Main Editions
Morphological and Syntactic Abilities in Taiwanese EFL Preschoolers’ Oral Narratives
One common method of assessing children’s morphological and syntactic level is to analyze their oral narratives. The present study, therefore, examined the morphological and syntactical abilities of preschool children learning English as a Foreign Language (EFL) in Taiwan.
Do They Want the Same Thing? Learner Perspectives on Two Content-Based Course Designs in the Context of English as a Foreign Language
The notion of content-based instruction (CBI) has been widely applied to English as a second language (ESL) classrooms with satisfactory learning outcomes in the last two decades. Although it has been intensively explored in the field of applied linguistics, the empirical research provides only indirect implications for CBI curriculum development (Stoller, 2004).
English Learners’ Incidental Vocabulary Acquisition in the Video-based CALL Program
This study investigated the effects of video-based computer assisted language learning (VBCALL) program on English learners’ incidental vocabulary acquisition and further explored the differences in vocabulary learning between English learners with high and low English reading and listening proficiency. The participants in this study were 82 university freshmen.
Our Languages Clicked: Shakespeare in EFL Classes
This research differs from the literature-based Shakespeare class for EFL students in two main ways. First, the researcher focuses on students’ development of language awareness, culture awareness, text awareness and intertext awareness.
The Benefits and Challenges of Holistic In-house Task-based Language Learning and Assessment
In this paper, insights from the specialized learning and assessment literature are used to outline some important challenges and the proposed solutions in one academic context in which holistic in-house tasks and rating scales that support teaching were designed. The first challenge is to ensure that the design of tasks and rating scales is not just task-based but also construct-based.
Distance Doctor in Education Degrees: Past Experiences, Current Developments and Future Possibilities in Asia
ELT practitioners used to be able to acquire a TESOL certificate, travel the world and earn a decent living, but growing professionalism in the field has led to calls for improved teacher training and standards of instruction, accreditation as well as ‘credentialism’ in the field.
A Socio-pedagogic Theory of Classroom Practice to Support Language Teacher Develop ment in Asia
This paper describes a two-phase study conducted in Australia that led to the development of a teacher-generated theory of classroom practice. In the first phase grounded theory development procedures were used to collect, examine and categorize qualitative data gathered through extended teacher interviews (n = 28) until a conceptual framework supported by research insights from social psychology was identified.
Using Perplexing Survey Questions With Repeated Pair Discussions to Enhance the Depth of Expression of Beliefs: The Case of Pre-service Japanese EFL Teachers
This study describes using a teaching beliefs survey featuring perplexing questions, combined with paired conversations and written follow-up responses as a platform for pre-service teachers to share and justify their beliefs as part of a larger process of integrating theory, beliefs and practice.
English Teacher Professionalism and Professional Development: Some Common Issues in Indonesia
This paper explores the notions and issues of professionalism and professional development of English teachers in Indonesia. The paper was based on some of the findings of a fieldwork conducted in 2007, in which 46 English teachers were interviewed. The aim of the study was to investigate the nature of professionalism as perceived by Indonesian EFL teachers.
Collaborative Action Research: An Alternative Model for EFL Teacher Professional Development in Pakistan
The existing teacher training and education programs in Pakistan, which run under the traditional model of knowledge transmission, do not seem to contribute to the professional development of English as a Foreign Language (EFL) teachers. Informed by the Vygotskian sociocultural theory and Wenger’s (1999) community of practice theory…
