Main Editions
Associating Interference with Strategy Instruction: An Investigation into the Learning of the Present Continuous
Analysing errors committed by second language learners in the acquisition of English tenses, particularly the present continuous, can offer great insights into learners’ difficulties in acquiring target language rules. Focusing on a set of eight rules governing the use of the present continuous, one of the verb forms frequently employed in daily conversations, the researcher employed elicitation procedures aimed at discovering difficulties encountered by learners in second language acquisition.
The Effect Of The Use Of L1 In A Multimedia Tutorial On Grammar Learning: An Error Analysis Of Taiwanese Beginning Efl Learners’ English Essays
The purpose of this study was to examine whether the CAI (computer assisted instruction) tutorial program had an impact on the EFL (English as a Foreign Language) grammar skills of the beginning EFL language learners. A quasi-experimental research design was conducted at a private college located in southern Taiwan.
Cross-cultural Communication: Saudi, Ukrainian, and Russian Students Online
This paper describes a cross-cultural online writing project in which three English-as-a foreign language (EFL) college instructors in Ukraine, Russia and Saudi Arabia and their undergraduate students participated. The aim of the project was to develop students’ writing skills in EFL, to develop their awareness of local and global cultural issues and events, and to develop their ability to communicate and interact with students from other cultures.
An investigation into the task features affecting EFL listening comprehension test performance
The construct validation of a multiple-choice listening test requires some evidence that text and text associated variables play a significant role in predicting item difficulty. The purpose of this study is to investigate the effects of task features on test performance in EFL listening tests by determining how well item difficulty can be accounted for by text factors, item factors and text-item factors.
The Impact of Foreign Asian Students in Japanese University EFL Classrooms
This study examines the effects and implications of inviting foreign Asian students to Japanese university EFL classes. Foreign students invited to EFL classes are defined here as a possible source of a “real audience” which is characterized by having a real information gap.
ESP Project Work: Preparing Learners for the Workplace
Language acquisition is believed to be most effectively facilitated if it is embedded within the learners’ field of study or work. This paper describes a learner-centred activity which aims to help learners develop qualities of confidence, initiative and responsibility through interacting with practitioners at the workplace. This activity is one of the activities conducted in an English for Specific Purposes programme of Universiti Teknologi Malaysia which adopts an enculturation approach in the curriculum of the English language training programme.
Language Teaching: State of the Art
In its lifetime, the profession of language teaching has undergone many changes. Early attempts at language teaching almost entirely lacked a theoretical base. In the 20th century, however, two sets of language teaching methods emerged…
The Cultural and Economic Politics of English Language Teaching in Sultanate of Oman
English language teaching (ELT) has been an important global activity and a large business and industry for the past five decades or so. This has been concurrent with the international role English language has been playing on the world arena in the postcolonial/neocolonial age dominated by USA. This paper, hence, triangulates data from different official texts and the pertinent literature.
Paradigm Lost? A Belated Reply to Jarvis and Atsilarat from Japan
This submission examines and challenges the preconceived and often ill-informed notions held by instructors of English as a Foreign Language (EFL) in many Asian settings. It was Jarvis and Atsilarat’s earlier publication in Asian EFL Journal, which took issue with the suitability of Communicative Language Teaching (CLT) methodology for the Asian context, that prompted this undertaking of a reflective review of the literature coupled with our own research.
