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Error Analysis in EFL Classroom of Lower Secondary Students

References Abushihab, I. (2014). An analysis of grammatical errors in writing made by Turkish learners of English as a foreign language. International Journal of Linguistics , 6 (4), 213 – 223. Al-Buainain, H. (2011). Students' Writing Errors in EFL: A Case Study. QNRS Repository , (1), 1 – 37. Ananda, R., Gani, S. A., & Sahardin, R. (2014). A study of error analysis from students’ sentences in writing. Studies in English Language and Education , 1 (2), 82-97. Antoniou, M., Best, C. T., Tyler, M. D., & Kroos, C. (2011). Inter

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The relationship between language learning motivation and foreign language achievement as mediated by perfectionism: the case of high school EFL learners

., & Daana, H. (2013). Jordanian undergraduates’ motivations and attitudes towards learning English in EFL context. International Review of Social Sciences and Humanities, 4 (2), 159-180. Vaezi, Z. (2008). Language learning motivation among Iranian undergraduate students. World Applied Sciences Journal, 5 (1), 54-61. Zusho, A., Anthony, J. S., Hashimoto, N., & Robertson, G. (2014). Do video games provide motivation to learn? In F. C. Blumberg (Ed.), Learning by playing: Video gaming in education (pp. 69-86). NY: Oxford University Press.

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EFL teacher professional change in India

Abstract

This article examines teacher professional change and compares two 10th standard English as a Foreign Language teachers employed in a Marathi-medium secondary school in Pune (India) at different stages in their careers. Wenger’s (1998) three interconnected Community of Practice dimensions (i.e. mutual engagement, joint enterprise and shared repertoire) highlight pertinent facets of the teachers’ professional lives as viewed from the sociocultural perspective (Vygotsky, 1978). Case study methodology was utilized within a qualitative, ethnographic research paradigm. The aim is to uncover how the two EFL teachers engage in their professional community of practice and their career trajectories. Firstly, the data analysis indicates that periphery member status is established through active engagement in the professional community which creates trajectories along which novices may travel. Secondly, the accessing and sharing of information, ideas and experiences is beneficial for all members as it strengthens professional relationships and reconfirms already existing members’ central position. Lastly, active engagement in a professional community of practice offers a means of potential growth for novice teachers and central members. Access to communal resources such as new knowledge, stories and artifacts is acquired and aids in establishing novices’ competency.

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The assessment of Bosnian EFL learners’ knowledge by two different measures: test and writing assignment

to correct their most serious and frequent errors? CATESOL Journal 8.1: 41–62. Gatbonton, Elizabeth, Norman Segalowitz (2005). Rethinking communicative language teaching: A focus on access to fluency. Canadian Modern Language Review 16.3: 325–353. Habibić, Ajša, Vildana Dubravac (forthcoming). Grammar acquisition in Bosnian EFL context. Pismo . Han, Youngju, Rod Ellis (1998) Implicit knowledge, explicit knowledge and general language proficiency. Language Teaching Research 2: 1–23. Housen, Alex, Folkert Kuiken (2009). Complexity

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Comparative exploration of learning styles and teaching techniques between Thai and Vietnamese EFL students and instructors

References Akkakoson, S. (2011). Learning and teaching style preferences in EFL. Journal of the Worldwide Forum on Education and Culture, ) 3 1(, 66-78. Alkhasaweh, I. M., Mrayyan, M. T., Docherty, C, Alashram, S., & Yosef, H. (2008). Problem-based learning (PBL): Assessing students’ learning preferences using VARK. Nurse Education Today , 28, 572-579. Barbe, W. B. & Milone, M. N. (1981). What We Know About Modality Strengths. Educational Leadership, 70 (1), 378-380. Bastable, S. B. (2008). Nurse as educator: Principles of teaching

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Learning from teachers and pupils in literature: case-based aesthetic reading in EFL teacher education

Abstract

Claims for the value of literature in EFL teaching and learning traditionally centre around three models: the cultural, language, and the personal growth model (Carter & Long, 1991). In the context of EFL teacher education, the core question is: can literature also contribute to the professional development of EFL trainee teachers and, if so, how? Based on the assumption that school-related English-language literature can be used for professional case-based work this paper reports a context-specific interdisciplinary model of literature in education which synthesizes case theory (Steiner, 2004) and the theory of dialogic aesthetic reading (Delanoy, 2002), thus providing an educational setting for both literary experience and professional learning in EFL teacher education.

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Cultural responsiveness in EFL teaching: reflections from native instructors

References ALPTEKIN, C. (1993). Target-language culture in EFL materials. ELT Journal, 47(2), 136-143. http://doi.org/10.1093/elt/47.2.136 AYERS, W. (1995). To Become a Teacher: Making a Difference in Children’s Lives. New York: Teachers’ College Press. CANAGARAJAH, S. (2010). Linguistic imperialism. The Routledge Handbook of Applied Linguistics. http://doi.org/10.4324/9780203835654.ch27 CASTRO, A. J. (2010). Themes in the Research on Preservice Teachers’ Views of Cultural Diversity: Implications

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Taking a literature circles approach to teach Academic English

References BROWN, H. & IYOBE, B. (2014). The growth of English medium instruction in Japan. In Sonda, N. & Krause, A. (Eds.), JALT2013 Conference Proceedings. Tokyo: JALT. COUNCIL OF EUROPE. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Available online at: http://www.coe.int/t/dg4/linguistic/Cadre1_en.asp FURR, M. (2004), Literature circles for the EFL classroom. In Proceedings of the 2003 TESOL Arabia Conference, Dubai, United Arab Emirates: TESOL Arabia

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