Main Editions
Relations Network in the InteractiveESL Class: Analysis of Individuals, Groups, and a Whole Classroom Network
In this research, our purpose is to come up with some implications for the interactive class of English as a Second Language (ESL). We scrutinize interactive classes and do our research from microanalysis (from a perspective of individuals) to macro-analysis (from a perspective of the whole class and a sense of classroom community).
Teaching Vocabulary Items through Contextualization and Picture to Elementary Iranian EFL Students
This research was conducted to investigate the effectiveness of teaching vocabulary items through pictures and contextualization to elementary Iranian EFL students. The subjects were divided into three groups each consisting of 32 male learners within the age range of 12-15.
Effects of Task Repetition on the Fluency, Complexity and Accuracy of Iranian EFL Learners Oral Discourse
A more recent trend within communicative approaches has been to consider how attention can be profitably channeled through the instructional choices that are made (Schmidt, 1999). The assumption is that learners have available limited attentional capacities, that the different components of language production and comprehension compete for such limited capacities.
Beyond Beliefs: Psycho-cognitive, Sociocultural and Emergent Ecological Approaches to Learner Perceptions in Foreign Language Acquisition
Perceptions and beliefs play a significant role in directing human behaviour. In the SLA field almost two decades of research has revealed how students’ beliefs have the potential to shape their cognitive and affective processes in the classroom and impact on their actions.
Competition or Cooperation; War or Peace? Language and Education in Singapore
This paper examines Singapore’s response to its perceived geographical constraints by an analysis of the state discourses of its key leaders and through an examination of the current language textbooks used in its schools. It discusses the key metaphors of statehood, that is, war, sports and the marketplace and juxtaposes these with the predominant aim of the language syllabus which is to promote cooperative living and social harmony.
Do Academic Reviewers Readily Accept a First-Person Voice?
The international EFL teaching community has a variety of communication needs including the need to share unique experience with fellow professionals internationally. This paper will examine the last (March 2008) quarterly issue of AEJ to examine the extent to which our editorial process allows a first-person voice in accepted papers.
A Comparison of the Effects of two Vocabulary Teaching Techniques
The present study was conducted to compare the impacts of two vocabulary teaching techniques (a contextualizing technique and a decontextualizing technique) on vocabulary learning of a low proficiency group of Iranian learners of English as a foreign language (N=50), who were divided into an experimental group and a control group.
Scaffolding Language, Scaffolding Writing:A Genre Approach to Teaching Narrative Writing
econd language (L2) writers often have an incomplete control of English and rely on teachers to help them develop the linguistic resources necessary for them to express themselves effectively. Genre-based pedagogies were developed to address the language needs by offering students explicit and systematic explanations of the way language functions in social context
Effectiveness of Recasts in the Teaching of EFL
The present study assessed the effectiveness of oral recasts in an EFL classroom. Thirty-eight college students and a female teacher participated in the study in a western state in Venezuela. Students were expected to learn the right use of the auxiliary verb ‘to have’, and the use of past participles in the present perfect tense. They were divided into two groups.
The Application of Learning Portfolio Assessment for Students in the Technological and Vocational Education System
The study intends to offer an alternative assessment method—learning portfolio assessment—for writing classes to enable students in the technological and vocational education system to complete English writing courses with comfort, ease, and confidence. The purpose of this study is to investigate whether students under portfolio assessment experience greater satisfaction in writing class than those under traditional test assessment.
