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 paper highlights the concept of consciousness-raising. It relates it to different aspects of ELT such as explicit teaching, language awareness, language acquisition and practice. How these terms are related to the concept of consciousness-raising within the English Language teaching. Its main aim is to help learners to notice for themselves how the language is used naturally is highlighted as well as that C-R is mainly seen as getting learners to notice the grammar features, by applying them in tasks. C-R can be considered as different degrees of explicit teaching of grammar, the first step of the language acquisition process and language awareness. The paper also shows two examples of using this and their implications into the classroom. These were conducted in a class of grade 7 aged between 12-13 years old, in an Omani school. The paper highlights how pupils feet about doing the activities which allow them to practice the language more. This stresses that pupils can work on more than one structure at a time. Therefore, it helps to save time and effort instead of presenting each item in a lesson. On other hand, it also attempts to raise the pupils’ awareness of the target grammar which may lead to independent learning later on.
Reading is an extremely active, complex, mental and personal process that concerns both the reader and the text. It is now generally believed that a range of reader with text factors affect the reading process to a considerable extent. So, teachers of EFL need to be aware of the important role of teaching materials. Thus, this study investigated the impact of comic reading materials on reading comprehension. Six general texts and pictures were given to the control group and six comic materials were presented to experimental group in usual English classes during 20 sessions. At the end, a general reading comprehension test was administered to both groups and the resultswere subjected to relevant statistical analysis, t-test. The findings of this study revealed that teaching reading ability through comic texts and pictures is more efficient than teaching it through general texts and pictures.
The concept of globalization has brought dynamism in each aspect of the world. The changes have also touched the field of English language teaching (ELT) throughout the world. Bangladesh is no more far from that transformation. It has already attempted to the innovation of ELT. The country has moved from long term-practiced Grammar Translation Method to Communicative Language Teaching Method for teaching second language, particularly English. But, efforts in the teaching of English language seem relatively lacking and not sufficient while considering the demand of time and motion going on throughout the world .With an extreme urge for the diversity in ELT in Bangladesh, the study will evaluate the real practices of CLT; roles and performances of teachers, and learners in CLT classroom. The current study has therefore been aimed to verify how far those claims of communicative textbook are successful, why the learners still lack in communication in English, what the obstacles are and finally how to remove those barriers. The present study, become a significant one as a systematic step in this case. And it is greatly expected that the proposed research will result useful solutions for the teachers and students to solve the problems in terms of English language teaching and learning by CLT not only in Bangladesh but also in other non-English countries. Language learning can never happen absolutely unless four basic skills are equally emphasized. Schools therefore arrange listening practices with the help of English video games, documentaries, movies etc. Bengali language should be for bidden for the teachers of English as well as for English classes. Reading materials should not be limited within the textbook merely rather the variety of realia should be used as mandatory reading resources. Students should first practice writing by illustrating pictures of real environment and day to day activities what they regularly deal with. The survey study has been carried out in different secondary schools through questionnaires.
This pilot study examines the role of metacognitive awareness as a motivational strategy in second language learning. The paper begins by exploring metacognitive strategies within the general language learning strategy framework, and then zooming in upon “interest enhancement” as a particular strategy that influences motivation and self-confidence. In essence, this study is embedded in the paradigm of action classroom research and was initiated in response to a particular problem found among intermediate learners in an intensive English-for-Academic Purposes program. Pre- and Post- Intervention interviews were carried out with the course instructor to define the problem and later to gather information on her perspective as to the intervention’s outcome. During the Pre-intervention interview with the instructor, it was discovered that learners were unresponsive to their instructors’ techniques for test review because they did not see the value of it beyond the scope of the test. To mitigate this problem, the instructor implemented the following two changes during her review sessions with the intent to increase metacognitive interest enhancement: 1) The provision of positive, overt oral feedback was provided for both correct and incorrect responses during the review; and 2) The provision of continual reinforcement of the out-of-class importance of the language and concepts under discussion . Fourteen students (eleven Saudi Arabian, one Japanese, one Chinese, and one Rwandan) participated in the modified review session and were then asked to respond to a likert-type survey consisting of twelve questions that targeted interest enhancement on the following five sub-topics: 1) Understanding of the assignment; 2) Level of enjoyment; 3) Goals; 4) Classroom atmosphere; and 5) Feedback. Results from the survey demonstrated an increase in participants’ self-reported levels of interest enhancement after the instructor’s modifications. The paper will conclude with specific qualitative comments taken from the instructor’s post-intervention interview that suggest that the students’ motivation increased as a result of metacognitive interest enhancement techniques.
This study explores interactional metadiscourse resources in master’s dissertations (introductions and conclusions) of Turkish students written in Turkish and English. Interactional resources were identified according to Hyland and Tse’s (2004) framework by using WordSmith Tools (5.0). A statistically significant difference between two groups of writers was found in their introductions in terms of overall five subcategories whereas their uses of interactional metadiscourse in conclusions were statistically insignificant. Further analysis showed that Turkish writers of English predominantly used hedges, attitude markers and self-mentions. It is interesting to note that Turkish writers, while writing in their mother tongue, tended to build a strong relationship with their target readers in both of the sections by employing approximately twice engagement markers compared to their peers writing in English.
The study focuses on the significance of the English language and the inevitability to have proficiency in English in order to bloom in the modern world. It analyses the weightage given by the +2 students to ESL. The objectives of the study were to find out the level of weightage to English subject given by the students; to find out whether there is any significant difference in weightage to English subject given by the students on with regard to the selected attributive variables such as sex, age, nature of the school, type of the school and location of the school. The methodology employed in gathering information was a survey method. Scale on Weightage to English Subject (SWES), prepared by the authors, consisting of 34 statements, was used as tool. The sample comprised 290 students covering 131 boys and 159 girls. The collected data were treated using Mean, Standard Deviation, Pearson product moment correlation, t test, Analysis of variance and Scheffe test. The result of this study indicated that the students gave moderate level of weightage to English subject. Comparing to boys, girl students gave more weghtage to study English subject. The government school students gave more weightage compared to the aided school students. Educational implications to the findings are also portrayed.
