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
Learning English language is important as mother tongue in the case of second language learners because of its widen opportunities in one's professional and academic areas. Getting command in English language needs special practice and training in the case of second language learners where they exposed continuously to their mother tongue. To enhance language skills, learners need to give equal priority to learn four language skills those are productive skills and receptive skills like speaking and writing respectively reading and listening. It is not possible to practice these skills in isolation. Learning a language is interlinked with both getting command in these four language skills, vocabulary and grammar. Apart from the above, it is also interlinked with other factors like exposure, societal status, economic, and cultural background of the learner. In the four language skills, speaking is the premier medium in the process of human communication. Most of the communication either face to face or telephonic conversation takes place through speaking. The aim of this paper is to enhance English Speaking Skills through Integrated Approach.
Teacher Professional Development (PD) is crucial for sustaining the quality of teaching. This study aims at investigating PD plans of English student teachers and the factors affecting those plans. The data were collected through a survey applied to 101 participants, and semi-structured interviews with 20 student teachers studying at an English Language Teaching (ELT) program of a large state University in Turkey. Survey findings showed that the majority of the student teachers have PD plans. The analysis of the interview data indicated that there were academically oriented (scholarly oriented pursuits, career-oriented pursuits), occupational, and teaching methodology plans. In addition, there were plans for improving English proficiency, using technology effectively, motivating learners, and teaching speaking skills. Factors affecting student teachers' plans included but not limited to practicum experience, competence-based issues and family reasons. The findings are discussed in line with the conditions of second language teacher education programs in Turkey, namely program entry and exit requirements, as well as teaching motivation and English proficiency.
Motivation as one of the most important areas in language learning has been extensively investigated based on various models and theories. Recent motivational theories on L2 learning emphasized the importance of the possible 'selves' in motivating learners. This paper analyzes and compares the two constructs of Ought-to L2 self and Ideal L2 self in Iran EFL context, considering Dörnyei's (2009) L2 Motivational Self System as the main theoretical framework. Participants in this study are 216 B.A. senior students majoring in English. A questionnaire comprising seven motivational dimensions was used as the data collection device. Analysis of the results revealed that although both of these constructs are significant and may overlap, Ought-to L2 self construct mainly mediates for explaining Iranian EFL learners' motivation. Therefore, language learning motivation in unique context of Iran is greatly affected by extrinsic factors.
The present study investigated the possible contribution of Voice Thread (VT) website to the Iranian EFL learners' speaking accuracy in terms of using correct form of hypothetical conditional sentences. Moreover, the language learners' perception of the website was also explored. To this end, 18 English literature freshmen from a state university in Iran were recruited for the study. The participants were randomly assigned to control (n=9) and experimental groups (n=9). The control group performed merely face-to-face tasks while the experimental group conducted face-to-face and asynchronous online speaking tasks using VT website. The results of the mixed methods study revealed that both groups enhanced their speaking accuracy and the experimental group failed to outperform the control group. Furthermore, the findings of a semi-structured interview, which were corroborated by those of dairy writing, indicated that even though the experimental group appreciated the significance of the website, they assumed that it could not cater to their needs. The findings of the study encourage teachers and researchers alike to pay due attention to learners' perception of their learning experience in general and their experience with Computer Assisted Language Learning (CALL) in particular.
Language anxiety is the feeling of anxiety, worry, nervousness, and apprehension proficient in learning or using a second or foreign language. The feelings may branch from any second language structure whether it is related with the innovative skills of speaking and writing or the receptive skills of reading and listening. Fear of negative evaluation is observed among English language teachers when they are incompetent of assembly and lack of proper social thought which is an apprehension towards evaluations by others and preclusion of evaluative situations. This study focused on the language anxiety and fear of negative evaluation of secondary school language teachers in Salem district. The investigator adopted normative survey method. Language anxiety and fear of negative evaluation questionnaire was the tool used for data collection. 90 secondary level language teachers were taken as the sample of the study using purposive sampling technique. Descriptive and inferential analyses were used for analyzing the data. This study aims to examine the language anxiety and fear of negative evaluation in secondary level language teachers. The findings of the study showed that there is significant high positive relationship between language anxiety and fear of negative evaluation among secondary level of language teachers.