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i-manager's Journal on English Language Teaching (JELT)

Current Issue Vol. 14 Issue 4

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

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Volume 7 Issue 4 October - December 2017

Research Paper

An Analysis of TPACK Integration into English Language Teacher Education Programs: A Comparative Study of Turkey and Denmark

Yildiz Turgut*

*Assistant Professor, Department of English Language Teaching, Adnan Menderes University, Turkey.

Turgut, Y. (2017). An Analysis of TPACK Integration into English Language Teacher Education Programs: A Comparative Study of Turkey and Denmark. i-manager’s Journal on English Language Teaching, 7(4), 1-15. https://doi.org/10.26634/jelt.7.4.13763

Abstract

Technology has always been a part of teaching process and being able to teach with technology requires an understanding of how technology, pedagogy, and content interact to support student learning. Recently, studies on developing TPACK skills of teachers have been emerged; however, studies on TPACK in pre-service education on a specific domain, more specifically English Language Teaching, are limited and none of the existing studies have attempted to compare pre-service teachers' TPACK in different countries or contexts. Therefore, this study compares pre-service English language teachers' TPACK in two countries, Turkey and Denmark, at two Teacher Education Institutions' (TEI) contexts. Through a mixed-method design, results of the study indicated the differences not only in definition of technology, but also in technology applications and teaching processes. Based on these findings, suggestions for teacher education and future research were made.

References

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[2]. Abera, B. (2014). Applying a Technological Pedagogical Content Knowledge Framework in Ethiopian English Language Teacher Education. In Issa, T. Isaías, P. and P. Kommers, (Eds.). Multicultural Awareness and Technology in Higher Education: Global Perspectives (pp. 286-301). Hershey, PA: IGI Global.

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[6]. Cox, S. (2008). A Conceptual Analysis of Technological Pedagogical Content Knowledge (Unpublished Doctoral Dissertation, Provo, UT: Brigham Young University).

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[10]. Ersanli, C. Y. (2016). Improving Technological Pedagogical Content Knowledge (TPACK) of Pre-service English Language Teachers. International Education Studies, 9(5), 18-27.

">[12]. Graham, C. R., Tripp, T., & Wentworth, N. (2009). Assessing and Improving Technology Integration Skills for Pre-Service Teachers using the Teacher Work Sample. Journal of Educational Computing Research, 41(1), 39–62.

[13]. Harris, J., Mishra, P. & Koehler, M. (2009). Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types. Journal of Research on Technology in Education, 41(4), 393-416.

[14]. Harris, J., Grandgenett, N., & Hofer, M. (2010). Testing a TPACK-based Technology Integration Assessment Rubric. In Maddux, C. D. Gibson, D. and Dodge, B. (Eds.). Research Highlights in Technology and Teacher Education (pp. 323- 331). Chesapeake, VA: Society for Information Technology & Teacher Education (SITE).

[15]. Hofer, M. & Grandgenett, N. (2012). TPACK Development in Teacher Education. Journal of Research on Technology in Education, 45(1), 83-106.

[16]. Hu, C. & Fyfe, V. (2010). Impact of a New Curriculum on Pre-service Teachers' Technical, Pedagogical and Content Knowledge (TPACK). In Steel, C.H. Keppell, M.J. Gerbic P. and Housego, S. (Eds.). Curriculum, Technology and Transformation for an Unknown Future (pp. 185-189). Sydney: ASCILITE.

[17]. Kabakçi-Yurdakul, I. (2011). Examining Techno pedagogical Knowledge Competencies of Pre-service Teachers Based on ICT Usage. Hacettepe University Journal of Education, 40, 397-408.

[18]. Koçoglu, Z. (2009). Exploring the Technological Pedagogical Content Knowledge of Preservice Teachers in Language Education. Procedia- Social Science and Behavioral Sciences, 1(1), 2734-2737.

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[21]. Kurt, G., Akyel, A., Koçoglu, Z., & Mishra, P. (2014). TPACK in Practice: A Qualitative Study on Technology Integrated Lesson Planning and Implementation of Turkish Pre-Service Teachers of English. ELT Research Journal, 3(3), 153-166.

[22]. Kwangsawad, T. (2016). Examining EFL Pre-service Teachers' TPACK through Self-report, Lesson Plans and Actual Practice. Journal of Education and Learning, 10(2), 103-108.

[23]. Lee, M. & Tsai, C. (2010). Exploring Teachers' Perceived Self Efficacy and Technological Pedagogical Content Knowledge with respect to Educational use of the World Wide Web. Instructional Science: An International Journal of the Learning Sciences, 38(1), 1-21.

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[27]. Niess, M. L. (2011). Investigating TPACK: Knowledge Growth in Teaching with Technology. Journal of Educational Computing Research, 44(3), 299-317.

[28]. Oz, H. (2015). Assessing Pre-Service English as a Foreign Language Teachers' Technological Pedagogical Content Knowledge. International Education Studies, 8(5), 119-130.

[29]. Parr, G., Bellis, N., & Bulfin, S. (2013). Teaching English Teachers for the Future: Speaking Back to TPACK. English in Australia, 48(1), 9-22.

[30]. Polly, D., Mims, C., Shepherd, C. E. & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education: An International Journal of Research and Studies, 26(4), 863-870.

[31]. Schmidt, A., Evrim, B., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. E. (2009). Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers. Journal of Research on Technology in Education, 42(2), 123-149.

[32]. Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

[33]. Solak, E. & Çakir, R. (2014). Examining Preservice EFL Teachers' TPACK Competencies in Turkey. Journal of Educators Online, 11(2), 1-22.

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[35]. UFM (Ministry of Higher Education and Science). (2015). The Danish Teacher Education Programme B. Ed. Programme for Primary and Lower Secondary Schools. Copenhagen: DK, Danish Agency for Higher Education. Retrieved from http://ufm.dk/en/education-andinstitutions/ higher-education/university-colleges/universitycollege- educations/bachelor-of-education/b-ed-programme-for-primary-and-lower-secondary-schools.pdf

[36]. Yan, C. & Yuhong, J. (2012). Integration of ICTs into Subject Teaching in Preservice English Teacher Education. Proceedings of 2012 International Conference on Information Technology Based Higher Education and Training (ITHET), (pp. 1-5). Retrieved from http://ieeexplore. ieee.org/stamp/ stamp.jsp?arnumber=6246032

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Research Paper

From Error Correction to Meaning Making:Reconstructing Student Perceptions of Revision

Catherine* , Rachel Wright Junio**

*-** Fayetteville State University, Fayetteville, North Carolina, USA.

Barrette, C., & Wright, R. (2017). From Error Correction to Meaning Making: Reconstructing Student Perceptions of Revision. i-manager’s Journal on English Language Teaching, 7(4), 16-24. https://doi.org/10.26634/jelt.7.4.13764

Abstract

For most students, revision is viewed as a punishment for not writing well enough. However, what if students' negative perceptions of revision shifted to view revision as an opportunity to better develop the meaning and message of texts. Revision, like all processes in writing, is complex, cognitively demanding, and requires students to be able to detect, identify, and correctly change specific errors made during the initial writing process. The real question becomes, how can teachers modify teaching strategies to reshape students' perceptions of revising while also making students more effective and independent at revising writing? This research analysis focuses on answering this question by first examining the literature on how the misconceptions about revision were shaped and reinforced and then by examining researchbased strategies that help to reframe students' perceptions of revision while shaping them into independent and effective revisers.

References

[1]. Almargot, D. & Chanquoy, L. (2001). Through the models of writing. Dordrecht, The Netherlands: Kluwer Academic Publishers.

[2]. Atwell, N. (1987). In the Middle: Writing, Reading, and Learning with Adolescents. Portsmouth, NH: Heinemann.

[3]. Bamberg, B. (2012). Revision. In I. Clark (Ed.). Concepts in composition: Theory and Practice in the Teaching of Writing (pp. 79-98). New York, NY: Routledge.

[4]. Bartlett, E. J. (1982). Learning to revise: Some component processes. In M. Nystrand (Ed.). What writers know. The Language, Process and Structure of Written Discourse (pp. 345-363). New York, NY: Academic Press.

[5]. Beach, R. (1976). Self-evaluation strategies of extensive revisers and nonrevisers. College Composition and Communication, 27(2), 160-163.

[6]. Bridwell, L. S. (1980). Revising strategies in twelfth grade students transactional writing. Research in the Teaching of English, 14(3), 197-222.

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[8]. Beal, C. R., Bonitatibus, G. J., & Garrod, A. C. (1990). Fostering children's revision skills through training in comprehension monitoring. Journal of Educational Psychology, 82(2), 275-280.

[9]. Clark, I. (2012). Processes. In I. Clark (Ed.). Concepts in Composition: Theory and Practice in the Teaching of Writing (pp. 1-23). New York, NY: Routledge.

[10]. Elbow, P. & Belanoff, P. (1989). Sharing and Responding. New York, NY: Random House.

[11]. Emig, J. (1971). The Composing Process of Twelfth Graders. Urbana, IL: NCTE.

[12]. Flower, L. & Hayes, J. R. (1981). A cognitive process Theory of writing. College Composition and Communication, 32(4), 365-387.

[13]. Gibbons, S. (2010). Collaborating like never Before: Reading and writing through a wiki. The English Journal, 99(5), 35-39.

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[15]. Graham, S. & Harris, K. R. (1994). Implications of constructivism for teaching writing to students with special needs. The Journal of Special Education, 28(3), 275-289. doi:10.1177/002246699402800304

[16]. Harris, K., Graham, S., & Mason, L. (2003). Selfregulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities. Focus on Exceptional Children, 35(7), 1-16.

[17]. Hayes, J. R. & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg, & E. R. Steinberg (Eds.), Cognitive Processes in Writing: An Interdisciplinary Approach (pp. 3-30). Hillsdale, NJ: Lawrence Erlbaum Associates.

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[20]. Huang, S. (2015). Motivating Revision by Integrating Feedback into Revision Instructions. English Teaching & Learning, 39(1), 1-28. doi:10.6330/ETL.2015.39.1.01

[21]. Limpo, T., Alves, R. A., & Fidalgo, R. (2014). Children's high-level writing skills: Development of planning and revising and their contribution to writing quality. BritishJournal of Educational Psychology, 84(2), 177-193.

[22]. Lindemann, E. (2001). A Rhetoric for Writing Teachers (4 ed.). New York, NY: Oxford University Press.

[23]. Maloy, R. W., Edwards, S. A., & Evans, A. (2014). Wikis, workshops and writing: Strategies for flipping a college community engagement course. Journal of Educators Online, 11(1), 1-25.

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[25]. Murray, D. M. (1978). Internal revision: A process of discovery. In C.R. Cooper & L. Odell (Eds.), Research on Composing: Points of Departure (pp. 85-104). Urbana, IL: NCTE.

[26]. Murray, D. M. (1985). A Writer Teaches Writing (2 ed.). Boston, MA: Houghton Mifflin Company.

[27]. Myhill, D. & Jones, S. (2007). More than just error correction: Students' perspectives on their revision processes during writing. Written Communication, 24(4), 323-343.

[28]. Sommers, N. (1980). Revisions strategies of student writers and experienced writers. College Composition and Communication, 31 (4), 378-388.

[29]. Trilling, B. & Fadel, C. (2009J). 21 Century Skills: Learning for Life in our Times. San Francisco, CA: Jossey- Bass.

[30]. Wheeler, R. (April, 2008). Becoming adept at codeswitching. Educational Leadership, 66(7), 54-58.

[31]. Zwiers, J. (2007). Teacher practices and perspectives for developing academic language. International Journal of Applied Linguistics, 17, 93-116.

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Research Paper

Understanding the Dynamics of Language Centers in School Setting

Josephine B. Alarcon*

Research Center on Social Sciences and Education, University of Santo Tomas, Philippines.

Alarcon, B. J . (2017). Understanding the Dynamics of LanguageCenters in School Setting. i-manager’s Journal on English Language Teaching, 7(4), 25-34. https://doi.org/10.26634/jelt.7.4.13765

Abstract

Language Centers (LC) are gaining local and international reputation for their contribution to English language training or proficiency. However, despite their widespread phenomenon, there is dearth in literature about them locally, or even perhaps globally. Using phenomenology, this paper aimed to explore the dynamics of language centers by identifying their purpose, programs, and practices. Data were gathered through in-depth interview with five language center directors. These LCs are all university-situated. Results of the interview surfaced three important concepts about the dynamics of language centers concerning their purpose which is termed what to harness, their programs termed what to highlight and practices termed how to handle. LCs exist basically to improve proficiency of non-native speakers of English, their language programs are flexible because they are based on the language needs of the clienteles /learners, while linkages make these LCs more profitable or successful.

References

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Research Paper

Integrating 21^st Century Skills into Teaching English: Investigating Its Effect on Listening and Speaking Skills

Hamid Ashraf* , Fatemeh Ahmadi, Mansooreh Hosseinnia*

* Assistant Professor, Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Torbat-e-Heydarieh, Iran.

-* Ph.D Scholar, Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Torbat-e-Heydarieh, Iran.

Ashraf, H., Ahmadi, F., and Hosseinnia, M. (2017). Integrating 21^st Century Skills into teaching English: Investigating its effect on listening and speaking skills. i-manager’s Journal on English Language Teaching, 7(4), 35-43. https://doi.org/10.26634/jelt.7.4.13766

Abstract

The present study intended to integrate some 21^st century skills teaching into English classroom and investigate their effect on listening and reading comprehension skills. In so doing, the study used a quantitative, experimental design with 55 participants, 25 in the control group and 30 in the experimental group who were students of second high school grade in Birjand with convenience sampling. Final National listening and speaking examination was used as the pretest and posttest. The results of a pretest showed that, the students of the two groups were homogenous with regard to their proficiency level. Then, they were divided into experimental group who practiced speaking and listening by means of 21st century skills, and control group who practiced the same speaking and listening activities with traditional education. After the twelfth session, the participants took a posttest. And, the results of the post-test showed that learning 21st century skills have a positive effect on speaking and listening skills.

References

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[3]. Ashraf, H., Motallebzadeh, K. H., & Arabshahi, M. (2016). On the design, validation and reliability of the 21^st century skills questionnaire in an EFL context. Modern Journal of Language Teaching Methods, 6(3), 1-19.

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Research Paper

The Experiences in Processing Policies and Contracts by Adult ESL Readers

Evalyn B. Abiog*

*Faculty Member, University of Santo Tomas, Espana, Manila, Philippines.

Abiog, B. E. (2017). The Experiences in Processing Policies and Contracts by Adult ESL Readers. i-manager’s Journal on English Language Teaching, 7(4), 44-54. https://doi.org/10.26634/jelt.7.4.13767

Abstract

The present study describes the experiences of adult English as a Second Language (ESL) readers in processing legal texts prior to entering a financial agreement. A preliminary survey was conducted to determine the commonly read policies and contracts of adult ESL reader-consumers, which revealed those of banks and life-insurance companies; hence, these two were used as instruments of the study. A bank policy and a life-insurance contract were used as samples of legal texts, which were read by eight adult ESL readers from several cities in Metro Manila. Triangulation was employed to capture the essence of the experiences of the adult ESL readers. The participants' accounts were subjected to qualitative data analysis of transcribing, highlighting statements, clustering related themes, reducing related themes to core themes, and describing the essence of the participants' experience. The study found that, the experiences of the adult ESL readers in making sense of legal texts were influenced by processing strategies. The essence of the participants' experiences lies in their challenging, yet meaningful reading experience. The challenges rest on the complexity of legal texts and on the limited understanding of these readers. Despite these challenges, they recognized the implications of their reading experience to their future financial transactions.

References

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Research Paper

Discrimination in the TESOL Profession in Mexico:Voices and Perspectives of English as a Foreign Language Teachers

Edgar Emmanuell Garcia-Ponce* , M. M. Lengeling, I. Mora-Pablo*

* Associate Professor, Department de Lenguas, Universidad de Guanajuato, Guanajuato, Mexico.

Teacher Trainer, Department de Lenguas, Universidad de Guanajuato, Guanajuato, Mexico.

* Faculty Member, Department de Lenguas, Universidad de Guanajuato, Guanajuato, Mexico.

Garcia-Ponce, E. E., Lengeling, M. M., and Mora-Pablo, I. (2017). Discrimination in the TESOL Profession in Mexico: Voices and Perspectives of English as a Foreign Language Teachers. i-manager’s Journal on English Language Teaching, 7(4), 55-67. https://doi.org/10.26634/jelt.7.4.13768

Abstract

Over the last three decades, research has centred the attention on discrimination within TESOL motivated by issues concerning the distinction between native- and non-native English speaking teachers. However, based upon the authors experience as English as a Foreign Language (EFL) teachers and researchers, it is claimed that discrimination in this field is not restricted to acts related to nativeness; their range is far more extensive. In order to show this, the present study set out to investigate the range of discriminatory acts that EFL teachers have experienced. By drawing on data collected through online questionnaires, the findings suggest that a high number of Mexican teachers in the field of TESOL have faced a wide range of discriminatory acts, which are profession-related, physical, and linguistic in nature. The findings also suggest that, these perceived discriminatory acts impact in complex ways, from no effects, frustration, demotivation, low self-esteem, to positive effects. This study raises intriguing questions as to the effectiveness of movements and position statements to encourage discrimination-free practices within TESOL, and highlights the need to raise awareness amongst the whole educational community, involving administrators, teachers, learners, and parents, to eradicate these discriminatory acts.

References

[1]. Berg, B. L. (2009). Qualitative Research Methods for the Social Sciences (7^th Edition). Boston, MA: Pearson Education, Inc.

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[4]. Davies, P. (2009). Strategic Management of ELT in Public Educational Systems: Trying to reduce failure, increase success. The Electronic Journal for English as a Second Language, 13(3),1-22.

[5]. Denzin, N. & Lincoln, Y. (Eds.) (2000). Handbook of Qualitative Research, Second Edition. Thousand Oaks, California: Sage Publications.

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[8]. Kamhi-Stein, L. (Ed.) (2004). Learning and Teaching from Experience: Perspectives on Non-native English- Speaking Professionals. Ann Arbor: University of Michigan Press.

[9]. Kohler-Hausmann, I. (2011). Discrimination. Oxford University Press. DOI: 10.1093/OBO/9780199756384-0013

[10]. Kubota, R. & Lin, A. (Eds.) (2009). Race, Culture, and Identities in Second Language Education: Exploring Critically Engaged Practice. New York: Routledge.

[11]. Kubota, R. (2004). Native speaker: A unitary fantasy of a diverse reality. The Language Teacher, 28(1), 3-10.

[12]. Kumaravadivelu, B. (2006). Dangerous liaison: Globalization, Empire and TESOL. In J. Edge (Ed.), (Re)Locating TESOL in an Age of Empire (pp. 1–26). London: Palgrave/Macmillan.

[13]. Lengeling, M., Crawford, T., Mora Pablo, I., & Blomquist, N. (2016). Discrimination within the TESOL Profession: Perspectives of Teachers. Academica Journals, 8(5), 3163-3167.

[14]. Llurda, E. (Ed.) (2005). Non-native Language Teachers. Perceptions, Challenges, and Contributions to Profession. New York: Springer.

[15]. Mahboob, A. & Golden, R. (2013). Looking for Native Speakers of English: Discrimination in English Language Teaching Job Advertisements. Voices in Asia Journal, 1(1), 72-81.

[16]. Medgyes, P. (1996). Native or non-native: Who's worth more? In. T. Hedge & N. Whitney (Eds.), Power and Pedagogy & Practice (pp. 31-42). Oxford: Oxford University Press.

[17]. Mora Pablo, I. (2011). The “native speaker” spin: the construction of the English teacher at a language department of a university in Mexico (Unpublished doctoral thesis of Canterbury Christ Church University).

[18]. Moussu, L. & Llurda, E. (2008). Non-native Englishspeaking English language teachers: History and research. Language Teaching, 41(3), 315-348.

[19]. Nayar, B. (2002). Ideological binarism in the identities of native and non-native English speakers. In A. Duszac (Ed.), Us and Others: Social Identities Across Languages, Discourse and Cultures. Amsterdam: John Benjamins, 463–80.

[20]. Selvi, A. F. (2014). Myths and misconceptions about nonnative English speakers in the TESOL (NNEST) movement. TESOL Journal, 5, 573–611.

[21]. TESOL. (2016). Position Statement Opposing Discrimination. Retrieved from: http://www.tesol.org/docs/ default-source/advocacy/tesol-position-statementopposing- discrimination.pdf

i-manager's Journal on English Language Teaching (JELT)

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Volume 7 Issue 4 October - December 2017

An Analysis of TPACK Integration into English Language Teacher Education Programs: A Comparative Study of Turkey and Denmark

Yildiz Turgut*

*Assistant Professor, Department of English Language Teaching, Adnan Menderes University, Turkey.

Turgut, Y. (2017). An Analysis of TPACK Integration into English Language Teacher Education Programs: A Comparative Study of Turkey and Denmark. i-manager’s Journal on English Language Teaching, 7(4), 1-15. https://doi.org/10.26634/jelt.7.4.13763

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From Error Correction to Meaning Making:Reconstructing Student Perceptions of Revision

Catherine* , Rachel Wright Junio**

*-** Fayetteville State University, Fayetteville, North Carolina, USA.

Barrette, C., & Wright, R. (2017). From Error Correction to Meaning Making: Reconstructing Student Perceptions of Revision. i-manager’s Journal on English Language Teaching, 7(4), 16-24. https://doi.org/10.26634/jelt.7.4.13764

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Understanding the Dynamics of Language Centers in School Setting

Josephine B. Alarcon*

Research Center on Social Sciences and Education, University of Santo Tomas, Philippines.

Alarcon, B. J . (2017). Understanding the Dynamics of LanguageCenters in School Setting. i-manager’s Journal on English Language Teaching, 7(4), 25-34. https://doi.org/10.26634/jelt.7.4.13765

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Integrating 21st Century Skills into Teaching English: Investigating Its Effect on Listening and Speaking Skills

Hamid Ashraf* , Fatemeh Ahmadi**, Mansooreh Hosseinnia***

* Assistant Professor, Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Torbat-e-Heydarieh, Iran. **-*** Ph.D Scholar, Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Torbat-e-Heydarieh, Iran.

Ashraf, H., Ahmadi, F., and Hosseinnia, M. (2017). Integrating 21st Century Skills into teaching English: Investigating its effect on listening and speaking skills. i-manager’s Journal on English Language Teaching, 7(4), 35-43. https://doi.org/10.26634/jelt.7.4.13766

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The Experiences in Processing Policies and Contracts by Adult ESL Readers

Evalyn B. Abiog*

*Faculty Member, University of Santo Tomas, Espana, Manila, Philippines.

Abiog, B. E. (2017). The Experiences in Processing Policies and Contracts by Adult ESL Readers. i-manager’s Journal on English Language Teaching, 7(4), 44-54. https://doi.org/10.26634/jelt.7.4.13767

Abstract

References

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Discrimination in the TESOL Profession in Mexico:Voices and Perspectives of English as a Foreign Language Teachers

Edgar Emmanuell Garcia-Ponce* , M. M. Lengeling**, I. Mora-Pablo***

* Associate Professor, Department de Lenguas, Universidad de Guanajuato, Guanajuato, Mexico. ** Teacher Trainer, Department de Lenguas, Universidad de Guanajuato, Guanajuato, Mexico. *** Faculty Member, Department de Lenguas, Universidad de Guanajuato, Guanajuato, Mexico.

Garcia-Ponce, E. E., Lengeling, M. M., and Mora-Pablo, I. (2017). Discrimination in the TESOL Profession in Mexico: Voices and Perspectives of English as a Foreign Language Teachers. i-manager’s Journal on English Language Teaching, 7(4), 55-67. https://doi.org/10.26634/jelt.7.4.13768

Abstract

References

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Integrating 21^st Century Skills into Teaching English: Investigating Its Effect on Listening and Speaking Skills

Hamid Ashraf* , Fatemeh Ahmadi, Mansooreh Hosseinnia*

* Assistant Professor, Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Torbat-e-Heydarieh, Iran.

-* Ph.D Scholar, Department of English, Torbat-e-Heydarieh Branch, Islamic Azad University, Torbat-e-Heydarieh, Iran.

Ashraf, H., Ahmadi, F., and Hosseinnia, M. (2017). Integrating 21^st Century Skills into teaching English: Investigating its effect on listening and speaking skills. i-manager’s Journal on English Language Teaching, 7(4), 35-43. https://doi.org/10.26634/jelt.7.4.13766

Edgar Emmanuell Garcia-Ponce* , M. M. Lengeling, I. Mora-Pablo*

* Associate Professor, Department de Lenguas, Universidad de Guanajuato, Guanajuato, Mexico.

Teacher Trainer, Department de Lenguas, Universidad de Guanajuato, Guanajuato, Mexico.

* Faculty Member, Department de Lenguas, Universidad de Guanajuato, Guanajuato, Mexico.