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Reading Between the Lines of Enquiry: Introducing First-Year ESL University Students to Scholarship through Literacy Skills Development
Scholarship may usefully be defined as referring to the professional standards that academics apply in their work, such as rigorous attention to detail, critical thinking, ensuring that all assertions may be substantiated and documenting sources.
Towards Self-Expression in L2 Classrooms: The Effect of Explicit Teaching of Story Structures on EFL learners’ Narrative Ability
Retelling stories, as an instance of guided speaking, can be an effective strategy to enhance learners‘ communicative output and class participation. In many EFL (English as a Foreign Language) classes, however, this effective strategy is rarely exploited to its full potential, and the usual performance on the part of students is hardly anything better than a partially memorized impersonal report.
Assuming Multiple Roles in the Development of a Readers’ Theater Course
This article was inspired by an exploration of readers’ theater as the focus of a semester long topics course, given as one of five courses required of full-time students enrolled in a university intensive English program. The article briefly describes how the author conceived the course as a strand within the context of a broader program.
Chinese College English Teachers’ Perceptions of Plagiarism Among Chinese College EFL Learners: The Impacts of English-medium Academic Training
The bulk of research into Chinese students’ problem with plagiarism in both the Anglophone and Chinese contexts has given much attention to the culture/education versus language debate, and the development versus morality debate.
Morphological Awareness and Its Relationship to Vocabulary Knowledge and Morphological Complexity among Omani EFL University Students
This study examines the relationship between morphological awareness and vocabulary size in Omani EFL learners. Morphological awareness refers to the learners’ knowledge of morphemes and morphemic structure, allowing them to reflect and manipulate morphological structure of words (Carlisle, 1995; Carlisle & Stone, 2003), and has been shown to be an important predictor of L1 vocabulary. However, its relationship to vocabulary development in the L2 has to date received only limited attention. The main research question in the present study concerns whether greater morphological awareness will correlate with larger vocabulary size in the L2 learners studied.
Investigating the relationship between Self-assessment and teacher-assessment in a academic contexts
The main purpose of the present study is to investigate the relationship between performance testing and alternative assessment. More specifically, the study addressed the following questions: 1) Is there any correlation between student self-rating and teacher-rating in a speaking test?
Computer Mediated Collaborative Learning within a Communicative Language Teaching Approach:A Sociocultural Perspective
The article aims to discuss the roles of computer mediated collaborative learning (CMCL) in English as a Foreign Language (EFL) classroom equipped with a communicative language teaching (CLT) approach. The discussion moves from an overview of the principal domains of sociocultural theory (SCT) applicable to collaborative…
An investigation of the Current State of College Teachers’ Teaching Quality and Teacher Development
In the progress of China’s education reform, the general public has realized the importance of English education, especially college English education, more than ever. In the teaching process of college English education, college EFL teachers’ quality is a key issue.
Teacher Questions in Second Language Classrooms: An Investigation of Three Case Studies
The present study investigates the types of questions asked by three NNS pre-service English teachers teaching in three different bands of secondary schools during the whole class teaching portion of their lessons through analyzing the transcripts of their videotaped lessons.
Relative cultural contributions of religion and ethnicity to the language learning strategy choices of ESL students in Sri Lankan and Japanese high schools
Ethnicity and religion have been shown to be significantly associated with the use of metacognitive, cognitive, and social-affective strategies by Sri Lankan high school students learning English as a second language (Liyanage, 2004)
