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Semantically Acceptable Scoring Procedures (SEMAC) Versus Exact Replacement Scoring Methods (ERS) For ‘Cloze’ Tests: A Case Study
It has been suggested by a number of theorists that a semantically acceptable scoring procedure (SEMAC) is preferable to an exact replacement scoring method (ERS) for ‘Cloze’ tests. They argue that the SEMAC procedure is fairer for testees and that it provides a better indication of communicative competency and the overall linguistic abilities of ESL/EFL students.
The Influence of Partial English Immersion Programs in Taiwan on Kindergartners’ Perceptions of Chinese and English Languages and Cultures
Many Taiwanese scholars and parents raise concerns about the influences of the partial English immersion programs (EIPs), indicating EIPs might lead children to devalue their Chinese language (L1) and Chinese culture (C1), and favor English (L2) and Western culture (C2). This study explores whether a typical partial English immersion program leads children to devalue their L1 and C1.
Using STAD in an EFL Elementary School Classroom in South Korea: Effects on Student Achievement, Motivation, and Attitudes Toward Cooperative Learning
There is a large body of research supporting the positive effects of cooperative learning, not only on student academic achievement, but also on other important factors such as student motivation, student relations (including group skills and acceptance of lower level students) and liking of school. A form of cooperative learning known as Student Teams Achievement Division (STAD) developed by Robert Slavin and his colleagues, is the most heavily researched cooperative learning approach, and has produced positive effects across a wide range of grades and subjects.
From EFL to Content-Based Instruction: what English teachers take with them into the sociolinguistics lecture
This paper describes the teaching of sociolinguistics to Japanese and Chinese 2nd grade students in a college in Japan by a teacher trained in English as Foreign Language (EFL). It shows how the native speaker EFL teacher employs a methodological combination of teacher transmission and student collaboration as an effective means to teach this particular content-based subject to non-native English speakers using primarily English as the instructional language.
Exploring a Summer English Language Camp Experience in China: A Descriptive Case Study
This paper reports on a descriptive study of a summer English language camp held in China. Chinese youths ages 8-18 were taught conversational English through a variety of classes and activities. Instructors were visiting teachers from the USA assisted by local Chinese teachers.
CRITICIZING AND RESPONDING TO CRITICISM IN A FOREIGN LANGUAGE: A STUDY OF VIETNAMESE LEARNERS OF ENGLISH
Interlanguage pragmatics research has contributed a great deal to our understanding of L2 pragmatic use but less to our understanding of L2 pragmatic development, although developmental issues are also its primary research goal. Additionally, previous studies have been confined to a rather small set of speech acts, under- researching such face-damaging acts as criticizing and responding to criticism even though these may be more challenging for L2 learners.
The Effect of L1 and CAI on Grammar Learning: An Error Analysis of Taiwanese Beginning EFL Learners’ English Essays
The purpose of this study was to examine whether the CAI (computer assisted instruction) tutorial program had an impact on the EFL (English as a Foreign Language) grammar skills of the beginning EFL language learners. A quasi-experimental research design was conducted at a private college located in southern Taiwan.
Conversation Means Talking: A Case Study in Encouraging Participation in a Thai University English Conversation Class
On arrival in Thailand in November 2003 as a teacher at Dhurakijpundit University I was allocated, among other subjects, two classes of “Beginner English Conversation Skills”. At the outset I explained to my students that ‘conversation’ meant ‘talking’, and that meant them talking with each other and with me.
Technology and Change in English Language Teaching (ELT)
This paper examines the ways in which computers are impacting upon change in ELT and argues that Asian countries are, in a sense, at the heart of this. The paper reviews and further develops a shorter forthcoming colloquium article in The British Journal of Education Technology and begins by linking the growth of English to the growth and widespread availability of computers.
What can EFL Teachers Learn from Immersion Language Teaching?
Immersion language teaching has developed techniques that enable teachers to make their subject matter, through a second language, more comprehensible. It is argued in this article that EFL teachers can also use techniques used by immersion language teachers in their classrooms.
