Stephen Krashen's Theory of SLA: A Conceptual Framework
The Need for using English for Professional & Global Communication Today: A Critical Review
A Meta-Synthesis of Research on In-Service EFL Teachers' Needs for Inset Programs in Türkiye
A Study of Pre-Service English Language Teachers' Engagement with Faculty-School Collaboration at the English Fest
Assessing Self-Directed English Language Learning Strategies of YouTube Content Creators
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
The purpose of this paper is to study, the extent of constructivist classroom characteristics that exist in ELT (English Language Teaching) Methodology. It is an attempt to explore the constructivist learning activities and evaluation strategies, whether they are useful to the students and the instructors. This paper elevates the contrast of traditional classrooms and constructivist classroom setup through the pedagogical approach. Multiple strategies for Constructivist Learning are elaborated to enhance student learning. Nevertheless, educators must meet the challenge mandated by reform efforts to produce highest quality of student learning. In order to be effective, educational reforms must be tied to the development of an enhanced curriculum that incorporates authentic assessment practices.
There has always been dissatisfaction by language teachers who observe different levels of achievement with students attending the same language class and taking the same instruction. This variation in attaining the desired level of proficiency can be caused by the learners' personality types. The present study was an attempt to explore the degree to which one's temperament and personality type can influence one's language achievement. To this end, Longman TOEFL Test (2005) was administered to a group of 127intermediate English learners at Marefat English Institute in Shiraz. At the same time, Black Dog Institutes' temperament and personality questionnaire wasadministered. After the instruction, which took about nine months, the remaining 76 students who passed three successive terms at the institute,took the same TOEFL test. The comparison between the students' achievement and their personality types revealed that there is a relationship between the learners' temperament and their language attainment. This implies that taking the same instruction, learners who are more irritable, anxious, personally reserved, and socially avoiding achieve less. On the other hand, learners who are more self-focused, interpersonally sensitive, perfectionist and self-criticizing enjoy a higher level of language proficiency.
The present experimental study was undertaken with three objectives in view, (i) to identify students with language learning disabilities (ii) to develop CAI software to teach LD students through computer-assisted instruction and (iii) to measure the effectiveness of CAI with special reference to LD students. Two matched groups of LD students were constituted for the purpose of this experiment and a normal group comprising average and above average students was also formed in order to assess how far Computer-Assisted Instruction enabled the LD students to cope with normal students. The control group and the normal group were taught through traditional lecture method while the experimental group was taught through Computer-Assisted Instruction. The obtained results show that the computerassisted instruction was more effective than the traditional lecture method in teaching and learning of English with record to the students with language learning disabilities and it enabled the LD students to cope with normal students to a considerable extent.
Learning Management Systems (LMS) are being integrated in the curriculum by many educational institutions to extend teaching and learning beyond classroom. This paper is based on a case study exploring the integration of LMS Nalanda created on Moodle in Effective Public Speaking (EPS) classroom to give students an additional platform to practice, collaborate and discuss speech writing. Out of many teaching learning facilities available on LMS, the researcher chose online forum as a tool for giving additional practice in speech writing. This tool helped in enhancing learner centeredness on one hand and encouraged equal participation of all the group members on the other. The present paper looks at the researcher's observation of the outcomes of the integration process. One of the important finding was that students' interaction on online forums resulted in improvement of students' performance in speech writing. Higher participation, constructive feedback and community of practice resulted enhancement in their speech organising abilities while preparing the speech draft. Vygotsky's Socio-cultural theory which holds active, interactive and collaborative role of learners in the entire learning process has been used as its theoretical basis.
A considerable number of studies on formative teacher assessment and feedback, learner self- and peer-assessment have been carried out in the field of Language Testing and Assessment (LTA) research over the last two decades. These studies investigated the above mentioned concepts from different perspectives (impact of assessment on learning, attitudes towards assessment, comparison between teacher and learner assessment practices, types and quality of formative teacher feedback), in a number of different contexts (English as second language classrooms, mainstream classrooms, immersion classrooms, i.e. for mainstream classrooms, teaching and learning is done through the medium of a second or additional language) and in a number of different ways (experimental studies, observational studies, surveys, research review studies). This paper systematically reviews most recent research on formative teacher assessment and feedback, learner self- and peer-assessment, and reveals gaps which have not yet been addressed by research.
