Volume 11 Issue 1
A new paradigm of teaching English in China: An Eclectic Model
This paper presents an eclectic model of teaching English majors the Comprehensive English course at the university level. The new approach to ELT described combines strengths from the traditional teaching, communicative language teaching (CLT)…
Enhancing oral participation across the curriculum: Some lessons from the EAP classroom
Internationally, English is increasingly being adopted as the language of post-secondary education. In Asia however efforts by universities to promote the use of the English language both inside and outside the classroom may be threatened by the supposed reticence of Asian learners.
Metadiscourse Knowledge and Use in Iranian EFL Writing
Since English is recognized as one of the most widely used languages in the world, intelligible written English is not only a critical business skill but a generally-used social one as well. The major emphasis of research in foreign language writing has been predominately in the area of syntax whereas the pragmatics of metadiscourse has not received the attention it deserves.
Language transfer as a communication strategy and a language learning strategy in a Malaysian ESL classroom
This paper reports on the use of language transfer as a type of communication strategy and language learning strategy drawing on a variety of oral interaction activities from a Malaysian classroom for English as a second language.
Introducing Critical Literacy to EFL Teaching: Three Chinese Taiwanese College Teachers Conceptualization
This study mainly explored Taiwanese EFL teachers’ perception of the importance of critical literacy in EFL teaching, the feasibility of critical literacy in an EFL class at Taiwan colleges, and an ideal critical EFL class in Taiwan. Participants were three former EFL Taiwanese teachers who have newly learned critical literacy at American universities.
Foreign Language Speaking Assessment: Chinese Taiwanese College English Teachers Scoring Performance in the Holistic and Analytic Rating Methods
The purpose of this study was to investigate college English teachers’ scoring performance of the holistic and analytic rating methods, their views and concerns with the components of oral skills, and whether teachers’ background variables influenced their scoring performance.
A Case Study into Teacher Perceptions of the Introduction of Student Evaluation of Teaching Surveys (SETs) in Japanese Tertiary Education
For over five years, student evaluation of teaching through end of semester questionnaires (SETs) has been mandatory in Japan. Evaluation has been conceived by a centralized bureaucracy and delivered to schools as an imperative, but often without clarification of aims or purposes.
Some Potential Problems for Research Articles Written by Indonesian Academics When Submitted to International English Language Journals
Publishing in international journals by non-native speakers of English has attracted considerable attention recently (Flowerdew, 2001). With the exception of Mirahayuni (2002), no author has looked at feedback to articles written by Indonesian authors when submitted to international English language international journals. This paper presents such issues concerning Indonesian research articles.
Reading-Writing Connection for EFL College Learners Literacy Development
This study aimed to examine the impact of a reading-writing connection project on the first-year EFL college students who studied English as a required subject in the first semester of 2005. A literacy environment that was supportive of reading-writing connections involved explicit instruction…
The Efficacy of Setting Process Goals in Orienting EFL Learners to Attend to the Formal Aspects of Oral Production
Breaking down and setting process goals have been shown to facilitate the learning of foreign/second language reading and writing. Whether the same goal-setting mechanism works as well in real-time EFL speaking tasks needs further investigation. This study explored the efficacy of setting form-focused process goals for EFL learners when they perform an oral communication task.