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Teachers’ and students’ attitudes toward formative assessment and feedback in teaching English for specific purposes ESP
Assessment and feedback are central to learning and teaching and are essential components for any further development when they are approached appropriately. Traditionally, assessing students’ progress in any subject and providing feedback as a reflection of that progress is normally varied. The current study mainly focuses on how formative assessment, as the most useful type of assessment, can be seen as an effective contributor to the learning and teaching process especially when it is followed by real formative feedback.
Countering hegemonic ELT materials in Asian EFL contexts
This paper seeks to engage in attempts to problematize hegemony associated with ELT materials, especially in EFL settings. Social transformative perspectives will shed light on the role of agency through collective actions of social power by English language teachers, teacher educators, and students in possibly 1) critiquing forms of hegemony (i.e., dominant use of standard [academic] English and avoidance to [controversial] themes related to social justice) in ELT materials, and 2) envisioning transformative strategies that may challenge the hegemony being critiqued.
Digital residents: Practices and perceptions of non native speakers
In recent decades, academic work has examined motivation to learn English among speakers of foreign languages, reasons for demotivation that might exist among them, and strategies for motivating them; however, concrete strategies for avoiding demotivation among English as a foreign language (EFL) students have not yet been considered in detail.
Japanese high school EFL learners’ perceptions of strategies for preventing demotivation
In recent decades, academic work has examined motivation to learn English among speakers of foreign languages, reasons for demotivation that might exist among them, and strategies for motivating them; however, concrete strategies for avoiding demotivation among English as a foreign language (EFL) students have not yet been considered in detail.
Oral Reading Rate, Reading Comprehension, and Listening Comprehension in Learners of EFL
This study, motivated by child reading research in L1, explored the relationships between: 1) Two oral reading rates; 2) Reading comprehension; and 3) Listening comprehension in English in Japanese learners of English as a foreign language (EFL). Results unexpectedly showed that the correlations between two rates and two modes of comprehension were low or non-significant, which are in marked contrast to high correlations reported for English-speaking children.
Using an Analytical Rubric to Improve the Writing of EFL College Students
The purpose of this study was to investigate the effects of English-medium instruction in the context of Taiwanese tertiary EFL and content area education. Due to the prevalence of globalization, English has gradually become the only language of instruction in academia, especially in Asia such as Taiwan.
An Effects of Visual Cues on Perception of Non-native Consonant Contrasts by Chinese EFL Learners
The purpose of this study was to investigate the effects of English-medium instruction in the context of Taiwanese tertiary EFL and content area education. Due to the prevalence of globalization, English has gradually become the only language of instruction in academia, especially in Asia such as Taiwan.
Investigating Iranian EFL Writing Problems and Examining Back Transfer
The purpose of this study was to investigate the effects of English-medium instruction in the context of Taiwanese tertiary EFL and content area education. Due to the prevalence of globalization, English has gradually become the only language of instruction in academia, especially in Asia such as Taiwan.
