Quarterly Journal | Volume 15 Issue 1 | March 2013
Choice and Its Influence on Intrinsic Motivation and Output In Task-Based Language Teaching
The first aim of this study is to examine whether the existence of choice of a task topic, compared to when there is no choice of topic, has a positive effect on participants’ interest (Task Interest) and self-efficacy (Task Self-efficacy) while conducting a descriptive type of task.
Computer Assisted Language Learning (CALL): Asian Learners and Users going Beyond Traditional Frameworks
Traditional frameworks for understanding Computer Assisted Language Learning (CALL), whilst still useful, are today nevertheless somewhat limited for a variety of reasons, and in many respects, it is the practices of Asian learners and users that are driving forward the need for new thinking in this area.
Analysis of the Contributions of In-school Language Clubs in Taiwan
Scholars mentioned that in order for students’ growth to take place, students need to actively engage in their environment. In countries like Taiwan, the trend of using English as a medium of instruction has become an increasingly important element in higher education. Therefore, great importance is placed on finding effective ways in teaching English to EFL students.
Investigating EFL Learning Strategy Use, GEPT Performance, and Gender Difference among Non-English Major Sophomores at a Technological University
This study investigated the overall English learning strategy use, listening proficiency and gender difference among 238 EFL non-English major sophomores at a technological university. Language learning strategies were measured through Yang’s (1992) Chinese version of the Strategy Inventory for Language Learning (SILL). Listening proficiency was measured by using one unit of intermediate-level listening comprehension of the General English Proficiency Test (GEPT).
A Comparative Study of Intuitive-Imitative and Analytic-Linguistic Approaches to Teaching Pronunciation: Does Age Play a Role?
The indispensable place of pronunciation in the vast realm of communication has been recognized by many second/foreign language instructors recently. However, another question which remains substantial in the field concerns the way to improve learners’ pronunciation.
The Effect of Narrative Structure on Learner Use of English Tense and Aspect in an English as a Foreign Language Context
This paper investigates the influence of the discourse narrative structure on verbal morphology in L2 learners’ interlanguage temporality system. The aim was to retest the Discourse Hypothesis predictions regarding of the influence of discourse structure on verbal morphology use in oral narrative in an English as a Foreign Language context.
An Analysis of the Writing Needs of Omani EFL Students for the Development of Grade 11 English Program
This article reports a detailed description of the stages of a national large-scale needs analysis in the reform of the grade 11 English language curriculum in Oman. It highlighted the needs analysis practises by using triangulation of multiple sources (students, teachers, supervisors, heads of department, and textbooks) and multiple methods (questionnaires, interviews, content analysis) in the data collection stage to validate the study findings.
Transitivity Shifts in Academic Writing
This is an experimental non-equivalent designs study, comparing four groups of ESL students who have drafted a scientific essay. The main research question of this study is whether there is an observable difference in clause types as students progressed from draft to draft. T-tests and the one way ANOVA were used to test if there was a significant difference in clausal change between the groups.
“Do You Understand?”: An Analysis of Native and Non-native EFL Teachers’ Questioning Patterns at a Taiwanese Cram School
A number of young Taiwanese students take extra English lessons at cram schools where classes are taught in English by native speakers of English; however, not much has been studied in such settings in previous literature. This study investigated questioning patterns of four cram school teachers, two native and two non-native speakers of English, with high- and a low-level classes of young learners.
Revisiting English in Thailand
The article considers the impact of English in Thailand in the context of Thailand’s minority peoples, especially Thailand’s largest minority, the Isan of Northeast Thailand. It addresses the issues of bilingualism and multilingualism in Thailand and examines to what extent these have been implemented. It also considers linguistic obligations placed on Thailand as a result of its membership of the Association of Southeast Asian Nations (ASEAN).
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