Volume 12 Issue 2
Classroom Interaction in Story-Based Lessons with Young Learners
This study evaluated the innovative introduction of a story-based approach in EFL classrooms with young learners in Taiwan. This article presents the features of classroom interaction in the story-based lessons through detailed analyses of classroom discourse in a teacher-fronted classroom setting.
The New Role of English Language Teachers: Developing Students’ Critical Thinking in Hong Kong Secondary School Classrooms
In 1999, the critical thinking syllabus (CDC, 1999) was issued by the Curriculum Development Council to all junior secondary school English language teachers in Hong Kong. Different from the earlier curriculum guidelines, the recommendations highlight the importance of thinking in English language teaching and learning…
One Teacher’s Development as a Reflective Practitioner
Using qualitative case study methodology, this article explores a language teacher’s development as a reflective practitioner, while she was engaged on a three-year in-service BA (TESOL) programme in the Middle East. Data gained from observations and interviews reveal evidence of growth in her reflective qualities, skills and capacity to reflect critically, as she learned to solve teaching problems, drawing on public as well as personal theories.
Parameters of Language Teaching in the Context of High Schools of Iran: A Data-First Approach
Theory-first approaches to language teaching research assume that teaching is directed by factors internal to the teachers, i.e., teacher cognition. Along these lines, second language teacher education programs immerse language teachers in general concepts and principles of language teaching to remove their cognitive constraints.
Effects of Electronic Portfolios on EFL Oral Performance
Electronic portfolios (e-portfolios) refer to the online virtual spaces where students upload artifacts to document and showcase their learning processes. In the literature, some studies have examined the practice of this novel learning tool in L1 and L2 writing classrooms. However, few attempts have hitherto been invested to put to empirical test its impact on speaking skills.
The Impact of the Retelling Technique on Chinese Students’ English Reading Comprehension
Little research has been done on whether the retelling technique can enhance English comprehension among L2 readers. This study examined the impact of the retelling technique on English reading comprehension for 126 Chinese students from a Taiwanese university.
An Empirical Study of Reading Self-efficacy and the Use of Reading Strategies in the Chinese EFL Context
his empirical study was based on the background of reading instruction and research in the Chinese English as a Foreign Language (EFL) context. The study integrated reading self-efficacy from a motivational perspective with reading strategies from a cognitive perspective and explored the relationship between reading self-efficacy and the use of reading strategies.
Summary Production: A Topographical Analysis of the Strategies Used by University ESL First Year Science Students
In our institutions of higher learning, there is a general outcry about students’ lack of academic literacy skills, especially their ability to understand the texts they read. Although there have been a number of studies on the summarizing protocols of secondary school pupils and undergraduate students (e.g. Johns & Mayes 1990; Campbell 1990; Currie 1998)…
Washback Effects of a High-Stakes University Entrance Exam: Effects of the English Section of the University Entrance Exam on Future English Language Teachers in Turkey
English Component of the Foreign Language University Entrance Exam (ECFLUEE) is taken by tens of thousands of high school seniors each year in Turkey. It is a very high-stakes exam as it determines the future of most of its takers. This is the only English exam used for student admissions to EFL teacher training programs in Turkish universities.
Preservice EFL Teachers’ Attitudes, Needs, and Experiences about Teaching Writing and Learning to Teach Writing before their Practicum: A Case Study in Vietnam
The standard of English as a Foreign Language (EFL) education has prompted calls for reform to preservice EFL teacher education. Field experiences are central to their professional development and for implementing reform measures. This study aims to examine preservice EFL teachers’ attitudes, needs, and experiences about learning to teach writing in English before their practicum in Vietnamese high schools.
