Exploring the Influence of Cognitive Task Complexity on EFL Language Learning and Curriculum Development
Domestic Violence in African Society: A Study of Chimamanda Adichie's Purple Hibiscus
Human and Non-Human: The Duality of Diaspora in Amitav Ghosh's Gun Island
Exploring Essential Soft Skills for Maximizing Employability of English Graduates in Bangladesh
Psychoanalytical Perspective of Shakespeare's Characters in Love
Exploring the Coalescence of Language and Literature through A Stylistic Analysis of Cristina Pantoja Hidalgo's “When It's A Grey November In Your Soul”
Beauty in Brevity: Capturing the Narrative Structure of Flash Fiction by Filipino Writers
Oral Communication in Accounting Practice: Perspectives from the Philippines
Developing ESL/ EFL Learners' Grammatical Competence through Communicative Activities
Solidarity and Disagreements: Social Dimensions in Cooperative Writing Group
Move Sequences In Graduate Research Paper Introductions And Conclusions
Interactional Metadiscourse in Turkish Postgraduates’ Academic Texts: A Comparative Study of How They Introduce and Conclude
English Language Teaching at Secondary School Level in Bangladesh: An Overview of the Implementation of Communicative Language Teaching Method
The Relationship Between Iranian EFL Learners' BeliefsAbout Language Learning And Language Learning Strategy Use
Examining the Role of Reciprocal Teaching in Enhancing Reading Skill at First-Year Undergraduate Level in a Semi-Urban College, Bangladesh
In Krashen's theory of second-language acquisition he claims that there is distinction between language acquisition and language learning, a distinction which other second-language acquisition researchers have called “perhaps the most important conceptualization” in the field and which has made possible the most productive models of SLA. According to Krashen, acquisition is a subconscious process, while learning is conscious. Although both play a role in developing second-language competence, acquisition is far more important, since the competence developed through it is responsible for generating language and thus accounts for language fluency. The second-language student can use learned rules to "monitor" or correct his language either before or after the moment of production. Monitoring serves a limited function, however, since it can operate only when there is sufficient time, when the focus is on form, and when the necessary rule has been learned. According to Krashen, learned competence and acquired competence develop in very different ways. In his view, language learning occurs through the formal study of rules, patterns, and conventions, a study which enables one to talk about and consciously apply the knowledge gained. Language acquisition, however, occurs quite differently, for it develops exclusively, Krashen believes, through "comprehensible input." That is, secondlanguage students acquire language competence by exposure to language that is both understandable and meaningful to them. It is in this context the present study is undertaken, to validate Krashen's theory, and the article has conducted an extensive review of literature from Google scholar, Scopus, ERIC and other sources.
English is the most widely acknowledged global language communicated across the nations for formal and social use. This paper attempts to highlight how Corporate and New Englishes are used for employability and survival purposes worldwide. As Computerization and the Internet has accustomed the twenty first century world order, English language has been instrumental for gaining knowledge and success of any individuals and further it encompasses the development of elite society. This study reviews how corporate communication has positioned English language as a leading mainstream to root from education to the industry and in turn surging the role of English as a global language. This paper examines how the emergence of global English has accelerated and promoted the professional, societal, and cultural exchanges today. Further, this study implies that the perennial role and use of English in education, research, industry, communication, and the media has made it an indispensable language for global communication.
The professionalization of teachers has become increasingly prevalent in recent years, leading to increased interest in the training, working conditions, and status of educators. This study addresses this interest by examining the in-service education and training (INSET) needs of English as a foreign language teachers in Türkiye. Despite recognizing the importance of in-service interventions for teacher development, educators often express concerns about the shortcomings of existing INSET programs. Key themes and patterns are identified through a meta-synthesis of ten relevant studies conducted between 2010-2021, including methodology, language skills, technology use, instructional practices, classroom environment, and material development. The analysis employs content and thematic analysis methods, enhancing the understanding of effective in-service training for English as a foreign language teachers and contributing to broader discussions on educators' training, working conditions, and status. The findings underscore the significance of designing INSET programs that address specific teacher needs, promote the practical application of new methods, and foster collaboration between the Ministry of National Education and teacher educators for successful implementation.
In recent years, collaboration between faculty and schools has widely drawn attention in teacher education. However, little is currently known about the impact of faculty-school collaboration on pre-service teacher (PST) learning in the field of ELT. For this purpose, this study aims to investigate PSTs' insights of the English Fest event in terms of faculty-school collaboration, professional, personal, and pedagogical benefits, challenges, and their willingness to volunteer again. The study adopted a qualitative research design, and data were collected through open-ended survey questions with 34 PSTs who participated in the English Fest event. The findings of thematic analysis indicated that PSTs reported positive perceptions of the English Fest event, highlighting the benefits in terms of bridging their theoretical knowledge with practice. However, the study also revealed that PSTs faced some challenges during the event, including material development and lack of support from in-service teachers. Nevertheless, PSTs were willing to participate in future events and suggested improvements, such as more frequent events, better organizational planning, and more support in terms of materials and technological equipment. To conclude, the study contributes to the benefits and challenges of collaborative events from perspectives of PSTs and provides insights for improving future English Fest events.
The emerging interest in self-directed learning (SDL) in the context of language learning has focused less on specific learning strategies selected by language learners based on their discoveries. Anchored on Boyatzis' Theory of Selfdirected Learning (2001) and Classifications of Language Learning Strategies by O'Mally and Chamot (1990), and guided by Clarke's and Braun (2017) procedure of Thematic Analysis, the study aims to assess self-directed English language learning strategies of YouTube content creators. The observational method was used to assess 55 videos which met the predetermined criterion. The results have shown that the YouTube content creators utilized primarily cognitive strategies, followed by socio-affective strategies, then metacognitive strategies. Further investigation has drawn out the advantages and disadvantages of the learning strategies used. The research also determined how the learning strategies used by the content creators could be useful in English classrooms. Despite the successful experiences of the YouTube content creators in self-directed language learning, there are several factors to consider when determining how these can be effective for students learning English.
