i-manager Publications

i-manager's Journal on English Language Teaching (JELT)

Current Issue Vol. 14 Issue 4

Enhancing Bilingual Vocabulary in Government Secondary Schools: Challenges and Suggestions
The Impact of Mobile Learning Applications on the Motivation and Engagement of Iraqi ESP Medical Students in Vocabulary Learning
The Effect of Self-Assessment on High School Students' English Writing Achievement and Motivation
Novice ESL Teachers Experience with Online (E-Learning) Education
Language is Not Taught, It is Caught: Embracing the Communicative Approach in the Primary Classroom

Most Cited

Volume 2 Issue 2 April - June 2012

Article

Construct Validity in Formative Assessment: Purpose and Practices

Samantha Rix*

*University of Northern Iowa.

Rix, S. (2012). Construct Validity In Formative Assessment: Purpose And Practices. i-manager’s Journal on English Language Teaching, 2(2), 1-6. https://doi.org/10.26634/jelt.2.2.1823

Abstract

This paper examines the utilization of construct validity in formative assessment for classroom-based purposes. Construct validity pertains to the notion that interpretations are made by educators who analyze test scores during formative assessment. The purpose of this paper is to note the challenges that educators face when interpreting these scores and states that how the scores are used, instead of the actual score itself, is integral for conveying the two parts of the General Validity Theory; actions and structures. The paper continues by intertwining the idea that validation can eventuate only if evidence is being supported by different sources. Finally, the paper concludes by providing examples of how educators can prevent misinterpretation and deter bias whilst using the validity argument when conducting formative assessments.

References

[1]. Bachman, L. (2000). Modern language testing at the turn of the century: Assuring that what we count counts. Language testing, 17(1), 1-42.

[2]. Bachman, L. & Palmer, A. (1996). Language testing in practice. Oxford: Oxford University Press.

[3]. Beswick, J., Willms, J. & Sloat, E. (2005). Education, 126(1), 116-137.

[4]. Brindley, G. (2001). Outcomes-based assessment in practice: some examples and emerging insights. Language testing, 18(4), 393-407.

[5]. Kane, M. (1992). An argument-based approach to validity. Psychological Bulletin, 112(3), 527-535.

[6]. Kane, M. (2001). Current concerns in validity theory. Journal of Educational Measurement 38(4), 319-342.

[7]. Llosa, L. (2007). Validating a standards-based classroom assessment of English proficiency: A multitrait-multimethod approach. Language testing, 24(4), 489-515.

[8]. Llosa, L. (2008). Building and supporting a validity argument for a standards-based classroom assessment of English Proficiency Based on Teacher Judgments. Educational Measurement: Issues and Practice.

[9]. Llosa, L. (2011). Standards-based classroom assessments of English proficiency: A review of issues, current developments, and future directions for research. Language testing, 28(3), 367-382.

[10]. Nichols, P., Meyers, J. & Burling, K. (2009). A framework for evaluating and planning assessments intended to improve student achievement. Educational Measurement: Issues and Practice.

[11]. O'Malley, J. & Valdez Pierce, L. (1996). Authentic assessment for English language learners. United States of America: Addison-Wesley Publish Company.

[12]. Shepard, L. (2009). Commentary: Evaluating the validity of formative and interim assessment. Educational Measurement: Issues and Practice.

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Research Paper

Inter language Variability and Mapping Problem: A Competence Or a Performance Effect?

Fatemeh Behjat* , Firooz Sadighi**

* English Language Department, Islamic Azad University, Abadeh Branch, Abadeh, Iran.

** Islamic Azad University, Shiraz Branch, Shiraz, Iran.

Behjat, F., and Sadighi, F. (2012). Interlanguage Variability And Mapping Problem: A Competence Or A Performance Effect ? i-manager’s Journal on English Language Teaching, 2(2), 7-13. https://doi.org/10.26634/jelt.2.2.1824

Abstract

One of the intricate properties of second language acquisition is that some types of grammatical feature appear to be acquired easily and in a native-like way, while others remain persistently difficult. There is much evidence related to the issue in the current empirical studies, and the issue raises an important explanatory problem for a theory of second language acquisition. In this paper, an attempt is made to shed light on the point whether the variability in morpho-syntactic features in adults’ L2 production is due to a competence or a performance effect. On the basis of the evidence gained through the literature in the field, it is concluded that both competence and performance effects are involved in the optionality of the use of inflectional morphology. This paper also reveals that through the development of interlanguage, there is nothing as impairment, whether local or global, to hinder the correct grammatical representation of underlying syntax; morphology will be learned, and morphological paradigms are gradually added to the lexicon, in the same way as words do.

References

[1]. Beck, M. L. (1998a). L2 Acquisition and Obligatory Head Movement: English-speaking learners of German and the local impairment hypothesis. Studies in Second Language Acquisition, 20, 311-348.

[2]. Beck, M. L. (ed.)(1998b). Morphology and its interfaces in second language knowledge. In Assessment of the full transfer account, Hyun Kyung Bong. Amsterdam: John Benjamins.

[3]. Epstein, S., Flynn, S., & Martohadjono, G. (1996). Second language acquisition: theoretical and experimental issues in contemporary research. Brain and Behavioral Sciences, 19, 677-758.

[4]. Eubank, L. (1993). On the transfer of parameter values in L2 development. Language Acquisition. 3, 183-208.

[5]. Eubank, L. (1994). Optionality and the initial state in L2 development. In T. Hoekstra and B.D. Schwartz (eds.), Language acquisition studies in generative grammar. Amsterdam: John Benjamins.

[6]. Halle, M. & Marantz, A. (1993). Distributed morphology and the pieces of inflection. In K. Hale and S. J. Keyser (eds.) The view from building 20. Cambridge, MA: MIT Press.

[7]. Haznedar, Belma. (2003). Missing Surface Inflection in Adult and Child L2 Acquisition. In Proceedings of the 6th Generative Approaches to Second Language Acquisition Conference (GASLA 2002), ed. Juana M. Liceras et al., 140-149. Somerville, MA: Cascadilla Proceedings Project. www.lingref.com, document #1038.

[8]. Haznedar, B. and Schwartz, B. (1997). Are there optional infinitives in child L2 acquisition? In proceedings of 21st Annual Boston University Conference on language development.

[9]. Hawkins, R. and Chan, C. (1997). The partial availability of Universal Grammar in second language acquisition: the ‘failed functional features hypothesis'. Second language Research 13, 187-226

[10]. Ionin, T. and Wexler, K. (2002). Children learning English: task and overgeneration of Be. In proceedings of SLRF (2000) Bonch-Bruevich et al. (eds.) Cascadilla Press.

[11]. Lardiere, D. (1998). Dissociating syntax from morphology in a divergent L2 end-state grammar. Second Language Research, 14(4), 359-375.

[12]. Lardiere, D. (1998) Case and tense in the `fossilized' steady state. Second Language Research,14, 1-26.

[13]. Lardiere, D. (2000). Mapping features to forms in second language acquisition. In Assessment of the full transfer account, Hyun Kyung Bong.

[14]. Lardiere, D. and Schwartz, B.D. (1997). Feature-marking in the L2 development of deverbal compounds. Journal of Linguistics, 33, 327-353.

[15]. Meisel, J. (1991). Principles of universal grammar and strategies of language learning: some similarities and differences between first and second language acquisition. In The acquisition of object clitics and definite articles: evidence from Italian as L2 and L1.Leonini, C. (2006).

[16]. Okuwaki, N. (2006). Realization of inflectional morphology and syntactic knowledge: the investigations into the use of morphology by Japanese speakers learning Engliish. University of Essex: Department of language and linguistics.

[17]. Prevost, P. and White, L. (2000). Missing surface inflection or impairment in SLA? Evidence from tense and agreement. Second Language Research, 16, 103- 133.

[18]. Sundquist, J. D. (2005). The mapping problem and missing surface inflection in Turkish-German interlanguage. IN proceedings of 7th German Approaches to Second Language Acquisition Conference (GASLA).

[19]. White, L. (2003). Second language acquisition and universal grammar. Cambridge: Cambridge University Press.

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Research Paper

The Impact of Text Difficulty on EFL Learners’ Reading Comprehension and Vocabulary Learning

Lu-Fang Lin*

* Associate Professor, Institution of Applied English, National Taiwan Ocean University, Taiwan.

Lin, L. (2012). The Impact Of Text Difficulty On Efl Learners' Reading Comprehension And Vocabulary Learning. i-manager’s Journal on English Language Teaching, 2(2), 14-24. https://doi.org/10.26634/jelt.2.2.1825

Abstract

This study investigated which level of graded reader was most appropriate for Chinese-speaking learners of various English abilities and whether there were significant differences in comprehension and vocabulary acquisition when different English proficiency (EP) groups read texts of varying difficulty levels. Eight-two senior high school students in Taiwan were divided into low, medium and high EP groups (LEP, MEP, and HEP). They read graded readers at Level 2, Level 3, and Level 4 after class and completed comprehension and vocabulary tests, and a text difficulty questionnaire. The results show, first, that the most suitable graded readers for LEP, MEP, and HEP groups were found. Second, there were significant differences among the three EP groups in the comprehension and vocabulary test scores of these readers. Third, there was a significant correlation between text comprehension and vocabulary acquisition when each group read the text appropriate for its level of linguistic competency. Armed with the results, instructional recommendations are presented.

References

[1]. Bamford, J. (1984). Extensive reading by means of graded readers. Reading in a Foreign Language, 2, 218-260.

[2]. Bamford, J., & Day, R. R. (1998). Teaching reading. Annual Review of Applied Linguistics, 18, 124-141.

[3]. Bell, T. (2001). Extensive reading: Speed and comprehension. The Reading Matrix, 1(1) at http://www. reading matrix.com/articles/bell/index.html

[4]. Camiciottoli, B. C. (2001). Extensive reading in English: Habits and attitudes of a group of Italian university EFL students. Journal of Research in Reading, 24(2), 135-153.

[5]. Carrell, P. L., & Carson, J. G. (1997). Extensive and intensive reading in an EAP setting. English for Specific Purposes, 16(1), 47-60.

[6]. Cho, K.-S., & Krashen, S. D. (1994). Acquisition of vocabulary from the Sweet Valley Kids series: Adult ESL acquisition. Journal of Reading, 37 (8), 662-667.

[7]. Day, R. R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136-141.

[8]. Elley, W. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41(3), 375-411.

[9]. Grabe, W. (1988). Reassessing the term “interactive.” In P. L. Carrell, J. Devine & D. E. Eskey (Eds.), Interactive approaches to second language reading (pp. 56-70). Cambridge: Cambridge University Press.

[10]. Gu, Y., & Johnson, R. K. (1996). Vocabulary learning strategies and language learning outcomes, Language Learning, 46(4), 643-679.

[11]. Hafiz, F. M., & Tudor, I. (1989). Extensive reading and the development of language skills. ELT Journal, 43(1), 4-13.

[12]. Hafiz, F. M., & Tudor, I. (1990). Graded readers as an input medium in L2 learning. System, 18(1), 31-42.

[13]. Hill, D. R. (2001). Survey: Graded readers. ELT Journal, 55(3), 300-324.

[14]. Hirsh, D., & Nation, P. (1992). What vocabulary size is needed to read unsimplified texts for pleasure? Reading in a Foreign Language, 8(2), 689-696.

[15]. Huckin, T., & Haynes, M., & Coady, J. (1993). Second language reading and vocabulary learning. Norwood, NJ: Ablex.

[16]. Jacobs, G., & Gallo, P. (2002). Reading alone together: Enhancing extensive reading via student-student cooperation in second-language instruction, Reading Online, 5(6) at http://www.readingonline/ articles/ jacobs/ index.html

[17]. Kitao, K. C., & Shimatani, H. (1988). Jishu-teki na eigo no dokusho [Pleasure reading: Setting up a special English section in the library]. The Language Teacher, 12(2), 47-49.

[18]. Krashen, S (1981). Second language acquition and second language learning pergamon press, oxford.

[19]. Krashen, S. (1985). The input hypothesis: issues and implications. Beverly Hills: Laredo.

[20]. Krashen, S. (2007). Free voluntary web-surfing. The International Journal of Foreign Language Teaching, 3(1), 2-9.

[21]. Laufer, B. (1992). How much lexis is necessary for reading comprehension? In P. J. Arnaud, & Béjoint, H. (Eds.), Vocabulary and Applied Linguistics (pp. 126-132). London: Macmillan.

[22]. Mason, B., & Krashen, S. D. (1997). Extensive reading in English as a foreign language. System, 25(1), 91-102.

[23]. Nation, P. (1997). The language learning benefits of extensive reading. The Language Teacher, 21, 13-16.

[24]. Nuttall, C. (1996). Teaching reading skills in a foreign language (2nd ed.). Oxford: Heinemann.

[25]. Pearson Education Limited. (2012). Penguin Readers. Retrieved June 17, 2012, from http://www.penguinreaders. com

[26]. Powell, S. J. (2002). Extensive reading and its role in the future of English language teaching in Japanese high schools. Retrieved Sep. 26, 2006, from English Language Teaching in Japan: http://www.extensivereading.net/er/ powell.html

[27]. Rodrigo, V. (1995). Does a reading program work in a foreign language classroom? Paper presented at the Extensive Reading Colloquium, American Association of Applied Linguistics, Long Beach, CA.

[28]. Samuel, S. J. (1994). Toward a theory of automatic information processing in reading, revisited. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed.) (pp. 816-837). Newark, DE: International Reading association.

[29]. Tsang, W. (1996). Comparing the effects of reading and writing on writing performance. Applied Linguistics, 17(2), 210-233.

[30]. Tweissi, A. I. (1998). The effects of the amount and type of simplification on foreign language reading comprehension. Reading in a Foreign Language, 11(2), 191-206.

[31]. Waring, R. (1997). Graded and extensive reading questions and answers. Retrieved July 20, 2004, from The Language Teacher: http://langue.hyper.chubu.ac/lp/jalt/ tlt/97/may/waring.html

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Research Paper

Efficacy of Self Regulated Strategy Instruction in Planning and Organization of Opinion essays of ESL/EFL writers at Tertiary Level

Maruthi Kumari Vaddapalli* , Helen Woerner**

* Assistant Professor, Department of Languages and Translation, Dhofar Univeristy, Salalah, Oman.

** Lecturer, Department of Languages and Translation, Dhofar Univeristy, Salalah, Oman.

Vaddapalli, M. K., and Woerner, H. (2012). Efficacy Of Self Regulated Strategy Instruction In Planning And Organization Of Opinion Essays Of ESL/EFL Writers At Tertiary Level. i-manager’s Journal on English Language Teaching, 2(2), 25-31. https://doi.org/10.26634/jelt.2.2.1826

Abstract

Writing is an essential academic skill. Effective writing is a complex process requiring the skillful use of techniques and strategies( Zimmerman and Reisemberg,1997). Unlike skilled writers, struggling writers lack certain strategies and techniques that could help them become effective writers. The present study investigates the effectiveness of SRSD with struggling EFL/ESL writers at the tertiary level. A classroom-based intervention study aimed to determine whether simplifying the writing task by automatizing certain mechanical elements through strategy training using SRSD reduces students’ cognitive load, allowing them to engage in higher order thinking processes. The study was conducted at a university in Oman. Baseline, terminal and maintainance probes were administered to determine participants’ relative gains in task achievement, organization, lexis and grammar. The essays were evaluated using a conventional 9 point scale and the results were analyzed. The results revealed considerable gains in organization and lexis indicating that automatization of the more mechanical elements of the writing process enabled students to write better quality essays. These results indicate that SRSD can be an effective method of instruction for stuggling/underprepared EFL/ESL writers at the university level.

References

[1]. Borkowski, J.G., Carr, M. Rellinger, E.& Pressley, M. (1990). Self-regulation Cognition: Interdependence of metacognition, attributions and self-esteem.In, B.F.J ones & Idol, L.(Eds.), Dimensions of thinking and cognitive Instruction. NJ:Erlbaum.

[2]. De la Paz, S., Graham, S.(1997). Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties. Exceptional children, 63, 167-181

[3]. Englert, C., Raphael, T., Anderson, L., Anthony, H., Stevens, D., & Fear, K(1991). Making writing Strategies and self-talk visible: Cognitive strategy instruction in writing in regular and special education classrooms. American Education Research Journal, 28, 337-373.

[4]. Flower, L.,& Hayes, J.(1980). The dynamics of composing: Making plans and juggling consgtraints, In L.Gregg & E.Steinberg (Eds.) Cognitive processes in writing (pp.31-50, Hillsdale, NJ:Erlbaum.

[5]. Graham, S. (2006). Strategy instruction and the teaching of writing: A meta-analysis. In C, MacArthur, S.Graham, & J.Fitzgerald (EDs.), Handbook of writing research (pp187-207). Newyork:Guilford.

[6]. Graham, S., & Harris, K. R. (2005a). Improving the writing performance of young struggling writers: Theoretical and programmatic research from the Center on Accelerating Student Learning. Journal of Special Education, 39, 19–33.

[7]. Graham, S., & Harris K.R. (1989b). Improving learning disabled students' skills at composing essays: Self-instructional strategy training. Exceptional Children, 56, 201-214.

[8]. Graham, S., & Perin, D.(2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445-476.

[9]. Harris, K.R., & Graham, S. (1996). Making the writing process work: Strategies for composition and self-regulation. Cambridge, MA: Brookline.(*)

[10]. Intersegmental Committee of the Academic Senates. (2002). A statement of competencies of students entering California's public colleges and universities. Sacramento, CA.

[11]. Jones,B.F. & Idol, L. (Eds), 1990. Dimensions of thinking and Cognitive Instruction. NJ: Erlbaum.

[12]. National Commission on Writing (2004, September). Writing: A ticket to work …… or a ticket out : A survey of business leaders. Retrieved September 18 2011, from http://www.writingcommission.org/report/html

[13]. National Commission on Writing (2005, July). Writing: A powerful message from state government. Retrieved September 18 2011, from http://www.writingcommission. org/report/html

[14]. Westwood, P. Learning and Learning Difficulties: A Hand Book for Teachers, University of Hong Kong, Acerpress.

[15]. Zimmerman, B.J., & Martinez-Pons, M.(1986). Development of a structured interview for asessessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.

[16]. Zimmerman, B.J., & Risemberg, R.(1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22, 73-101.

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Research Paper

The Relationship Between Efl Reading And Existential-Phenomenology

Leyla Tercanlioglu* , Oktay Akarsu**

* Dokuz Eylül University, Izmir, Turkey.

** Ataturk University, Erzurum, Turkey.

Tercanlioglu, L., and Akarsu, O. (2012). The Relationship Between Efl Reading And Existential-Phenomenology. i-manager’s Journal on English Language Teaching, 2(2), 32-47. https://doi.org/10.26634/jelt.2.2.1827

Abstract

This study reviews an overall theoretical framework of two major phenomena: reading and existential-phenomenology. Nine different predominant theories in reading education, their attributes, effective reading techniques and educational studies of learners’ experiences towards effective reading will be examined with some basic issues to grasp the progression of learning theories applied throughout the centuries to assist learners and instructors to overcome difficulties with reading. Literature on existential phenomenology will be reviewed to display this approach and its importance in a research. The reviews of these theories and the approach lead to the proposal for the studies outlined subsequently in the thesis.

References

[1]. Allen, G. W.& Clark, H. H. (1970). Literary Criticism Pope to Croce Wayne State University Press Detroit

[2]. Barnett, M. (1988). Reading through context: How real and perceived strategy use affects L2 Comprehension. Modern Language Journal, 72, 150-162.

[3]. Beitin, B. Duckett, R. & Fackina, P. (2008). Discussions of Diversity in a Classroom: A Phenomenological Study of Students in an MFT Training Program. Contemporary Family Therapy, 30(4), 251-268. doi:10.1007/s10591-008-9072-4

[4]. Blackham H. J. (2005). Six Existentialist Thinkers, (E. Usakli, Trans.). Ankara: Dost Kitabevi (Original work published 1961)

[5]. Carell, P. L.,Gajdusek, L. & Wise, T. (1998). Metacognition and EFL/ESL reading, Instructional Science, 26(1-2), 97-112. Retrieved from http://www.springerlink. com-/content /q3522p 75337223 13 /fulltext.pdf

[6]. Cashin, G., Small, S. & Solberg, S. (2008). The lived experience of fathers who have children with asthma: a phenomenological study. Journal of Pediatric Nursing, 23(5), 372-385. Retrieved from http://www. sciencedirect. com

[7]. Cheng, Chin-Kuei (1998). A descriptive study of reading strategies used by Chinese ESL students from Taiwan, Republic of China. Ph.D. dissertation, University of Kansas, United States -- Kansas. Retrieved July 14, 2010, from Dissertations & Theses: Full Text.(Publication No. AAT 9905441).

[8]. Chiu, M., Chow, B. & Mcbride-Chang, C. (2007). Universals and specifics in learning strategies: Explaining adolescent mathematics, science, and reading achievement across 34 countries. Learning & Individual Differences, 17(4), 344-365. doi:10.1016/ j.lindif. 2007. 03.007.

[9]. Claspell, E. L. (1984). An Existential-Phenomenological Approach To Understanding The Meaning of Grief. Canada: The University of British Columbia.

[10]. Colaizzi, P. F. (1978a). Learning and Existence. In R. Valle & M. King (Eds.), Existential-Phenomenological alternatives for Psychology (pp. 119-135). New York: Oxford University Press.

[11]. Colaizzi, P. F. (1978b). Psychological research as the phenomenologist views it. In R. Valle & M. King (Eds.), Existential-Phenomenological alternatives for Psychology (pp. 48-71). New York: Oxford University Press.

[12]. Felton, T., Nickols-Richardson, S., Serrano, E., & Hosig, K. (2008). African-American Students' Perceptions of Their Majors, Future Professions, and the Dietetics Major and Profession: A Qualitative Analysis. Journal of the American Dietetic Association, 108(7), 1192-1197. doi:10.1016/j. jada.2008.04.022.

[13]. Garner, R. (1987). Metacognition and reading comprehension. Norwood, NJ: Ablex.

[14]. Husserl, E. (2003). Fenomenoloji Üzerine Bes Ders (H. Tepe, Trans.) Bilim ve Sanat: Ankara

[15]. Irvin, J.L. (1990). Reading and the middle school student: Strategies to enhance literacy. Boston: Allyn & Bacon.

[16]. Klingner, J. K., Vaughn , S. & Boardman, A. (2007). Teaching reading comprehension to students with learning difficulties. New York: Guilford. Retrieved from EBRARY database.

[17]. Lecovin, K. E. (1990). An Existential-Phenomenological Approach To Understanding The Experience Of Romantic Love. Canada: The University of British Columbia.

[18]. Lecovin, K. E. (1994). An existential-phenomenological approach to understanding the experience of emotional abuse. Ph.D. dissertation, The Union Institute, United States - Ohio. Retrieved June 10, 2009, from Dissertations & Theses: Full Text database. (Publication No. AAT 9511100).

[19]. Merleau-Ponty M. (1962). Phenomenology of Perception. (C. Smith, Trans.) London: Kegan Paul. (Original work published 1945) Retrieved from http://www.mediafire. com/?fj3-ymmhygzi.

[20]. Moran, D. (1999). Introduction to Phenomenology. Florence, KY, USA: Routledge, Retrieved from http://site. ebrary.com/lib/ ataturk/Doc?id=10035294 &ppg=22

[21]. Pearson. P. D, (ed.), (2002) Handbook of Reading Research Book (Mahwah, NJ: Lawrence Erlbaum Associates, 39, Questia, Web, 23 May 2010.

[22]. Sartre, J. P., (1996). Existentialism, (A. Bezirci, Trans.). (12th Ed.), Say Yayinlari, Istanbul.

[23]. Sen, H. S. (2009). The relationship between the use of metacognitive strategies and reading comprehension, Procedia Social and Behavioral Sciences 1 (1), 2301-2305 Retrieved from http://www.sciencedirect.com.

[24]. Venezky, R. L. (1975). A History of Research on Reading. Theoretical Paper No. 56. Retrieved from ERIC database.

[25]. Von Eckartsberg R. (1998). Introducing Existential-Phenomenological Psychology. In Ron Valle (Ed.), Phenomenological Inquiry in Psychology (pp. 3-20). New York and London: Plenum Press.

[26]. Von Eckartsberg. R. (1998). Existential-Phenomenological Research. In Ron Valle (Ed.), Phenomenological Inquiry in Psychology (pp. 21-61). New York and London: Plenum Press.

[27]. Young, D. & Oxford, R. (1997). A Gender-Related Analysis of Strategies Used To Process Written Input in the Native Language and a Foreign Language. Applied Language Learning, 8(1), 43-73. Retrieved from ERIC database.

i-manager's Journal on English Language Teaching (JELT)

Current Issue Vol. 14 Issue 4

Most Read

Most Cited

Volume 2 Issue 2 April - June 2012

Construct Validity in Formative Assessment: Purpose and Practices

Samantha Rix*

*University of Northern Iowa.

Rix, S. (2012). Construct Validity In Formative Assessment: Purpose And Practices. i-manager’s Journal on English Language Teaching, 2(2), 1-6. https://doi.org/10.26634/jelt.2.2.1823

Abstract

References

Full Article (HTML)

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Inter language Variability and Mapping Problem: A Competence Or a Performance Effect?

Fatemeh Behjat* , Firooz Sadighi**

* English Language Department, Islamic Azad University, Abadeh Branch, Abadeh, Iran. ** Islamic Azad University, Shiraz Branch, Shiraz, Iran.

Behjat, F., and Sadighi, F. (2012). Interlanguage Variability And Mapping Problem: A Competence Or A Performance Effect ? i-manager’s Journal on English Language Teaching, 2(2), 7-13. https://doi.org/10.26634/jelt.2.2.1824

Abstract

References

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The Impact of Text Difficulty on EFL Learners’ Reading Comprehension and Vocabulary Learning

Lu-Fang Lin*

* Associate Professor, Institution of Applied English, National Taiwan Ocean University, Taiwan.

Lin, L. (2012). The Impact Of Text Difficulty On Efl Learners' Reading Comprehension And Vocabulary Learning. i-manager’s Journal on English Language Teaching, 2(2), 14-24. https://doi.org/10.26634/jelt.2.2.1825

Abstract

References

Full Article (HTML)

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Efficacy of Self Regulated Strategy Instruction in Planning and Organization of Opinion essays of ESL/EFL writers at Tertiary Level

Maruthi Kumari Vaddapalli* , Helen Woerner**

* Assistant Professor, Department of Languages and Translation, Dhofar Univeristy, Salalah, Oman. ** Lecturer, Department of Languages and Translation, Dhofar Univeristy, Salalah, Oman.

Vaddapalli, M. K., and Woerner, H. (2012). Efficacy Of Self Regulated Strategy Instruction In Planning And Organization Of Opinion Essays Of ESL/EFL Writers At Tertiary Level. i-manager’s Journal on English Language Teaching, 2(2), 25-31. https://doi.org/10.26634/jelt.2.2.1826

Abstract

References

Full Article (HTML)

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The Relationship Between Efl Reading And Existential-Phenomenology

Leyla Tercanlioglu* , Oktay Akarsu**

* Dokuz Eylül University, Izmir, Turkey. ** Ataturk University, Erzurum, Turkey.

Tercanlioglu, L., and Akarsu, O. (2012). The Relationship Between Efl Reading And Existential-Phenomenology. i-manager’s Journal on English Language Teaching, 2(2), 32-47. https://doi.org/10.26634/jelt.2.2.1827

Abstract

References

Full Article (HTML)

Pdf

* English Language Department, Islamic Azad University, Abadeh Branch, Abadeh, Iran.

** Islamic Azad University, Shiraz Branch, Shiraz, Iran.

* Assistant Professor, Department of Languages and Translation, Dhofar Univeristy, Salalah, Oman.

** Lecturer, Department of Languages and Translation, Dhofar Univeristy, Salalah, Oman.

* Dokuz Eylül University, Izmir, Turkey.

** Ataturk University, Erzurum, Turkey.