Teaching Articles | Volume 16 | November 2006
Constructivist theory has brought significant momentum to all aspects of teacher education. Currently, personal growth of the individual in educational domains is so important that teacher candidates are asked to develop their reflective skills in many courses so that they grow by having internalized and problematized the issues under study by gauging them themselves.
In most cases a common problem students experience in reading classes is the feeling that they know absolutely nothing about the subject they are reading about. However, this feeling may be more complex than generally thought.
According to Garrison Keillor,
There are two ways to get to know people well in a short time, one is to work alongside them at a hard and unpleasant job such as cleaning latrines or picking potatoes, and the other way is to tell jokes. (in Danforth, 2001, p. 9)
Reading is not merely a receptive process of picking up information from the page in a word-by-word manner (Grabe, 1991). Rather, it is a selective process and characterized as an active process of comprehending. Therefore, non-English-speaking readers find it important to employ reading strategies to read English texts more effectively.
The poor quality of teaching speaking skill at a university in Vietnam results in a large number of graduates who have difficulty with communicating English. Utilising technology into teaching method is a fundamental practice in teaching EFL, where it is available and accessible.
This study aims to find out which reading strategies are generally employed by ELT students while reading a text, and which reading strategies are needed to be developed to understand the text better, and therefore, to continue academic studies successfully.
The dizzy speed of technological development has driven the educational market to pile up a huge number of software programs without any serious methodological concern and consideration of the application to a variety of learners.
This article looks at the education of English language teachers in the Asian context and stresses the reasons why there’s a need for all second language teachers to be properly educated in a professional and reflective manner in order to increase the respect accorded to our profession.
A simulated test of CET4 (College English Test, Band 4) was validated to check if it served the specific purposes of predicting and diagnosing. The study data came from a CET 4 simulated test sat by a class of sophomores who were to take a CET 4 test one month later.
It is generally accepted and understood by many if not most countries around the globe that success in academics is the priority of learning at university. However, this does not mean that there are not unique understandings and perceptions of learning and the priorities it is given.