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
The effervescent progress of technologies in the modern era demands new pedagogical techniques in the process of effective and successful teaching and learning. The prospective teachers who are competent with technical skills and have command over language alone can produce articulate students. Prospective teachers, when they enter the real classroom, are supposed to mould any type of clay into an anticipated form. Therefore, they must be trained by the teacher-educators in such a way that they, in future, should be able to cultivate pupils' inquisitiveness in learning through all senses in order to improve the level of language skills. The advent of multimedia outdates the traditional teaching method but its adoption is done at a snail's pace. Undoubtedly, multimedia technology plays an effective role in the process of teaching and learning language skills. Multimedia tools act as cognitive enhancers. They augment the learning experience of the prospective teachers and enable them to concentrate on the development of more sophisticated cognitive skills. The powerful cognitive ability of a learner reflects his or her profundity in language skills and effective communication. It is possible that they can hone their language skills greatly and effectively through techno pedagogic practices. But the second language learners' the language skills are seen to be left less developed in the absence of multimedia tools. Hence, it is the responsibility of teacher educators to strive hard with all their verve and vitality to make accessible to these learners the latest techno-pedagogic strategies to remove all the road blocks to their acquisition of the level of competence expected of them.
The effects of meta-cognitive strategy use on learning reading comprehension have gained much interest of researchers and educators (Chumpavan, 2000; Shmais, 2002; Phakiti, 2003; Aegpongpaow 2008; Subasi, 2009; Zhang and Wu, 2009). Available literature indicated a positive correlation between learners' meta-cognitive strategy use and their achievement in reading comprehension. This paper reports results of an investigation into which meta-cognitive reading strategies used by Vietnamese learners of English as a foreign language (EFL) and the interaction between learners' meta-cognitive strategy use and their reading achievement. The paper also focuses on problems hindering learners' use of meta-cognitive strategies. Both qualitative and quantitative methods were used in this study. Data was collected from questionnaires, reading comprehension tests and interviews. Eighty-four students at grade 11 of an upper secondary school in a remote area of the Mekong Delta in Vietnam participated in this study. Results showed that participants used problem-solving strategies most often and support strategies, least often. The study found a rather strong interaction between participants' use of these strategies and their achievement in reading comprehension. Problems hindering participants' use of meta-cognitive strategies in their reading are also reported in this study.
Much of the work in academic writing has focused on the cognitive rather than the affective and social aspects involved in project-based writing. Emphasis in past research has been on skills and processes of writing rather than on affective factors such as motivation, attitudes, feelings or social factors involving intrapersonal and interpersonal communication. However, according to Vygotsky's sociocultural theory (SCT) social factors play an important role in collaborative learning and are considered to be a constitutive element of cognition (1978, 1986). Using this theory of learning as a starting point, the aim of this paper is to determine the affective and social factors involved in project based writing in an academic writing course at Nanyang Technological University. Specifically, the four motivational aspects that will be considered are curiosity, challenge, confidence and control as reflected in student responses to an online questionnaire and their reflections on the course. It is hoped that the findings of this research will further our understanding of the role of affective and social factors in project-based writing courses in settings where students are collaborating face-to-face to complete the course tasks and assignments.
This study examined the 'communicativeness' of 22 English language tests designed and administered by 22 English instructors from 22 different colleges and universities in the Philippines. Its key objective was to answer the question “How communicative are the language tests used in assessing students' competence (knowledge of the language) and performance (actual use of the language in concrete situations)?” The results indicate that there is a preponderance of test items that focus on language accuracy alone and not on the use of language in actual or real-life contexts. Further, the language examinations deemed communicative by the teacher-respondents themselves still use discrete-point, paper and pencil, and decontextualized test items. Thus, it seems that the perused examination items lack the requisite elements or qualities that make a language test genuinely communicative. The results also suggest that language teachers' assessment practices must be further (re)examined to ensure that they do match the approach that underpin language instruction i.e. they must ascertain that the learners are taught and tested the communicative way.
The English language is widespread globally and serves as a link language within all the countries. In India it enjoys an official language status in addition to Hindi. English is taught as a second language from lower classes to degree classes. Most of the parents wish their children to be admitted in English medium. In order to have good career prospects, students need to acquire good proficiency in English along with the other subjects like Mathematics, Science etc. However due to different socio-cultural background the learners commit a lot of errors in their learning process. In most of the educational institutions English classes are taught through translation method. Students who study English literature are also trained in a similar stream and language fluency is not considered to be a major criterion for passing their examinations. Importance is given for the written content and the other skills such as reading, speaking and listening skills are not tested. Once graduates/postgraduates take training to become teachers they have to ask many questions as part of classroom activity. Teacher training students who lack proficiency fumble at such situations. The present study has been undertaken to analyse the errors of the student-teachers in framing ”Wh” questions and suggest remedial measures for improvement.
Many attempts are currently being made to develop Aural-Oral Communicative skills in English at school level, but it remains a difficult task for the teachers of English. There are a lot of readymade cassettes available in the market but they have hardly served the purpose. Admittedly, cassettes help and yield better results for learners, subject to teacher's competence to utilize them. English is a foreign language for Yemeni students at all levels: preparatory, secondary and tertiary. It is considered as a difficult subject due to the mother tongue interference. But the optimum use of audio cassettes developed by the teachers will help to achieve the desired results. In the present study, the basic skills were taken as tasks and simple tests were administered on the students, who start learning English at the age of eleven. Their mother tongue interference is deep-rooted and so they have difficulties in learning English.
