Main Editions
How Does Context Contribute to EFL Learners Assessment of Vocabulary Gain
In this article, I describe the development and trial of three measurement techniques each of which will be providing varying degrees of context for the assessment of the subjects’ lexical knowledge. These are the word-definition matching task with a complete lack of context; the gap-filling task with reduced context at the sentence level; and the rational cloze which provides discoursal clues extending to the whole of the text.
Improving an EFL Class: Starting from Classroom Observations
This study was based on the belief that observing existing classroom practices could bring forth insights into improving a language teacher’s instruction. The main sources of data collection were videotaped classroom observations, a classroom observation protocol, a post-study open-ended questionnaire to the students and a post-study interview with the teacher.
Research on EFL Writing Strategy Using SRP: An Empirical Study in DUT
In the past 20 years, research in the field of ESL writing has made great progress. However, research on EFL writing strategies is still a latecomer, especially in China. A review of the previous studies at home shows that most of the research subjects are adults; research on local techniques outnumber those on global strategies and the researchers employed either qualitative or quantitative instrument in the research.
Creating Constructivist Learning Environment for Japanese EFL Students: A Digital Story Program
This study assesses the effectiveness of FM Magic, a web-based multimedia English program that teaches EFL in a Japanese university. It uses the Constructivist Multimedia Learning Environment Survey (CMLES) and a Student Open-ended Questionnaire. Results indicate that FM Magic creates a positive learning environment for these EFL students.
Pragmatic and Discourse Transfer of Combination of Compliment Response Strategies in Second Language Learning and Usage
When it comes to learning a second language (L2), learners have already possessed and usually bring with them the native speaker’s knowledge of their first language(s) and culture. The influence of the first language (L1) and culture on L2 use is described in technical terms as pragmatic and discourse transfer.
English-teaching in Elementary Schools in Japan: A Review of a Current Government Survey
In this article, I present a critical overview of the current situation in English-Teaching in public elementary schools in Japan whilst making some productive suggestions based upon contemporary research and social trends.
The Study of English Learners Synthesizing Process While Reading
This research investigated how English learners could retell two types of passages with culturally familiar and unfamiliar topics. The oral retelling was used to measure the fourteen teenage participants’ reading comprehension of twelve English passages with Chinese and non-Chinese topics.
An Economical Approach towards Interaction in the L2 Classroom: A Task-based Learning Experiment
This paper reports on a piece of classroom research involving a group of Liberal Arts/TEFL undergraduates from the Federal University of Amazonas. Informed by Jane Willis’s framework for task-based language learning and Michael Breen’s insights into the involvement of learners in the evaluation of learning task cycles, a unit of study was designed and implemented to experiment with clustered tasks as a means of maintaining peer-peer oral/aural interaction in the classroom at substantial levels.
Lexical Collocations and their Relation to Speaking Proficiency of College EFL Learners in Taiwan
The present study explores the knowledge and use of English lexical collocations and their relation to the speaking proficiency (assessed by two speaking tests) of Taiwanese EFL university learners. Data for the study were collected from 56 junior English majors at a national university of science and technology in southern Taiwan.
Another Look at the C-Test: A Validation Study with Iranian EFL Learners
This study probes into the validity and discrimination power of the C-Test for the assessment of overall language proficiency. A total of 144 university students participated in this study. A Michigan Test of English Language Proficiency (MTELP) and a C-Test developed by the researcher were administered.
