Asian EFL Journal: English Language Teaching and Research Articles

March 2003 Articles

The Asian EFL Journal presents a selection of submitted articles for readers' analyses. We thank the authors for their dedicated work to advancing the understanding and application of Asian EFL practices. You may read the articles in html or pdf format. PDF requires Adobe Acrobat Reader .

The first is a submission by Hasan Ansary and Esmat Babaii of the Shiraz University, Iran, critically analyzing sexism and attitudes towards female students in EFL educational material. The paper is co-authored by two writers who present strong arguments for change in publishing methods and a rethink by authors and writers of EFL material. Whilst the article has primary relevance to those students in Iran, the principles are none the less crucial in a culturally divers Asia. View this article in PDF format .

The second article is by Ms. Heesook Cheon from Korea. Ms Cheon investigated and researched the viability of using CMC (Computer Mediated Chatting) in the traditional Korean classroom. Ms Cheon's work received a high distinction and acceptance into the Monash university Ph.D. program. Her research is on the cutting edge of a breakthrough in traditional Asian EFL methodologies. View this article in PDF format .

The third article is by Dr. Roger Nunn, Professor, Department of International Studies, University of Kochi, Japan from Japan. The paper deals with Intercultural education involving Japanese students. It provides a rationale for intercultural conversation analysis. Grice's theory of implicature has been considered ethnocentric, but Mr. Nunn's paper argues that it is highly relevant to intercultural analysis. In intercultural negotiations, a high level of awareness of assumptions about what is "mutually manifest" is of central importance to performance. View this article in PDF format .

The fourth submission is from Mr. Gregory Poole from Japan. Mr. Poole's work analyses the 'exam 'hell' that Japanese students undergo to get into university. The article considers the need for further and better research at the institutional level to determine whether either a standardized or performance-based language assessment would be more appropriate as part of the institutional entrance exam. This work also has substantial significance across Asian education systems, especially in Japan's western neighbor, Korea. View this in PDF format .

The fifth article is presented by Mr. Paul Doyon from Japan. Mr. Doyon examines the five psychoacademic needs and argues the repeated failure to have these needs met may result in students forming entrenched self-defeating beliefs about language learning. The analyses provides essential reading to classroom educators across Asia. View this in PDF format .

The sixth article is presented by Mr. Kevin Landry, of Korea, who investigates the claims of Cobuild, and links the claims to how learners actually learn vocabulary. The needs of the Korean learner are changing, and editors of dictionaries need to consider the Learners needs as they develop their materials. Mr. Landry is a visiting professor at the Catholic University of Korea, Buchon City. He is involved with KOTESOL and is the facilitator of the Teacher Education and Development SIG. He has completed a TESL/FL Certificate from Saint Mary's University in Halifax, Nova Scotia as well as a PG Diploma in TESOL from The University of Surrey, UK. View this article in PDF format .

The seventh article is presented by Ms. Kim, Su-Jin, a former teacher who was working in the public school system in Korea. Ms Kim is now working in a university in China. Her analysis of dictionary usage by Korean students, and research into just how students chose a dictionary, suggests that there is much work to be done by educators in guiding their charges in the correct and appropriate usage of a dictionary in their L2 pursuits, and also, as argued in both sixth and seventh articles, much work to be done by publishers.