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Investigating Four EFL Teachers’ Decisions on the Use of CLT-Oriented Textbooks

Investigating Four EFL Teachers’ Decisions on the Use of CLT-Oriented Textbooks

| May 10, 2016

Teaching (CLT) in Albanian primary and secondary state schools, Albanian teachers, among others, are officially required to use communication-based textbooks in their classes. Authorities in a growing number of countries that are seeking to improve and westernise their educational systems are also using communication-based textbooks as agents of change. Behind these actions, there is the commonly held belief that textbooks can be used to support teacher learning as they provide a
visible framework teachers can follow.

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Investigating foreign language anxiety (FLA) through nonverbal cues: an analysis of performance and behavior in a speaking exam

Investigating foreign language anxiety (FLA) through nonverbal cues: an analysis of performance and behavior in a speaking exam

| April 11, 2016

Described as one of the best predictors of L2 achievement Foreign Language Anxiety (FLA) is a complex affective factor that has been well documented in EFL literature, yet the methods employed to investigate the phenomena have been largely constrained to surveys and traditional qualitative methods, such as diaries and interviews leaving gaps in our understanding of how it manifests itself in the student’s nonverbal behavior in real time. In addition to investigating FLA in relation to performance, this study is the first to analyze nonverbal behavior in an Asian context by adapting methods first introduced by Gregersen (2005). Though findings show a negative relationship using Spearman’s correlation ( = -.8, p<0.05, N=8) in comparing the FLA to speaking exam scores, this study was unable to demonstrate results consistent with Gregersen’s (2005) findings. The implications of this study draw attention to the role pedagogy in design and delivery of speaking exams.

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Ideologies and power relations in a global commercial English language textbook used in South Korean universities: A critical image analysis and a critical discourse analysislysis and a critical discourse analysis

Ideologies and power relations in a global commercial English language textbook used in South Korean universities: A critical image analysis and a critical discourse analysislysis and a critical discourse analysis

| September 7, 2015

This study discusses the roles of Native English Speaking Teachers (NESTs) in contemporary Japanese society through existing literature, and the results from questionnaires. Ever since the largest wave of NESTs started to work in Japanese public secondary schools in 1987 their roles have never been satisfactorily specified. NESTs are officially employed to offer students opportunity to improve their communicative ability. However, their roles are shaped by complex professional and societal factors.

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Contemporary roles of foreign English teachers in Japanese public secondary schools: An exploratory study

Contemporary roles of foreign English teachers in Japanese public secondary schools: An exploratory study

| June 10, 2015

This study discusses the roles of Native English Speaking Teachers (NESTs) in contemporary Japanese society through existing literature, and the results from questionnaires. Ever since the largest wave of NESTs started to work in Japanese public secondary schools in 1987 their roles have never been satisfactorily specified. NESTs are officially employed to offer students opportunity to improve their communicative ability. However, their roles are shaped by complex professional and societal factors.

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Caught in the crossfire: Working in South Korea as an English Teacher

Caught in the crossfire: Working in South Korea as an English Teacher

| April 30, 2015

Despite having the highest rates of suicide in the OECD and huge disparities in income, the recent recognition of South Korea as an advanced industrial country has been widely heralded as cementing proof of the success of globalization policies in the wake of Korea’s division and destruction during the Korean War. Rising with South Korea’s economic success has been a strong push to make English a major part of South Korea’s educational curriculum. Exams testing for English proficiency are now required in order to apply for work or study at South Korean governmental agencies, companies, universities, and selective secondary schools.

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Perceptions of School Leadership in the United Arab Emirates (UAE)

Perceptions of School Leadership in the United Arab Emirates (UAE)

| January 20, 2015

There are increasing pressures in schools in the United Arab Emirates (UAE) to enact change, and the academic literature has shown that transformational leadership is positively associated with school leaders’ effectiveness at implementing reforms. The purpose of this study was to determine the degree to which school principals in the UAE practice transformational leadership to bring about change and innovation within this Middle Eastern educational context, as well as to investigate teachers’ and principals’ overall acceptance of this type of leadership in this country.

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An Investigation of the Impact of Bilingualism on the Identity of a Sample of Bilingual English Teachers

| December 6, 2014

Bilingualism and its impact on the identity of such speakers has been widely discussed in the academic field, yet there is little attention paid to the relationship between bilinguals’ self-perception and their identity as bilingual/non-native English teachers. In our multilingual world, ever greater numbers of bilingual teachers of English can be seen in the Teaching English to Speakers of Other Languages (TESOL) profession.

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Non Standardized language Tests, Faulty evaluations and it’s impact on Pakistani educational setup

| July 28, 2014

The examination mechanism in Pakistan has many loopholes, the local benchmarking is entirely not existing, many Pakistani examiners are not trained in the application of rating tests accordingly the scale descriptors, due to this students do not get vivid feedback about their test performances. Therefore, this study is designed to facilitate and initiate the interest of the English language teachers in Pakistan to understand the importance of sound assessment and validation mechanisms, and their exposure…

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Effects of Collaborative Blogging on Communicative Skills in Writing of Thai EFL University Students

| June 25, 2014

This study explored the effects of collaborative blogging on communicative skills in writing of Thai EFL students. It also investigated the student’s attitudes as a result of collaborative blogging. The participants were 12 fourth-year university students from the northeastern part of Thailand, studying English as their major field of study. They had not written blogs before, and were relatively new to the concept of blogging.

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Teachers’ and students’ attitudes toward formative assessment and feedback in teaching English for specific purposes ESP

| May 29, 2014

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.

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