Volume 13 Issue 1
Do Recasts Promote Noticing the Gap in L2 Learning?
This paper reports the effects of implicit negative feedback in the form of recasts on noticing. Twenty Japanese-speaking learners of English were assigned to an experimental group (the recast group, n = 10) or a control group (the no-feedback group, n = 10). They engaged in an information gap task, during which the recast group received recasts to their erroneous utterances or non-corrective repetition of their target like utterances, whereas the no-feedback received no corrective feedback.
How English L2 Learners in China Perceive and Interpret Novel English Compounds
This study aims to investigate how English learners in China interpret novel English noun-noun compounds. Relevant research literature is for the most part limited to L1 children’s interpretations of noun-noun compounds. Therefore the current study extends the research area into the L2 domain with a view to comparing interpretations of L2 learners with those of L1 children in the study of Krott, Gagné and Nicoladis (2008). Fifty-two students from two universities in Shanghai, China participated in the research.
The Ability of Taiwanese College Freshmen to Read and Interpret Graphics in English
This study is intended to assess the ability of Taiwanese college freshmen to read and understand English graphics, and at the same time evaluate the quality of English text-usage training dispensed in the high schools in Taiwan. The subjects, 211 freshmen, were drawn from a medical university in central Taiwan.
The Effect of Metacognitive Strategy Instruction on EFL Learners’ Reading Comprehension Performance and Metacognitive Awareness
As learners have an important role in new teaching methodologies, raising their awareness of learning strategies and helping them utilize these strategies is a crucial aim of teachers. One type of these learning strategies is metacognitive strategies including planning, self-monitoring and self-evaluation.
Understanding the influence of L1 and lexical aspect in temporal acquisition: Quantitative and qualitative studies.
The two presented studies aim to make a comparative investigation on L1 influence and lexical aspect effect in temporal acquisition by Chinese and Japanese EFL learners. By using a mixed methods approach, two studies were conducted in order to present a more comprehensive and in-depth analysis of learners’ performance in temporal marking.
The Role of Portfolio Assessment and Reflection on Process Writing
Language teaching and testing have always been highly interrelated in the sense that it’s been impossible to work in either without taking the other into account. By the movement of language teaching in the direction of learner-centered approach, testing and assessment have begun to apply the same approach. However, it seems that applying a single test at the end of the course is still popular.
Writing Performance Relative to Writing Apprehension, Self-Efficacy in Writing, and Attitudes towards Writing: A Correlational Study in Turkish Tertiary-Level EFL
The purpose of this study is to identify whether writing performance in students of English as a foreign language (EFL) is related to writing apprehension, self-efficacy in writing, and/or attitudes towards writing. The subjects were tertiary-level EFL188 students at Çukurova University School for Foreign Languages (YADIM) in Turkey.
Effects of L2 proficiency and gender on choice of language learning strategies by university students majoring in English
This study investigates the use of language learning strategies by 128 students majoring in English at Sultan Qaboos University (SQU) in Oman. Using Oxford’s (1990) Strategy Inventory for Language Learners (SILL), the study seeks to extend our current knowledge by examining the relationship between the use of language learning strategies (LLS) and gender and English proficiency…
EFL in Higher Education: Designing a Flexible Content-Based Curriculum at University-Level
The current trend of globalization and the developments in information technology have boosted the role of English, which has become a universal language of knowledge and communication. In this demanding and challenging information era in which we live, EFL instruction in higher education institutions needs to offer the students more than general proficiency in English.
The Impact of Omani Twelfth-Grade Students’ Self-Assessment on their Performance in Reading in English Amin Saleh Moheidat & Abdallah Ahmad Baniabdelrahman
This study is aimed at investigating the impact of Omani twelfth-grade students’ self- assessment on their performance in reading in English. The sample of the study consisted of two groups, an experimental group and a control group, of 39 students each. Both groups were selected in Moosa bin Nusseir School for General Education in Muscat.
