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Designing a Computer-mediated, Task-based Syllabus: A Case Study in a Taiwanese EFL Tertiary Class
This case study was conducted in response to the concerns raised above with hopes that EFL students could use English in authentic contexts but not for artificial purposes imposed by forms-focused instruction. Operationalized under the 10 methodological principles (MPs) for the task-based language teaching (TBLT) syllabus design (Doughty & Long, 2003), this case study mirrored the six key components of a TBLT design: (a) needs and means analysis, (b) syllabus design, (c) materials design, (d) methodology and pedagogy, (e) testing, and (f) evaluation.
Towards a Discerning Image of Learners’ Estimation of Task Difficulty and Motivation: Goal Orientations Highlighted
This article is based on an experimental study which focused on goal orientation as a researchable learner difference factor in order to explore the nature of interaction between second language learners and language tasks. The study aimed to examine the extent of goal orientation in language learners’ profile and how this learner difference variable affects their perception of task difficulty and motivation.
An Optimality-theoretic Account of Corrective Feedback in Process Writing
By situating error correction within the framework of Optimality Theory (henceforth OT), we show that a constraint-based approach provides us with the mechanics to revise our pedagogy in teaching writing skills. In particular, we hope to get to the level of detail to show (1) how to reset treatment priorities, and (2) which type of corrective feedback is most constructive at each stage of development.
A Comparison and Contrast of Discourse Patterns among Three Groups Essays and the Implications for Teaching English Writing in Chinese Tertiary Education.
This paper analyzes discourse patterns among three groups of English learners at the China Agricultural University by means of criteria of English writing conventions, and puts an emphasis on conducting a critical literature review of various research, theories, claims and points of view.
Manifestations of Nonverbal Cues in the Japanese EFL Classroom
While most EFL programs encourage communicative teaching practices focusing on the spoken word, there are few resources that suggest ways to implement nonverbal content. Congruent nonverbal communication, particularly gestures, can help an EFL student convey meaning when attempting to use the L2.
The Effects of Focused vs. Unfocused Written Teacher Correction on the Grammatical Accuracy of Iranian EFL Undergraduates
Differences in opinion exist regarding the effectiveness of written corrective feedback
(WCF). Some researchers (e.g., Kepner, 1991; Sheppard, 1992; Truscott, 2007) claim
that correction has a small harmful effect on students’ ability to write accurately. In
contrast, other researchers (e.g., Bitchener and Knoch, 2008; Chandler, 2003; Ferris,
2002; Sheen, 2007) reported improvement in grammatical accuracy. What makes this
issue even more controversial is the variety of strategies used for performing written
CF (e.g., direct, indirect, metalinguistic CF). Sheen, Wright and Moldawa (2009)
found that the question is not only whether CF is effective, but also which type is
effective.
Implementing Teleconferencing for Pre-Service English Teacher Training and Collaborative Learning
A typical teacher-training course may consist of the following procedure. First, the
students are introduced to various educational theories in order to build a theoretical
foundation. Next, on the basis of this framework, students develop lesson plans and
have a micro-teaching session with their course mates. Finally, feedback is provided
Asian EFL Journal. Professional Teaching Articles – CEBU Issue. Vol. 62 August 2012
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by the instructor and peers after each presentation (Passmore et al., 2005). However,
in-class activities alone lack features of actual classrooms, such as authentic feedback
that allows them to see the effect of their teaching, challenge their assumptions, and
consider alternative perspectives (Johnson et al., 2006).
Exploring the Congruence between Teachers’ and Students’ Preferences for Form-focused Instruction: Isolated or Integrated?
During the long period of second and foreign language teaching, it is the recognition
of changes in the kind of proficiency that learners need that leads to changes in
language teaching methods. Grammar instruction is a part of language teaching that
has received much attention and has been a hot topic of controversy for a couple of
decades. English teachers as well as English learners typically realize the benefits of
knowing English grammar because, to them, it is the key to understanding language
and using it to communicate (Cowan, 2008).
A small-scale exploration of introducing a pragmatic-focused pedagogical model for some adult Japanese learners of English as a common language
The need to conduct research in specific local contexts in constructing an apt pedagogical model(s) with relevant theoretical rationale in current intercultural communication has been called for. In response to the need, this qualitative action research introduces a pedagogical model tailored for specific adult Japanese learners of English as a linguafranca (ELF) and examines its effects.
An Action Research-Based Report Addressing Lexical Item Listing in the Sixth Grade Korean EFL Curriculum
This paper is a report which follows an action research paradigmatic approach where I address an issue with lexical item presentation that I perceived in the Korean elementary EFL context having been a native- English speaking teacher or NEST from August 2007 to August 2011.
