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 objective of this paper is to pinpoint and elucidate major conceptual contributions of Aristotle to art and literature at large. Aristotle's propositions offer enduring legacies both to literary philosophy and moral philosophy. Aristotle is basically a teleological thinker which sets him apart from his predecessors such as Plato. A historical contention in respect of the relationship between life and literature gets reconciled by Aristotle's teleology for the first time. This paper introduces a major selection of such categories of consequence from both the texts in question, and explores the interconnections they exert aesthetically. His concepts such as telos, mimesis, poesis, eudaimon, ergon, arête, hexis, catharsis, phronesis, praxis/action, plot, probability, and necessity on art are explained in relation to each other related 1 categories, and explored in reference to poesy 1 and life at large given their usefulness. In this process, the paper exemplifies from Greek dramatic texts, and suggests the uniqueness of art, as well as its oneness with life. It maps out the relationship between art and life by recourse to aesthetic categories from Aristotle. It concludes with a note of harmony whereby life and art are recognised as reciprocally enriching.
The 21st century educational platform clamors for the affordance of learner autonomy and empowerment more than control and coercion. This study, therefore considers the reading preferences, motivations, issues, and other factors that govern the choice of literary texts from the perspectives of students towards designing a relevant literature program. Using both descriptive and developmental research designs as empirical approaches, responses from 59 English as a Second Language (ESL) learners coming from a homogenous, high performing group, were studied and analyzed. The results revealed that respondents generally read for pleasure and that themes related to happiness, adventure, mystery, and other issues relevant among adolescents were more favored. The students also reported that personal choice, contexts of literary texts, and academic workload affect their reading preferences. On a relative note, majority of the respondents were more interested to read novels and narratives written by contemporary, foreign authors, while several would want to learn more about classic, award-winning literary pieces from the Philippines. Based on the data collected, an online literature program for centennials or ‘Generation Z’ students was developed, the Generation Z Online Literature Program (GZOLP). Implications on the use of reading preferences and motivations in teaching literary texts and the rendering of literature programs among adolescent readers and other recommendations for further research are also provided in this paper.
The aim of this study was to investigate the effect of using Neuro-Linguistic Programming (NLP) techniques on English as a Foreign Language (EFL) teachers' reflective teaching. In order to do this, 30 Iranian female EFL teachers were selected. The group filled out a reflective teaching questionnaire as the pretest at the outset of the study and subsequently attended an NLP workshop. Following the end of the workshop, the teachers went back to their routine teaching program for 20 sessions and the researchers administered the same reflective teaching questionnaire as the posttest to the 30 teachers after those 20 sessions. In order to test the null hypothesis, that is to check any significant difference in the degree of the reflective teaching of the group prior to and after the treatment, a paired samples t-test was conducted. The results showed that there was a significant difference between the scores of the group at the pretest and posttest level (t=-6.976, p=0.001<0.05) meaning that NLP does significantly improve EFL teachers' reflective teaching.
From a foreign language, English in India has now become a second language (and, of course, the First Language to a considerable people). Many other languages of the world, such as, French, Russian, Portuguese, Italian, etc. are still foreign languages to Indians, but English is not. English is not only taught but also is the medium of instruction in academia. Since it is not the native language, it does not come to the Indians as naturally as it comes to the native speakers. Nor do all have an environment where they can learn English as the native English speakers do. Thus, there are two main points: one, the knowledge of English has become compulsory in the fast changing modern world and second, English, for Indians, is not their native language. It implies that deliberate efforts are needed to develop a command over English language by acquiring skills of reading, writing, listening, and speaking so that Indians can also move with the fast changing world. Present paper is a study of the standard of English language in the schools of Punjab. The statistical analysis and comparisons are based on empirical data, desktop scrutiny of the relevant documents, classroom observations and group and individual interactions. The paper observes the reasons of low standard of English in Punjab and suggests some remedial measures on the basis of the study undertaken.
In England, number of learners who speak English as their second or even third language (known as learners with EAL, English as an Additional Language) in state primary and secondary schools is constantly increasing. In 2012, these learners represented 16% of the entire school population, and in 2015 - 18% (DfE, 2013 and 2016). Many EAL learners have limited proficiency in the language of instruction. This fact makes it difficult for teachers to not only effectively teach, but also accurately assess these learners' academic (linguistic and subject-specific) progress. Making use of a recently introduced formative assessment model to support and assess EAL learners' performance during the lessons seems like a good idea. However, to date little is known about the effectiveness of this assessment method and about the teachers' and learners' views on it. This paper, drawing on a selection of the data collected as part of a larger mixedmethods empirical research study (Afitska, 2014a), seeks to examine teachers' and learners' views on the usefulness of formative assessment methods (including teacher feedback, learner peer-assessment, and self-assessment) for teaching and learning. The paper concludes with a list of implications for practice based on the study's findings.
