Teaching Articles | Volume 24 | November 2007
Studentsâ€™language proficiency has been shown to be influenced by learner autonomy. This study investigated the relationship between learner autonomy and English proficiency in a sample of 129 non-English majors in a teacher college in China by means of a questionnaire and an interview.
Educators have reported a number of benefits for language learners keeping blogs; however, none of the available research focuses on the potential for a blog to be a medium for reflecting on learning. This paper draws on preliminary data collected from female Japanese college students.
This paper examines the effectiveness of the project-based teaching approach in a short-term intensive English program for Japanese university EFL students. Four distinct projects are described and evaluated, and the benefits and limitations of the four projects are given.
The number of Japanese universities offering translation and interpretation courses as part of their language programs has been steadily increasing. Little research has been conducted, however, to explore the potential benefits of search engines for the purpose of correcting and revising text translated from L1 into L2.
Integrating the Teaching of Language As and For Communication in the EFL Reading Class: A Case Study
This case study reports an investigation carried out by two EFL teachers at a secondary school in Argentina. The aim of this work is to classify the properties differentiating the teaching of language as communication from the teaching of language for communication (as presented by Widdowson, 1980).
This study shows how online courses encouraged non-native freshman students to write poems and short stories in English as a foreign language. The 38 creative writers were enrolled in writing, grammar, vocabulary and reading courses that the author taught over 6 semesters.
This paper outlines a task-based approach to curriculum design in a homestay program. In an L2 environment, a task-based approach offers the advantage of better approximating the way languages are actually learned, as well as the opportunity to tailor specific tasks to program goals and student needs.
As English has become an international language, teaching for linguistic competence cannot be separated from teaching for intercultural competence. However, intercultural communication has not been paid due attention to in English language teaching (ELT) in Vietnam.
This paper outlines an eclectic approach to teaching English writing to Chinese university students. It attempts to address the major problems of college English writing: a heavy emphasis on linguistic accuracy; overlooking the development of studentsâ€™ writing ability; over-emphasis on the â€œproductâ€; a lack of input of genre knowledge; and a lack of variety of assessment.
The Addition of an Affect test and Self-assessment into ESL Writing Assessment: Process and effect. A Case Study in a Non-English Major Postgraduate ESL Writing Class
This paper introduces both affect test and self-assessment into the traditional assessment scheme of non-English major post-graduates ESL writing classes. Learning results after the actual application of a whole semester are analyzed and compared to see whether such addition can improve or encourage ESL learnerâ€™s writing performance.