Volume 10 Issue 3
Motivating Writers: The Power of Choice
Motivation plays a key role in education. This action research study evaluated the effectiveness of the power of choice of proximal academic goals as a strategy for boosting student motivation in an undergraduate composition and rhetoric course. Students were given choices to select easier or more difficult assessment tasks prior to essay examinations.
A Descriptive Study on Turkish Teachers of English Regarding Their Professional Needs, Efforts for Development and Available Resources
The purpose of this study was to provide Turkish EFL (English as a foreign language) teachers’ profiles with a specific emphasis on their professional needs. In addition, it describes the major sources of reference Turkish EFL Teachers make use of, the endeavours they are engaged in for professional development, preferred teaching methods and the available sources at their disposal in schools.
English Language General Secondary Certificate Examination Washback in Jordan
Washback is a common term in applied linguistics referring to the influence of testing on teaching and learning, which is a prevailing phenomenon in education. This study examined the nature and scope of the impact of the English General Secondary Certificate Examination (GSCE) on English second secondary language teachers in Al-Karak district located in Jordan.
Review of Interest In The Learning Of English in the Chinese Context
This paper explores ‘interest in learning English’ from motivational perspectives and how ‘interest’ changes when extrinsic factors intrude. We have looked mainly into ‘interest in learning English’ in the Chinese context because we find ‘interest in learning English’ weakens as students progress from low grades to higher ones.
Differential Effects of Etymological Elaboration and Rote Memorization on Idiom Acquisition [1] in College EFL Learners
This study investigates differential effects of etymological elaboration and rote memorization on idiom acquisition and retention in Chinese college EFL learners.The sample (N = 70) involved two intact groups of college students.
The Role of Multiple Intelligences (MI) in Listening Proficiency: A Comparison of TOEFL and IELTS Listening Tests from an MI Perspective
TOEFL and IELTS listening tests have been said to be different in terms of theoretical foundations, research background, history and appearance and it has also been proposed that IELTS is more content based, task oriented and authentic (Farhady, 2005; Kiany, 1998).
Relations Network in the InteractiveESL Class: Analysis of Individuals, Groups, and a Whole Classroom Network
In this research, our purpose is to come up with some implications for the interactive class of English as a Second Language (ESL). We scrutinize interactive classes and do our research from microanalysis (from a perspective of individuals) to macro-analysis (from a perspective of the whole class and a sense of classroom community).
Teaching Vocabulary Items through Contextualization and Picture to Elementary Iranian EFL Students
This research was conducted to investigate the effectiveness of teaching vocabulary items through pictures and contextualization to elementary Iranian EFL students. The subjects were divided into three groups each consisting of 32 male learners within the age range of 12-15.
Effects of Task Repetition on the Fluency, Complexity and Accuracy of Iranian EFL Learners Oral Discourse
A more recent trend within communicative approaches has been to consider how attention can be profitably channeled through the instructional choices that are made (Schmidt, 1999). The assumption is that learners have available limited attentional capacities, that the different components of language production and comprehension compete for such limited capacities.
Beyond Beliefs: Psycho-cognitive, Sociocultural and Emergent Ecological Approaches to Learner Perceptions in Foreign Language Acquisition
Perceptions and beliefs play a significant role in directing human behaviour. In the SLA field almost two decades of research has revealed how students’ beliefs have the potential to shape their cognitive and affective processes in the classroom and impact on their actions.
