Teaching Articles | Volume 29 | July 2008
Reading Strategy, Amount of Writing, Metacognition, Metamemory, and Apprehension as Predictors of English Written Proficiency
This study investigated whether reading strategy, amount of writing, metacognition, metamemory, and apprehension significantly predicts writing proficiency in English. The sample is composed of 159 college students taking up their English course. Five instruments were administered for each of the predictor variables of written proficiency.
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The Necessities, Feasibilities and Principles for EFL Teachers to Build A Learner-oriented Mini-corpus for Practical Classroom Uses
Corpus linguistics is developing at such an amazing rate that established corpora of different genres and for different purposes are emerging rapidly in recent years. However, though the advantages of all these corpora to language teaching and learning are well acknowledged, they haven’t produced “tangible pedagogical results†(Nunn, 2005) in an EFL classroom context.
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