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Investigating EFL Learning Strategy Use, GEPT Performance, and Gender Difference among Non-English Major Sophomores at a Technological University
This study investigated the overall English learning strategy use, listening proficiency and gender difference among 238 EFL non-English major sophomores at a technological university. Language learning strategies were measured through Yang’s (1992) Chinese version of the Strategy Inventory for Language Learning (SILL). Listening proficiency was measured by using one unit of intermediate-level listening comprehension of the General English Proficiency Test (GEPT).
A Comparative Study of Intuitive-Imitative and Analytic-Linguistic Approaches to Teaching Pronunciation: Does Age Play a Role?
The indispensable place of pronunciation in the vast realm of communication has been recognized by many second/foreign language instructors recently. However, another question which remains substantial in the field concerns the way to improve learners’ pronunciation.
The Effect of Narrative Structure on Learner Use of English Tense and Aspect in an English as a Foreign Language Context
This paper investigates the influence of the discourse narrative structure on verbal morphology in L2 learners’ interlanguage temporality system. The aim was to retest the Discourse Hypothesis predictions regarding of the influence of discourse structure on verbal morphology use in oral narrative in an English as a Foreign Language context.
An Analysis of the Writing Needs of Omani EFL Students for the Development of Grade 11 English Program
This article reports a detailed description of the stages of a national large-scale needs analysis in the reform of the grade 11 English language curriculum in Oman. It highlighted the needs analysis practises by using triangulation of multiple sources (students, teachers, supervisors, heads of department, and textbooks) and multiple methods (questionnaires, interviews, content analysis) in the data collection stage to validate the study findings.
Aims and Outcomes: Teachers’ Views of an Oral Interactive Task
This paper reports on teachers’ views regarding an oral interactive task that was implemented into a newly designed intermediate-level curriculum at a university in Japan. Six EFL teachers who taught the course were interviewed after the first semester to determine …
Understanding by Design: EFL Teachers’ Perceptions
This paper reports on three professional development workshops conducted in Dhaka, Bangladesh. The workshops were intended for teachers of English as a Foreign Language (EFL).
English in Kindom of Saudi Arabia
“The study is essentially an investigation into the phenomenon of Anglicisation in Saudi Arabia and how the occurrence is perceived by the students studying at university level in the Kingdom. The research will also determine if geographic origin influences the students’ attitude towards Anglicisation and challenge the perception that ‘The [urban] Saudi people have modern attitudes and behaviour patterns relating to consumption and lifestyle [while] the Bedouin [does not]. (Al-Ghofaili, Ibrahim F., Unknown Date: 32). The investigation will focus on the consequences of Linguistic Capital and Linguistic Imperialism and if the students consider English ‘a high-status, world-wide language which is used by groups who possess economic, social, cultural and political power and status in local and global society’ (Talbot et al, 2003: 274).
The Influence of Near Peer Role Models (NPRMs) in Second Language Classrooms Intended to Improve Students’ Pronunciation When Teacher Intervention is Not Enough
In the 2008-2009 academic year at the Niigata University of International and Information Studies (NUIS) a research project was initiated involving Near Peer Role Models (NPRMs).
Using a Principled Approach to Developing a Personality Questionnaire
Dörnyei (2010) suggests that careful and creative questionnaire construction informed by the principles of survey research can result in an instrument that cultivates reliable and valid data, which in turn can be processed in a scientifically sound manner.
Exploring the use of First language in ‘English Focus’ EFL Classrooms: Focus on Jimma Teachers’ College
There has been an age old debate on whether to use the students‟ first language in a foreign language classroom or not among teachers and educators (Brown, 2000). L1 opponents argue against its use because they believe that it reduces learners‟ L2 exposure while those in favor of it claim that judicious use of L1 facilitates L2 learning.
