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
Beauty in Brevity: Capturing the Narrative Structure of Flash Fiction by Filipino Writers
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”
Developing ESL/ EFL Learners' Grammatical Competence through Communicative Activities
Oral Communication in Accounting Practice: Perspectives from the Philippines
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
This study aimed to investigate English language lecturers' perceptions on the transition of classroom teaching to online education because of the outbreak of COVID-19 pandemic. A sample of 15 lecturers who were teaching in Saudi Arabia, Oman, Turkey and UK volunteered to take part in the study between March and July 2020. Data were collected through semi-structured interview asking their views on this transition, its benefits and challenges on both their teaching and students' learning. Findings showed that lecturers who had proper training in online teaching by their institutions had more positive views on Emergency Remote Teaching (ERT). Although all of the participants believed that online teaching could promote learner autonomy and flexible learning, they agreed that the benefits of ERT diminished without a well-designed and supported technology tool, and the pandemic, in turn, posed more challenges. Accordingly, the paper suggests institutions to set up an institutionally designed pedagogical framework for remote online education and train lecturers within a stipulated time and the framework.
Integration of Environmental education is the crucial notion in this study that helps learners to become aware and knowledgeable about the environment and to exhibit accountable environmental behaviors and skills. This study explores the perspectives of English language teachers in integrating environmental education in the classrooms. More specifically, it aims to scrutinize how learners identify and take responsibilities towards environmental issues within the theoretical framework of Kolb's experiential learning which connects it to the real world contexts to develop their critical thinking skills. The study is qualitative in nature where it explores perceptions and experiences on the practices of the inclusion of environmental education, following face to face and phone interviews with three participants. The findings reveal that students have developed awareness, positive attitudes and critical thinking skills to handle environmental issues responsibly. Moreover, it builds the understanding of the connection of environmental education with the practicality of experiential learning theory.
This study aimed at investigating blogs' integration in teaching of writing in Moroccan EFL classrooms. It involves about 108 second year baccalaureate students and 92 EFL teachers. Given its exploratory nature, an exploratory design was adopted. The data were collected using a questionnaire and an interview. The findings revealed that blogs' use is more likely to change students' negative attitudes towards writing, to enhance their writing sub-skills and performance. The results also demonstrated that the teachers' inability to use blogs in the teaching of writing could be attributed to lack of preservice and in-service training, lack of access to the Internet in schools, and time constraints.
Intercultural communicative competence is mandatory for multicultural interactions in the modern world. People getting in to such environments need to develop their intercultural skills for better interaction. However, there is a scarcity of practical suggestions for teachers and institutions on how to put theory into practice. The present paper, therefore, aimed to design a training program for a group of students who are selected to study abroad for atleast 6-months period. Combining theory to build an effective practice opportunity, a mixed methods research design was utilized entailing both quantitative and qualitative techniques. For the quantitative techniques, SPSS was used to interpret the data, and for the qualitative data content, analysis method was utilized. As a result, it was revealed that EFL learners who learn the language to interact mostly with non-natives of English are in need of cultural guidance and interactive activities to build intercultural skills. The designed activities that were fed by the needs analysis conducted in the study and ICC models in the field were ascertained to be beneficial in accordance with this purpose.
Adhering to the notion that there is a correlation between the listening strategies used by L2 learners as ESL learners and their listening comprehension, this paper explores that relationship. Likewise, the study aims at investigating and identifying the listening strategies and listening comprehension among L2 or second language learners. Specifically, it seeks answers to the questions on the listening strategies used by L2 learners in terms of metacognitive, cognitive and socio-affective: beginning, developing, and proficient; their listening comprehension by item level; the relationship of the listening strategies and listening comprehension of L2 learners; and the intervention for teaching listening strategies in the ESL (English as a Second Language) classroom. In order to accomplish the purpose of this study, the correlation, analysis and surveys are used in this Descriptive Research. The data reveals that the L2 learners make use of a variety of listening strategies from time to time. They are flexible to adapt strategies in learning English as their second language. The learners are also found to have a developing listening comprehension; therefore they do not have sufficient skills to infer, discriminate, process and retain essential information from a listening source. These are attributed to several factors including unplanned, random and uncontrolled use of metacognitive, cognitive and socio–affective listening strategies. Therefore, it is concluded that the frequent, systematic, and appropriate use of listening strategies can have positive effects on listening proficiency of L2 learners. This paper likewise discusses the implications of the findings on language teaching, and learning.
This research aims to determine the educational philosophies adopted by the instructors working in English Preparatory Units and to examine whether these preferences differ according to the selected variables. Within this frame work, the aim is to reveal the relationship between the educational philosophy which the instructors adopted and the independent variables such as their BA major, the type of university (state/private) they work for, their seniority and their gender. The study group of this research comprises of English instructors working in English Preparatory Units of state and private universities in Ankara during the 2019-2020 academic year. The study-was conducted with 211 voluntary English instructors. The research data were collected through a Likert-type scale called “Philosophy Preference Assessment” developed by Wiles and Bondi (2007, pp. 329-330). In this research, descriptive statistics (frequency, percentage, mean, standard deviation) and quantitative data analysis techniques (Mann Whitney U, Kruskall Wallis H) were used and the findings were interpreted. The result of the study is that experimentalism has the highest mean while perennialism has the lowest, and also there is no meaningful relationship between the educational philosophy adopted by the instructors and the selected variables. The result is projected as a contribution to the curriculum of School of Foreign Languages (SFL) and its in-service training programs.
