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Reflections from teachers and students on speaking anxiety in an EFL classroom

://www.livestrong.com/article/138172-the-importance-self-confidence/ Heng, C. S., Abdullah, A. N., & Yusof, N. B.. (2012). Investigating the construct of anxiety in relation to speaking skills among ESL tertiary learners. 3L: The Southeast Asian Journal of English Language Studies, 18 (3), 155-166. Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70 (2), 125-132. Inthakanok, I. (2009-2011). Speaking anxiety of a group of Thai EFL university students: Its sources and coping strategies. Journal of Education

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Politeness strategies in written communications: the issue of Iranian EFL learners

. (2004). Assessing speech acts in a second language. Studying speaking to inform second language learning (pp. 302-327). Clevedon, England: Multilingual Matters. Cohen, A. D., & Olshtain, E. (1993). The production of speech acts by EFL learners. Tesol Quarterly, 27 (1), 33-56. DOI: 10.2307/3586950 Ellis, R. (1992). Learning to communicate in the classroom. Studies in second language acquisition, 14 (01), 1-23. https://doi.org/10.1017/S0272263100010445 Ervin-Tripp, S. (1976). Is Sybil there? The structure of some American English directives

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On the comparability of strong and weak versions of task-based approaches to improving Iranian elementary-level EFL learners’ reading comprehension

implementation of communicative and task-based language teaching in the Asia-Pacific region. Annual Review of Applied Linguistics, 31, 36-37. Byrne, D. (1976). Teaching oral English. Harlow: Longman Carless, D. R. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31(4), 485-500. Chalak, A. (2015). The effect of task-based instruction on reading comprehension of Iranian EFL learners. Applied Research on English Language, 4(1), 19-29. Ellis, R. (2003). Task-based language

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A Critical Review Of The CELTA Syllabus Within The Context Of Saudi Arabia

References: Alptekin, C. & Alptekin, M. 2013. The question of culture: EFL teaching in non-English-speaking countries. Oxford Journals, October 28, 2013. Ariffin, S. 2006. Culture in EFL Teaching: Issues and Solutions. HPU TESOL Working Paper Series 4(1) , 75-78. Retrieved on December 15, 2013 from http://www.mendeley.com/profiles/aunurrahman-aunurrahman/publications/journal/ Cambridge English for Teaching 2010) CELTA: Syllabus and Assessment Guidelines . 3 rd Edition. University of Cambridge, ESOL Examination. Retrieved on January 2, 2014

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Growing Trends of Using Mobile in English Language Learning

., (2002), the role of mobile devices in e-learning first experience with e-learning environment. Wireless and Mobile Technologies in Education Proceedings. IEEE International Workshop , 103 – Nalliveettil, G.M. & Khaled-Alenazi, T.H (2016), the Impact of Mobile Phones on English Language Learning: Perceptions of EFL Undergraduates. Journal Of Language Teaching and Research. Vol. 7(2), 264-272. Saricaa, G.N. & Cavus, N. (2009), New trends in 21st Century English learning. North Cyprus Procedia Social and Behavioral Sciences . Vol .1, 439–445 Sarica, G

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Negative Transfer in Lithuanian Students’ Writing in English

–18. Retrieved from http://www.lietuviukalba.lt/index.php/lietuviukalba/article/viewFile/248/187 . Mede, E., Tutal, C., Ayaz, D. & Akin, S. (2014). The Effects of Language Transfer in Turkish EFL Learners. ELT Research Journal , 3 (2), 70-83. Retrieved from http://dergipark.gov.tr/download/article-file/63638 Odlin, T. (2003). Language Transfer: Cross-Linguistic Influence in Language Learning (6th ed.). Cambridge: Cambridge University Press. Rudaitienė, V. (2011). Lietuvių kalba ir sociokultūriniai veiksniai. Žmogus ir žodis , 3, 40–49. Retrieved from

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English word stress in Polish learners’ speech production and metacompetence

to Meaning in Context. Studies in Honour of Piotr Ruszkiewicz , 81-94. Frankfurt am Main: Peter Lang. Porzuczek, Andrzej, Rojczyk, Arkadiusz and Janusz Arabski. 2013. Praktyczny kurs wymowy angielskiej . Katowice: Wydawnictwo Uniwersytetu Śląskiego. Slowiaczek, Louisa M. 1990. Effects of Lexical Stress in Auditory Word Recognition. Language and Speech 33. 47-68. Sobkowiak, Włodzimierz. 1996. English Phonetics for Poles . Poznań: Bene Nati. Szpyra-Kozłowska, Jolanta. 2015. Pronunciation in EFL Instruction. A Research-Based Approach

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Motivation in foreign language learning: a look at type of school environment as a contextual variable

, 69–90. Mihaljević Djigunović, Jelena (1996). Learner motivation as a source of variance in attitudes, effort and achievement. Studia Romanica et Anglica Zagrabiensia 41: 211-223. Mihaljević Djigunović, Jelena (1997). Research on the affective domain in EFL learning: a study of motivation. Studia Romanica et Anglica Zagrabiensia 42: 257-268. Mihaljević Djigunović, Jelena (1998). Uloga afektivnih faktora u učenju drugoga jezika [ Role of Affective Factors in FLL ]. Zagreb: Filozofski fakultet Sveučilišta u Zagrebu. Noels, Kimberly A

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in ExELL
EFL Teachers’ Moral Dilemma and Epistemic Beliefs

Abstract

This study investigated the relationship between English teachers’ epistemological beliefs and moral dilemma. In doing so, 70 English teachers were selected from different language institutes and were included in the research sample. The instruments used to collect the data included the Schommer Epistemological Questionnaire (SEQ) and the Defining Issues Test (DIT). The collected data were analyzed using Pearson Product Moment Correlation method and descriptive statistics in SPSS software. The findings revealed that the participants believed that knowledge improves with experience over time, and that there was also an innate ability to acquire knowledge. They also displayed conflicting views about the simplicity/complexity of knowledge. The analysis of different stages of moral development in the views of the English teachers showed an ascending trend in the moral development from stage 2 (the focus on personal interests) through stage 6 (appeal to intuitive moral principles/ideals). Besides, significant differences were found among different stages of moral development as assessed by the EFL teachers and also in terms of the impact of different moral reasoning schemas on the participants when making judgments about different moral dilemmas.

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The Problem of Synforms in Serbian Efl Learners Revisited

Abstract

This paper will explore the issue of similar lexical forms (Laufer 1991) as a potential problem in vocabulary acquisition of Serbian EFL learners. Building on previous research (Kocić 2008), we collected data from two groups of undergraduate students at the Faculty of Philology and Arts in Kragujevac (lower- and upper-intermediate), and attempted to identify the factors that contribute to synform confusions.

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