It attempts to address the major problems of college English writing: a heavy emphasis on linguistic accuracy; overlooking the development of students’ writing ability; over-emphasis on the “productâ€; a lack of input of genre knowledge; and a lack of variety of assessment.
