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Identifying Motivational Factors of Pre-service EFL Teachers

Abstract

For over sixty years what motivates individuals to become teachers and how they perceive teaching as a career have been investigated through a growing body of research. The underlying reasons for the research are mostly the problems of teacher shortages and teacher quality. To maintain informed and intelligent generations, teacher quality and teaching cover an important ground in the development of many countries all around the world. The issue of teacher shortages and teacher quality not only differs from one country to another but also from one field to another. In this regard, English language teaching (ELT) is one of the fields that experience teacher shortage and teacher quality issues in Turkey than other teaching fields. Therefore, this study aimed to explore the motivations of pre-service EFL teachers for choosing ‘teaching as a profession and their perceptions about teaching career’. A total of 210 preservice EFL (English as a Foreign Language) teachers voluntarily participated in the study. The data was gathered by utilizing a motivation scale. The results revealed that prior experiences as a learner, social utility values were the most significant motivation factors for teacher trainees. The findings were discussed in relation to language teacher education.

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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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A Quest into Recasts as a Type of Corrective Feedback in Foreign Language Classrooms

Abstract

The present study was undertaken to investigate how EFL teachers utilise corrective feedback in their classrooms. To this end, an analytic model consisting of various corrective feedback moves was applied to a small amount of data consisting of 12 lesson-hour classroom interaction with a purpose of documenting the frequencies and distribution of corrective feedback, in particular, of recasts in relation to other corrective feedback types and of specific types of recasts. Data were gathered from first-year speaking classes at an ELT department in a large state university in Turkey. The findings indicated that recasts were the most frequently employed corrective feedback strategy by the teachers. A closer examination of those recasts further revealed incorporative declarative recasts as the most preferred type of recasting. Overall, what these findings suggest is that recasts might serve important communicative functions by helping EFL teachers provide input in an authentic and supportive manner and by building on learner output.

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A General Overview Of English As A Foreign Language In The Contemporary Romanian Higher Education

Abstract

It goes without saying that the lingua franca’s significance in our day and age is fundamental. International and European integration, as well as the modern process of globalization have lead to the incremented usage of the English language. As a result, English as a foreign language has become a relevant subject taught for a minimum of one year within almost all bachelor programs in the Romanian higher educational system. As an integrated part of the European Union, Romania is constantly undergoing a process of delivering higher education – services at European standards; thus, EFL courses, seminars and practical courses in Universities are becoming an important mile stone in the European development of students.

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The Factors that Affect Qatari College Students’ Motivation and Attitudes to Learn English

). Exploring the effects of learner training on motivation. Asian EFL Journal, 37, 1-40. Retrieved from http://www.asian-efl-journal.com/pta on 5 March, 2015. Barriball, L. and While, A. (1994). Collecting data using a semi-structured interview: a discussion paper. Journal of Advanced Nursing, 1994, 19, 328-335. Berg, B. (2001). Qualitative research methods for the social sciences. 4th edition, A Pearson Education Company, Long Beach, California, USA. Online book. Retrieved from https://mthoyibi.files.wordpress.com/2011/05/qualitative

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Students’ Perception Towards National Examination 2017: Computer-Based Test or Paper-Based Test

Education DeSouza, E. and M. Fleming (2003). A Comparison of In-Class and Online Quizzes on Student Examination Performance. Journal of Computing in Higher Education. 14(2): 121-134. Ghaderi, M. (2014). Comparing Between Computer based Test and Paper-and Pencil based Tests. International Journal of Education & Literacy Studies. 2(4). Gordon, A. M. (2015). Paper based Testing vs. Mobile Device Based Testing in an EFL Environment : Whats' the Difference?. Department of English St. Cloud State University. Master of Arts English

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Interpreting Games: Meaning Creation in the Context of Temporality and Interactivity

References Aarseth, E. (2003, May). Playing research: Methodological approaches to game analysis. Proceedings of the Digital Arts and Culture Conference (pp. 28-29). Aarseth, E. J. (1997). Cybertext: Perspectives on ergodic literature. Baltimore: John Hopkins University Press. Al-Mohammadi, S. & Derbel, E. (2013). The effects of embedding information technologies within ELT on EFL learners’ motivation and interest. International Journal of Applied Linguistics and English Literature, 3(1), 181

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The Role of Culture in The Acquisition of Foreign Languages by Military Students

: Oxford University Press, 1993, p. 6. [5] Peterson, B., Cultural intelligence: A guide to working with people from other cultures, Yarmouth, ME: Intercultural Press, 2004. [6] Mehdaoui, A., A Thematic-Based Approach to the Teaching of British and American Civilisation to Enhance EFL Learners’ Intercultural Communication, Journal of Applied Lingustics and Language Learning, I(1), pp. 37-41, 2015. [7] Tomalin, B. and Hurn, B., Cross-Cultural Communication, London: Palgrave McMillan 2013, p. 196. [8] Tomalin

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Influence of L1 Metacognitive Reading Strategies on L2 Academic Reading of Chinese College Students

References Aghaie, R. and Zhang, L.J., 2012. Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer. Instructional Science, 40 (6), pp.1063-1081. Alexander, P.A., Jetton, T.L., 2000. Learning from text: a multidimensional and developmental perspective.In: Kamil, M., Mosenthal, P., Pearson, P.D., Barr, R. (Eds.), Handbook of Reading Research, Vol. III . Lawrence Erlbaum, Mahwah, NJ, pp. 285–310. Anderson, N. J. (1991). Individual differences in

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Investigating Student’s Needs for English Language as Foundations for Syllabus Design

. Cambridge: Cambridge University Press. International Teacher Training Organization. EFL Teaching terminology and glossary. (2005). Available at: http://www.teflcertificatecourses.com/tefl-articles/eflteaching-terminology.html.

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