Monthly Editions
The effect of collaborative versus individual strategic reading on college EFL learners’ reading comprehension and self-efficacy
The current study investigated the relative effect of Collaborative Strategic Reading (CSR) and Individual Strategic Reading (ISR) on the reading comprehension and reading selfefficacy of EFL learners. It explored whether the cooperative element in CSR results in better EFL reading performance than ISR lacking this element.
Teachers’ views on the appropriateness and feasibility of CLT in Pakistan
In recent years, a number of scholars have claimed that communicative language teaching (CLT) approaches are unsuitable when used prescriptively, or in non-western contexts. To discover whether this statement is accurate with regard to Pakistan, the study reported in this paper explored the views of a number of experienced teachers of English in tertiary colleges about the feasibility and appropriateness of using communicative approaches in their classrooms.
Increasing and maintaining student engagement during TBL
At present, task-based learning (TBL) faces several issues in the context of high school classes in Japan, such as a lack of motivation or student engagement during tasks. Stroud (2013) recently found significant correlation between Keller’s (1987) ARCS model of motivational design and Japanese high school students’ motivation for tasks.
Aims and Outcomes: Teachers’ Views of an Oral Interactive Task
This paper reports on teachers’ views regarding an oral interactive task that was implemented into a newly designed intermediate-level curriculum at a university in Japan. Six EFL teachers who taught the course were interviewed after the first semester to determine …
Understanding by Design: EFL Teachers’ Perceptions
This paper reports on three professional development workshops conducted in Dhaka, Bangladesh. The workshops were intended for teachers of English as a Foreign Language (EFL).
The Influence of Near Peer Role Models (NPRMs) in Second Language Classrooms Intended to Improve Students’ Pronunciation When Teacher Intervention is Not Enough
In the 2008-2009 academic year at the Niigata University of International and Information Studies (NUIS) a research project was initiated involving Near Peer Role Models (NPRMs).
Using a Principled Approach to Developing a Personality Questionnaire
Dörnyei (2010) suggests that careful and creative questionnaire construction informed by the principles of survey research can result in an instrument that cultivates reliable and valid data, which in turn can be processed in a scientifically sound manner.
Facilitating the Implementation of ICT to Teachers
For the last decade, English language teaching has been characterized by buzzwords, such as E-learning, ICT, CALL, and Web 2.0. In a pragmatic manner, this article discusses and illustrates how institutions and teachers can facilitate the integration of technology into their classrooms. The article will examine factors that might impede or facilitate institutions and teachers to overcome the social and educational barriers that may prevent them from achieving their true potential.
40 years of Language Studies: A Bibliometric Study of Research Articles in Taiwan
Recent technological advantage and widespread accessibility to the internet have greatly changed how educators and researchers conduct their studies. In addition, the availability of the Institute for Scientific Information (ISI) Web of Knowledge website has further abridged researchers’ access to published articles of interest.
Intensive English Program Effects on Phonological/Semantic Word Recognition
This study tests the effects of an intensive (14 week) EAP program on students’ English language processing abilities. Using a lexical decision task in a pre/post test design, students’ susceptibility to L2 semantic and phonetic word priming was probed.
