Monthly Editions
Exploring Changes in English Teaching Techniques and Learners Response
English in Action (EIA), is a language development program in Bangladesh working to enhance students’ English language competence and performance.
Socialization, Gender Theory and English Textbooks in Iran
Textbooks are vital means of mass media in the society and have a unique place in the instruction of the learner. Textbooks are potent instruments which help in building up desirable attitudes in learners (Sumalatha, 2004).
Conceptual Motivation and the Teaching of Figurative Language
Idiomatic expressions often present difficulties for L2 learners due to their semantic opacity and seemingly arbitrary selection of their lexical components. Recent studies in cognitive linguistics, however, have revealed that a large number of idiomatic phrases are semantically motivated. Like other types of figurative expressions, idioms can be viewed as instances of conceptual metaphors (CM), which are grounded in physical and social experience.
Teaching Interactive Strategies with Video Clips
Young EFL learners are often hesitant to speak up and participate in Oral Communication courses. This paper presents an effective use of Near Peer Role Modeling (NPRMing) combined with video clips as a way to model interactive strategies.
A Qualitative Study Exploring the Content Learned in English as a Foreign Language Classes Taught by Native Speakers
The growths of the global economic environment, the availability and accessibility of transportation, and the advancement of information and communication technologies have created a new focus on English education.
Changes in Personality and Oral Competence after Studying English Abroad
In the 1970s, a study by researchers at the University of Toronto attempted to link several areas of personality with second language (Naiman 1978). This study represented the first examination of personality within a second language context, yet despite an abundance of linkage attempts within the study, few connections between personality and second language could be identified. As pointed out by DeWaele and Furnham (Dewaele and Furnham 1999), personality research basically disappeared from the TESOL field.
The Motivation For and Attitude Towards Learning English
It is a historical fact that the use of English as an official second language in the Philippines is mandated by the Constitution of the country. Filipinos have been exposed to English instruction for such a long time at different levels to attain the desired level of proficiency in comprehensive and productive skills.
Manifestations of Nonverbal Cues in the Japanese EFL Classroom
While most EFL programs encourage communicative teaching practices focusing on the spoken word, there are few resources that suggest ways to implement nonverbal content. Congruent nonverbal communication, particularly gestures, can help an EFL student convey meaning when attempting to use the L2.
The Effects of Focused vs. Unfocused Written Teacher Correction on the Grammatical Accuracy of Iranian EFL Undergraduates
Differences in opinion exist regarding the effectiveness of written corrective feedback
(WCF). Some researchers (e.g., Kepner, 1991; Sheppard, 1992; Truscott, 2007) claim
that correction has a small harmful effect on students’ ability to write accurately. In
contrast, other researchers (e.g., Bitchener and Knoch, 2008; Chandler, 2003; Ferris,
2002; Sheen, 2007) reported improvement in grammatical accuracy. What makes this
issue even more controversial is the variety of strategies used for performing written
CF (e.g., direct, indirect, metalinguistic CF). Sheen, Wright and Moldawa (2009)
found that the question is not only whether CF is effective, but also which type is
effective.
Implementing Teleconferencing for Pre-Service English Teacher Training and Collaborative Learning
A typical teacher-training course may consist of the following procedure. First, the
students are introduced to various educational theories in order to build a theoretical
foundation. Next, on the basis of this framework, students develop lesson plans and
have a micro-teaching session with their course mates. Finally, feedback is provided
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by the instructor and peers after each presentation (Passmore et al., 2005). However,
in-class activities alone lack features of actual classrooms, such as authentic feedback
that allows them to see the effect of their teaching, challenge their assumptions, and
consider alternative perspectives (Johnson et al., 2006).
