Volume 29
Testing Oral Language Proficiency of University EFL Students
The present study aimed at developing a series of objective criteria for measuring and scoring the oral proficiency of EFL students in moving toward a more objective mode for scoring the oral language proficiency. To achieve this purpose, eighty students from the University of Masjed Soleyman in Iran were selected based on their availability…
Language Policy Implementation: A Look at Teachers’ Perceptions
This study explores teachers’ perceptions of the language policy implementation in the Chinese tertiary context. With data collected from classroom observations and follow-up interviews, the findings revealed a discrepancy between policymakers’ intentions and teachers’ executions.
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.
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.
