Monthly Editions
E-learning Constructive Role Plays for EFL Learners in China’s Tertiary Education
Recently, speaking has played an increasingly important role in second/foreign language settings. However, in many Chinese universities, EFL students rarely communicate in English with other people effectively. The existing behavioristic role plays on New Horizon College English (NHCE) e-learning do not function successfully in supplementing EFL speaking classes.
Gesture, Speech, and Graphic Organizers as Semiotic Resources for Summarizing: A Two-Case Analysis of the Genesis of Meaning
By emphasizing the most noticeable part of gestures, the gesture stroke, this study investigated the spontaneous development of sign-systems created by two adult, non-native speakers of English while they summarized academic text for an audience.
Cultural Expectations in Expressing Disagreement: Differences between Japan and the United States
The article identifies problems between Japanese students with intermediate English proficiency and native English speakers in the United States when expressing disagreement. The survey results indicate that common ways by which Japanese students express disagreement are likely to be either misinterpreted or viewed negatively by Americans.
Lexical Bundles and the Construction of an Academic Voice: A Pedagogical Perspective
Lexical bundles refer to a sequence of three to four words that recur frequently in corpus-based discourse, both written and verbal. The overt instruction of these often overlooked multi-word sequences can address specific difficulties that L2 writers struggle with in establishing a credible English academic voice in their writing and speaking.
Using Partial Dictation of an English Teaching Radio Program to Enhance EFL Learners’ Listening Comprehension
Abstract
This paper reports pervasive decoding/listening problems of word recognition and word segmentation in connected speech at normal speed among Taiwanese university EFL students at the intermediate level. In order to resolve these serious listening problems, an activity of which integrates partial dictation with listening…
Religious background and language learning: Practical suggestions for deriving best practice in ELT
Liyanage (2004) established a significant association between the ethnoreligious affiliations of high school students in Sri Lanka and their learning strategies in practicing English as a Second Language (ESL). The complex nature of affiliations contributing to this association warranted further investigation.
E-behaviors and E-community Formation: An Investigation on Vietnamese EFL Students
Online communications have been widely researched in different education contexts during the last two decades. Together with the development of emerging technology, educational applications have received a huge change in e-communication modes, from unidirectional to interactive websites, asynchronous to synchronous exchanges, and stand alone to networked real-time simulations.
Electronic professional development, action research and blogging: An ideal combination
Information and Communication Technology (ICT) provides tools for electronic interaction that enables global dissemination of information and inter-personal connectivity. An internet-based electronic professional development course for English language teachers can allow any teacher with access to a computer and the internet to participate.
Differentiated error correction: A grounded theory
The findings of theory-first studies about error correction are inconclusive since they compare different techniques of error correction without specifying the conditions under which they can be applied. Through open-ended interviews and in line with the sampling procedures of Grounded Theory…
Reading Between the Lines of Enquiry: Introducing First-Year ESL University Students to Scholarship through Literacy Skills Development
Scholarship may usefully be defined as referring to the professional standards that academics apply in their work, such as rigorous attention to detail, critical thinking, ensuring that all assertions may be substantiated and documenting sources.
