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The Impact of the Retelling Technique on Chinese Students’ English Reading Comprehension
Little research has been done on whether the retelling technique can enhance English comprehension among L2 readers. This study examined the impact of the retelling technique on English reading comprehension for 126 Chinese students from a Taiwanese university.
An Empirical Study of Reading Self-efficacy and the Use of Reading Strategies in the Chinese EFL Context
his empirical study was based on the background of reading instruction and research in the Chinese English as a Foreign Language (EFL) context. The study integrated reading self-efficacy from a motivational perspective with reading strategies from a cognitive perspective and explored the relationship between reading self-efficacy and the use of reading strategies.
Summary Production: A Topographical Analysis of the Strategies Used by University ESL First Year Science Students
In our institutions of higher learning, there is a general outcry about students’ lack of academic literacy skills, especially their ability to understand the texts they read. Although there have been a number of studies on the summarizing protocols of secondary school pupils and undergraduate students (e.g. Johns & Mayes 1990; Campbell 1990; Currie 1998)…
Washback Effects of a High-Stakes University Entrance Exam: Effects of the English Section of the University Entrance Exam on Future English Language Teachers in Turkey
English Component of the Foreign Language University Entrance Exam (ECFLUEE) is taken by tens of thousands of high school seniors each year in Turkey. It is a very high-stakes exam as it determines the future of most of its takers. This is the only English exam used for student admissions to EFL teacher training programs in Turkish universities.
Preservice EFL Teachers’ Attitudes, Needs, and Experiences about Teaching Writing and Learning to Teach Writing before their Practicum: A Case Study in Vietnam
The standard of English as a Foreign Language (EFL) education has prompted calls for reform to preservice EFL teacher education. Field experiences are central to their professional development and for implementing reform measures. This study aims to examine preservice EFL teachers’ attitudes, needs, and experiences about learning to teach writing in English before their practicum in Vietnamese high schools.
Vocational College Students’ Perceptions on Standardized English Proficiency Tests
This study investigated vocational college students’ perspectives on the effectiveness of university measures designed to enhance performance on English proficiency tests—including a minimum proficiency in English to graduate and how English tests influenced student learning.
Reading Strategy Use, Self-Efficacy and EFL Reading Comprehension
This study investigated Taiwanese EFL learners’ use of three reading strategies (cognitive, metacognitive, compensation strategies), their perceived impact on self-efficacy, and the relationships between reading strategy use and perceived self-efficacy on their English reading comprehension.
Analyzing Aspects of Gender in English Language Jordanian Basic Stage Curriculum from A Socio-Cultural Perspective
This study was carried out to investigate and explore aspects of gender as presented and represented in one of the currently used English language instructional materials “Action Pack Series from grade one to nineâ€, in the basic stage schools in Jordan. The study aimed at answering one major question:
How are gender aspects presented and represented in English Language Jordanian Basic School Curriculum (Action Pack Series) from grade 1-9 ?
Exploratory Practice: An Alternative Tool for Understanding Life in the Language Classroom
In this study, I begin with a reflection on my experience of the pre-service research component of the Initial Teaching Training [ITT] programme at the Higher Language Institute [HLI], Damascus University. I back up my opinions and views of that component with my fellow colleagues’ through a questionnaire I analysed in a previous paper (Ashour, 2008a). Following that I shall address the issue of the relevance of classroom-research for teachers in my institution and some practical issues related to the impediments of classroom-research there.
