Monthly Editions
Effective Reading
Reading is not merely a receptive process of picking up information from the page in a word-by-word manner (Grabe, 1991). Rather, it is a selective process and characterized as an active process of comprehending. Therefore, non-English-speaking readers find it important to employ reading strategies to read English texts more effectively.
Teaching Speaking Skills at a Vietnamese University and Recommendations for Using CMC
The poor quality of teaching speaking skill at a university in Vietnam results in a large number of graduates who have difficulty with communicating English. Utilising technology into teaching method is a fundamental practice in teaching EFL, where it is available and accessible.
A Study on the Use of Cognitive Reading Strategies by ELT Students
This study aims to find out which reading strategies are generally employed by ELT students while reading a text, and which reading strategies are needed to be developed to understand the text better, and therefore, to continue academic studies successfully.
Language Learning Software Evaluation: Top-down or Bottom-up?
The dizzy speed of technological development has driven the educational market to pile up a huge number of software programs without any serious methodological concern and consideration of the application to a variety of learners.
The Education of Language Teachers in East Asia
This article looks at the education of English language teachers in the Asian context and stresses the reasons why there’s a need for all second language teachers to be properly educated in a professional and reflective manner in order to increase the respect accorded to our profession.
Validating a Simulated Test of CET 4
A simulated test of CET4 (College English Test, Band 4) was validated to check if it served the specific purposes of predicting and diagnosing. The study data came from a CET 4 simulated test sat by a class of sophomores who were to take a CET 4 test one month later.
The Time In Between: Socialization Training as a Learning Priority for Japanese University Students
It is generally accepted and understood by many if not most countries around the globe that success in academics is the priority of learning at university. However, this does not mean that there are not unique understandings and perceptions of learning and the priorities it is given.
Measuring Coherence in Chinese EFL Majors’ Writing through LSA (Latent Semantic Analysis)
In recent years, writing, as one of the most important communicative skills, has been drawing increasing attention in English language teaching in China. This paper presents an investigation into the use of decomposition in Latent Semantic Analysis (LSA) to analyze textual coherence.
Learning English as a Foreign Language in Korea: Does CALL have a place?
The first goal of this paper is to provide readers with a background to the cultural and educational conditions observed and researched about Korea. The second objective is to perform a current review of CALL (computer aided/assisted language learning) use in second language acquisition and to determine if any literature exists specifically about the use of CALL in Korean EFL (English as a Foreign Language) classrooms.
From EFL to Content-Based Instruction: what English teachers take with them into the sociolinguistics lecture
This paper describes the teaching of sociolinguistics to Japanese and Chinese 2nd grade students in a college in Japan by a teacher trained in English as Foreign Language (EFL). It shows how the native speaker EFL teacher employs a methodological combination of teacher transmission and student collaboration as an effective means to teach this particular content-based subject to non-native English speakers using primarily English as the instructional language.
