Main Editions
The Effect of Short-Term Exposure on Familiarity with Accented English for Japanese EFL Learners
This research investigated how nonnative speakers of English could adapt to accented English. The effect of short-term exposure on familiarity with accented English and the strength of accent were examined. The results showed four findings…
Critical Thinking and Voice in EFL Writing
For years, it has been observed that Turkish EFL (English as a Foreign Language) students suffer from weaknesses in expressing their original thoughts in writing in a foreign language. This problem seems to be associated with critical thinking, defined as “making reasoned judgments to assessing the validity of something†…
The Relationships between the Use of Metacognitive Language-learning Strategies and Language-learning Motivation among Chinese-speaking ESL learners at a Vocational Education Institute in Hong Kong
There has been a lack of research on the relationship between metacognitive language-learning strategies (MCLLSs) and language-learning motivation (LLM) among Chinese-speaking ESL learners in Hong Kong. This article reports the results of a survey of the relationships between the use of MCLLSs and LLM among Chinese-speaking ESL learners at a vocational education institute in Hong Kong.
A Developmental Analysis of a Concept Map, Speech, and Gesture
This study explores the synthesis of gesture, speech, and a concept map as these are used for summarizing academic text by an adult non-native speaker of English who was an MATEFL (Master of Arts Teaching English as a Foreign Language) student at a university in northern Thailand.
Preparation for Long-Term Overseas Study: Toward an Integrated Approach
Student interest, institutional movement for internationalization, and competition by schools for a decreasing student population have provided impetus for the development of long-term overseas study programs for Japanese university students.
A Study of High School Students English Learning Anxiety
Considered to be an important affective variable, anxiety has been found to be correlated with English-learning achievement among different groups of people in various contexts. In order to explore high school students’ English learning anxiety in Chinese EFL (English as a Foreign Language) classrooms, this study surveyed and analyzed 115 students from a high school in Shandong Province, China.
Kindergarteners Temperament and Cortisol Response to Structured English Immersion (SEI) Programs in Taiwan
This study examines whether the levels of cortisol, a major stress hormone, in kindergarteners are associated with structured English immersion (SEI) in relation to children’s individual differences in temperament. Cortisol levels of 129 kindergarteners (68 boys and 61 girls; 47 in SEI and 82 in non-SEI; mean age=5.30 years) were studied…
Cultivating a Reading Habit: Silent Reading at School
In most EFL settings, reading is seen as related to language subjects only. Students rarely read for pleasure; they think that reading is part of the textbook-related activity. With the implementation of an extensive reading scheme and school-based assessment, students in Hong Kong begin to see reading a little differently.
Evaluation of EFL Materials Taught at Iranian Public High Schools
This article evaluates four EFL textbooks which have been prescribed for use in the Iranian high schools by the Ministry of Education. The merits and demerits of the textbooks are discussed in detail with reference to 13 common criterial features extracted from different materials evaluation checklists.
Setting EFL Reading Comprehension Questions in Learners L1?
This paper tries to address the question ‘Will it make a difference if reading comprehension questions are set in learners’ L1 instead of English (L2)?’ Past studies addressing this issue have produced contradictory findings.
