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Input Processing Instruction and Traditional Output Practice Instruction: Effects on the Acquisition of Arabic Morphology

Input Processing Instruction and Traditional Output Practice Instruction: Effects on the Acquisition of Arabic Morphology

| September 25, 2009

This study seeks to test the claim put forward by Van Patten (1996, 2004a) in the Input Processing approach that focusing learners’ attention on interpreting the meaning of various language forms is superior to other types of formal instruction.

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Children achievement in two second languages: The roles of gender, language use domains and beliefs

Children achievement in two second languages: The roles of gender, language use domains and beliefs

| September 25, 2009

The study investigated associations between young children’s gender, language use and language learning beliefs, with their achievement in two second languages. Contextualised within a learning situation where 9-11 year olds attend school and learn two second languages, one of which is also the school medium of instruction, data were gathered by means of a questionnaire, and from school records.

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Harbinglish: L1 Influence on the Learning of English by High School Students in Harbin, China

Harbinglish: L1 Influence on the Learning of English by High School Students in Harbin, China

| September 25, 2009

That L1 transfer is a common feature of L2 acquisition has been widely attested in the literature of language acquisition (e.g. Lado, 1957; Selinker, 1972; Ellis, 1994). In some studies, however, it has been suggested that L1 transfer may be extremely restricted in L2 acquisition (e.g. Eubank, 1994; Vainikka & Young-Scholten, 1994).

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Criteria for Establishing an Authentic EFL Learning Environment in Taiwan

Criteria for Establishing an Authentic EFL Learning Environment in Taiwan

| September 25, 2009

This study explored the perceptions of faculty and students at a Taiwanese technical university regarding its English as a Foreign Language (EFL) environment using both quantitative and qualitative methodologies. The study survey was designed by the researcher and sampled 593 freshman EFL students.

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Iranian Candidates’ Attitudes towards IELTS

Iranian Candidates’ Attitudes towards IELTS

| September 25, 2009

IELTS, International English Language Testing System, is designed to assess the language ability of candidates who intend to study, work, or live where English is used as the language of communication. Highly significant growth in candidature particularly in South Asia and the Middle East clearly illustrates how globally IELTS is recognized currently.

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Assessing the Assessment: An Evaluation of a Self-assessment of a Class Participation procedure

Assessing the Assessment: An Evaluation of a Self-assessment of a Class Participation procedure

| September 25, 2009

This pilot study reports on the use of a self-assessment of class participation procedure used in EFL classes at a university in Tokyo. In judging its effectiveness and potential use for future courses, the self-assessment process is itself.

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Discourse Community or Cultural Conventions: Rhetorical Analysis of Research Abstracts

Discourse Community or Cultural Conventions: Rhetorical Analysis of Research Abstracts

| September 25, 2009

Rhetorical needs and conventions of various genres have been studied by researchers such as Swales (1990), Bhatia (1993), Dudley-Evens (1994), Ozturk (2006), and others. Such studies would help researchers across borders to develop awareness and mastery over these conventions which would finally lead to formation of specific genres.

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An Empirical Study of Success and Failure Attributions of EFL Learners at the Tertiary Level in China

An Empirical Study of Success and Failure Attributions of EFL Learners at the Tertiary Level in China

| September 25, 2009

This study investigated the success and failure attributions of Chinese tertiary-level EFL learners and its relation to the English language achievement. Factor analysis provided clear evidence that Chinese EFL learners attributed English learning success to factors of effort, teacher, confidence and practical use…

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The Effect of MTI on L2 Proficiency and Learning Strategies

The Effect of MTI on L2 Proficiency and Learning Strategies

| September 25, 2009

Studies on the use of learning strategies indicate that memory strategy and affective strategy are the strategies least used by Asian students (including Taiwanese students). This study investigates whether Memory Trigger Instruction (MTI) will increase students’ use of memory strategy, and whether this will result in an increase in students’ overall English proficiency and use of other learning strategies.

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Analysis of Communication Strategies used by Freshman Active English Students using YackPack for Homework-based Speaking Tasks

Analysis of Communication Strategies used by Freshman Active English Students using YackPack for Homework-based Speaking Tasks

| June 25, 2009

This paper analyzes the progress of Active English (AE) students’ speaking at Saga University over a five-week period in Fall 2007. The researcher was interested in both quantity (speech rate, lexical density, etc.) and quality (lexical and grammatical accuracy) of speech, as well as the implementation of communication strategies.

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