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Some Potential Problems for Research Articles Written by Indonesian Academics When Submitted to International English Language Journals
Publishing in international journals by non-native speakers of English has attracted considerable attention recently (Flowerdew, 2001). With the exception of Mirahayuni (2002), no author has looked at feedback to articles written by Indonesian authors when submitted to international English language international journals. This paper presents such issues concerning Indonesian research articles.
Reading-Writing Connection for EFL College Learners Literacy Development
This study aimed to examine the impact of a reading-writing connection project on the first-year EFL college students who studied English as a required subject in the first semester of 2005. A literacy environment that was supportive of reading-writing connections involved explicit instruction…
The Efficacy of Setting Process Goals in Orienting EFL Learners to Attend to the Formal Aspects of Oral Production
Breaking down and setting process goals have been shown to facilitate the learning of foreign/second language reading and writing. Whether the same goal-setting mechanism works as well in real-time EFL speaking tasks needs further investigation. This study explored the efficacy of setting form-focused process goals for EFL learners when they perform an oral communication task.
Assessing the Level of English Language Exposure of Taiwanese College Students in Taiwan and the Philippines
This study examines the differences in English language exposure among Taiwanese college students living in Taiwan and in the Philippines. One-hundred and eighty participants completed an English language exposure questionnaire.
Vocabulary Learning Strategies in an ESP Context: The Case of Para/medical English in Iran
Although taxonomies of a broad range of vocabulary learning strategies do exist, they tend to be incomplete in terms of strategies or factors arguably important for vocabulary learning. Compared to other classification schemes, Schmitt’s (1997) taxonomy seems to be the most exhaustive and has the advantage of being organized around an established scheme of language learning strategies.
Issues and Insights for Promoting Agency, Voice and Subjecthood in Reading and Assessment
The paper invites teachers of reading to view response as a consequence of reading. By signposting a set of educational values and beliefs that underlie reading practices, the article urges the teachers of reading to factor in response in their assessment practices.
The Effects of Assessment on Stakeholders within an Elementary-Grade EFL Program
This paper will explore which aspects of English language assessment could be said to have affected the teaching and learning that tool place within the context of an elementary grade EFl program, from the point of view of the different stakeholders involved. This paper presents, by way of a case study, an exploration of the effects of summative, formative, and criterion-based aspects of assessment and the impact that they had on the stakeholders in the EFL program.
Using Online Instruction in English for Art Education
Technology is not currently used in ESP classrooms at the College of Home Economics. Therefore an attempt was made to use online learning in ESP instruction from home, in addition to traditional classroom instruction. Comparisons of pre- and posttest scores of ten graduate students revealed significant differences in students’ achievement.
Nature of Discussions in a Foreign Language Literature Class
Use of literature in foreign language teaching has been viewed as one of the traditional ways of teaching for centuries. However, the research about the use of literature is quite limited compared to the popularity of its use. In this study, I analyzed the discursive structure of classroom talk both academically and socially to identify the nature of literary discussions.
Oral Interaction as a Trigger to Phonological Appropriation: An EFL Teaching Challenge?
The purpose of this article is to show that interaction can be seen as a trigger to phonological appropriation. Our methodology will be qualitative, descriptive, analytic and experimental. A quick survey shows that many teachers still rely on discrimination exercises to favour phonological appropriation.
