Quarterly Journal | Volume 9 Issue 4 | December 2007
Many language educators and researchers (e.g., Nunan; 1987; Horwitz, 1988; Schulz, 2001) maintain that matching the expectations of teachers and students is important for successful language learning. Accordingly, it is beneficial for teachers to discover their studentsâ€™ perceptions toward instructional practices.
Some Strategies for Teaching English to Multi-level Adult ESL Learners: A Challenging Experience in Australia
The paper describes the experience of the author as an ESOL teacher in LLNP program (Language, Literacy and Numeracy Program) at MTC Training Solutions in Australia. LLNP is a program funded by the Australian government and Department of Education, Science and Training of Australia to assist newly-arrived immigrants with low level of English proficiency to adjust to Australian society or to find employment.
In many countries, such as in Turkey, distance education and e-language learning programs have been commonly used in teaching English as well as in other areas of education. However, the effectiveness of these language programs is closely linked with the conditions in the local context. Therefore, their effectiveness needs to be investigated considering the specific conditions where such programs are offered.
This paper explores the pedagogical changes Taiwanese EFL students have undergone over the last decade and a half, identifies one group (a small portion of college students who have thus far failed to attain the skills needed for basic reading tasks), and offers a goal for the members of this group: to become autonomous learners.
On the Role of Emotional, Psychometric, and Verbal Intelligences in the Academic Achievement of University Students Majoring in English Language
Following innovations in the theories of intelligence and their radical changes from the unitary concept of intelligence (IQ) to the theory of multiple intelligences (MI), and especially the concept of emotional intelligence or emotional quotient (EQ)…
This paper aims to introduce an evaluation measure called, The Annual Activities Survey for Language Teachers (AASLT). The AASLT is a survey designed for administrators to deal with a language teacher’s weaknesses in the area of professional development. In order to provide the relevant background knowledge and an explanation as to why the AASLT was created, some current concerns found in the area of professional development research will be explored.
This study investigated the impact of revision and teacher indirect feedback on the acquisition of the present unreal conditional in a Chinese EFL college classroom context. Four research questions were addressed in the current study…
This paper considers the creation of alternative criteria for evaluating journal submissions to the Asian EFL journal taking into consideration the international nature of the journal. While it has always been stated that the Asian EFL Journal (AEJ) has a policy of openness to different styles of writing and to different cultural voices, the huge amount of submissions has led to the perceived need to standardize evaluation criteria.
Many users of a second language, especially English, have little productive mastery of the language. Rather, some requirement in their life forces them to use limited subroutines (maybe quite small and formulaic) which are effectively encapsulated as special elements within L1.
We conducted a longitudinal study in order to improve foreign language studentsâ€™ social and emotional learning skills through an eclectic approach which is based on the underlying principles of Emotional Intelligence Theory, Cooperative Learning and Neuro-linguistic Programming.