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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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Use of Student-Produced Videos to Develop Oral Skills in EFL Classrooms

References Berney, Tomi D., Schlau, B. (1989). E.S.L. Video Recording Project at Martin Luther King, Jr. High School, Spring 1988. AREA Report. Evaluation Section Report. Biegel, K. (1998). It’s show time: Video Production in the EFL classroom. The Language Teacher , 22(8). 11-14. Foreman, G. (1999). Instant video revisiting: The video camera as a tool of the mind young children. Early Childhood Research and Project. 1(2): 1-7 Gallagher, F. (2011) New Total English Elementary. Pearson Longman, 2nd Edition, ISBN 9781408267264

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‘Mind your Local Accent’ Does accent training resonate to college students’ English use?

. English as a Lingua Franca: lessons for language and mobility. Multilingual Margins 1/1: 53-73. Peng, Jian-E. 2014. Willingness to Communicate in the Chinese EFL University Classroom: An Ecological Perspective. Bristol: Multilingual Matters. Pennycook, Alastair. 2007. Global Englishes and Transcultural Flows. Abingdon, New York: Routledge. Phillipson, Robert. 1992. Linguistic Imperialism. Oxford: Oxford University Press. Platt, John, Heidi Weber & Ho Mian Lan. 1984. The New Englishes. London: Routledge & Kegan Paul

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Iranian English Language Learners’ Attitude towards their Accent in English Language: An Ecological Approach

Abstract

With the spread of English around the world and the recognition of English as a lingua franca (ELF), a large number of studies have investigated the attitudes of learners towards different varieties of English as well as their related accents. However, this attitude towards L1 accented English within the context of Iran has not been explored yet. Thus, the present study ecologically investigated the attitudes of Iranian English as Foreign Language (EFL) learners towards their L1-accented English based on Bronfenbrenner’s (1993) nested ecosystems model consisting of micro-, meso-, exo-, and macro-systems. To do this, a triangulation of data collection using an attitudinal questionnaire distributed among 157 respondents (118 female and 39 male) and semi-structured interviews with 60 participants (38 female and 22 male) were collected. The findings indicated a dominant emerging pattern of preference for native-like accent within the ecology of Iran along with the acknowledgement of L1 accented English. Maintaining linguistic security and self-confidence as well as teachers’ role and materials used within the microsystem of the class, learners’ background experiences within the mesosystem, policies of English language institutes at the exosystem, and the public view towards accent at the macrosystem contributed to the emerging pattern of preference for native-like accent within the context of Iran.

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“I get paid for my American accent”: the story of one Multilingual English Teacher (MET) in Japan

Employability of Non-native-speaker Teachers of EFL: A UK survey. Science Direct, 35, 407-430. Cook, V. 1999. Going Beyond the Native Speaker in Language Teaching. TESOL Quarterly, 33 (2), 185-209. doi:10.2307/3587717 Galloway, Nicola. 2011. An investigation of Japanese students’ attitudes towards English. Southampton: University of Southampton Doctoral Thesis. Galloway, Nicola. 2013. Global Englishes and English Language Teaching (ELT) - Bridging the gap between theory and practice in a Japanese context. System, 41 (3), 786

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Chinese university students’ ELF awareness: Impacts of language education in China

. Language Teaching 44: 412-46. Pavlenko, Aneta & Bonny Norton. 2007. Imagined communities, identity, and English language learning. In J. Cummins & C. Davison (eds.), International handbook of English language teaching , New York: Springer, 669-680. Peng, Jian-E. 2014. Willingness to communicate in the Chinese EFL university classroom: An ecological perspective. Bristol, Buffalo, Toronto: Multilingual Matters. Pennycook, Alastair. 2001. Critical applied linguistics: A critical introduction. Mahwah, N.J.: L. Erlbaum. Ranta, Elina. 2010

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Academic Writing in a Japanese Situation: Drawing on the Design Perspective towards an Affirmation of English as a Lingua Franca

language . Oxford: Oxford University Press. Honna, Nobyuki. 2008. English as a multicultural language in Asian contexts: issues and ideas. Tokyo: Kuroshio. Hulmbauer, Cornelia, Bohringer, Heike & Barbara Seidlhofer. 2008. Introducing English as a lingua franca: precursor and partner in intercultural communication. Synergies Europe 3, 25-36. Iino, Masakazu. & Kumiko Murata. 2016. Dynamics of ELF communication in an English-medium academic context in Japan: from EFL learners to ELF users. In Kumiko Murata (ed.), Exploring ELF in Japanese academic and

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Academic rigour in criticising English as a Lingua Franca

: Ontology and ideology. ELT Journal 67(1). 3–10. Sobkowiak, Włodzimierz. 2005/2008. Why not LFC? In Katarzyna Dziubalska-Kołaczyk & Joanna Przedlacka (eds.), English pronunciation models: A changing scene , 131–149. Bern: Peter Lang. Swan, Michael. 2012. ELF and EFL: Are they really different? Journal of English as a Lingua Franca 1(2). 379–389. Sweeney, Emma & Hua Zhu. 2010. Accommodating toward your audience: Do native speakers of English know how to accommodate their communication strategies toward nonnative speakers of English? Journal of

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Repositioning English and multilingualism in English as a Lingua Franca

: Cambridge University Press. Widdowson, Henry. 1997. EIL, ESL, EFL: global issues and local interests. World Englishes 16/1: 135-146. Williams, Cen. (2002). A Language gained: A study of language immersion at 11-16 years of age. Bangor: School of Education. http://www.bangor.ac.uk/addysg/publications/Language_Gained%20.pdf Zhu Hua 2015. Negotiation as the way of engagement in intercultural and lingua franca communication: frames of reference and Interculturality. Journal of English as a Lingua Franca 4/1: 63-90.

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The Benefits of Using ICT in the EFL Classroom: From Perceived Utility to Potential Challenges

Student Achievement in English as a Foreign Language in Pakistan. World Academy of Science, Engineering & Technology. Issue 37, p129 Ilter, B. G. (2009). Effect of technology on motivation in EFL classrooms. Turkish Online Journal of Distance Education-TOJDE October 2009 ISSN 1302-6488 Volume: 10 Number: 4 Article 9 Jay D. A. (2006). Motivating for writing through blogs. A Master thesis submitted to the Graduate College of Bowling Green State University. Available online at http://etd.ohiolink.edu Joyce, N. (1998). Is

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