Volume 12 Issue 4
The Impact of Perceived Teachers Nonverbal Immediacy on Students Motivation for Learning English
This study investigated teachers’ nonverbal immediacy behaviors in relation to students’ motivation for learning English. A sample of 303 participants was drawn from a technology institution in central Taiwan. The participants were asked to respond to instruments designed to measure the frequency of teachers’ nonverbal immediacy behaviors influencing students’ motivation for learning English.
Literary Texts in the Language Classroom: a Study of Teachers’ and Students’ views at International schools in Bangkok
The aim of the study was to find out the teachers’ and the students’ views about using literary texts in the language classes at some international schools in Bangkok. How much compatible are the classroom activities with their views and what kind of materials do the teachers prefer to use in their English language classes- was also investigated in the study.
Do multimedia-oriented visual glosses really facilitate EFL vocabulary learning? : A comparison of planar images with three-dimensional images
It has been argued that glossy images in multimedia language textbooks or dictionaries bring about a certain amount of effectiveness in foreign language learning. These results might indicate the superiority of multimedia-based materials over paper-based ones.
Tasks and Challenges Faced by Teachers in Handling an Online Project
The learning process of teachers to integrate information communication technology tools and programs effectively and confidently can be frustrating (Richards, 2005) and social, cultural, and institutional affordances and constraints could shape the agency of online teachers in different ways (Belz & Muller-Hartmann, 2003).
Research Trends in Selected M.A. TESOL Programs in Taiwan: A Preliminary Content Analysis of Master’s Theses from 2003-2007
This paper examines the research trends in selected master’s programs of Teaching English to Speakers of Other Languages (TESOL) by analyzing the master’s theses produced between 2003 and 2007. Seven TESOL graduate programs in different national universities, which also provide a secondary teacher education program, were selected.
EFL Literature Studies: Student Feedback on Teaching Methodology
Research indicates that authentic literature is more frequently finding itself placed on university and college English as a Foreign Language syllabi. This paper examines this growing pedagogical trend. As Paran (2008) notes, enough conclusive evidence that specifically analyzes student reaction to how literature is incorporated in the classroom is lacking. This paper attempts to help partially fill this void.
A Study of Collocation Behaviors on Lexical Pragmatics
Lexical pragmatics explores the meaning conveyed by a word underdetermined by its semantics, and the process of bridging the encoded and communicated meaning of words. Due to complication of word interpretations and pragmatic felicities, lexical pragmatics is considerably sophisticated.
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.
