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An Exploration of Teaching Practices of Private, Public, and Public-Private EFL Teachers in Iran

same teacher, different practices: A comparative analysis of EFL teachers’ practices in public and private language schools (Unpublished Master’s thesis). Urmia University, Urmia. Iran. Bagheri, H. (1994). A profile for teaching and teaching English in pre-university schools of Sistan and Baluchestan: Problems and solutions (Unpublished Master’s Thesis). Shiraz University, Shiraz. Besong, F., & Holland, C. (2015). The dispositions, abilities and behaviors (DAB) framework for profiling learners’ sustainability competencies in higher

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Professional Development of EFL Teachers through Rotatory Peer Supervision

supervisors and their effect on EFL student-teachers’ teaching skills. Asian EFL Journal , 6 (3), Article 8. Retrieved from Blumberg, A. (1980). Supervisors and teachers: A private cold war (2 nd ed.). Berkeley: McCutchan Publishing. Bowman, R. F. (2001). Practical tools for pre-service teaching observations. Kappa Delta Pi Record , 37 (3), 126–128. Bradley, L. J., & Kottler, J. A. (2001). Overview of counselor supervision. In L. J. Bradley & N. Ladany (Eds.), Counselor supervision: Principles

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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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EFL Teachers’ Cultural Identity Development through Participating in Cultural Negotiation: Probing EFL Students’ Perspectives

postsecondary EFL classrooms. TESOL Quarterly , 31 (3), 451–486. Fichtner, F., & Chapman, K. (2011). The cultural identities of foreign language teachers. L2 Journal , 3 (1), 116–140. Grandey, A. A., & Gabriel, A. S. (2015). Emotional labor at a crossroads: Where do we go from here? Annual Review of Organizational Psychology and Organizational Behavior , 2 (1), 323–349. Heller, M. (1987). The role of language in the formation of ethnic identity. In J. Phinney and M. Rotheram (Eds). Children’s ethnic socialization (pp. 180–200). Newbury Park, CA: Sage

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Exploring Change in EFL Teachers’ Perceptions of Professional Development

., & Abdi, H. (2016). An Exploration of Teaching Practices of Private, Public, and Public-Private EFL Teachers in Iran. Journal of Teacher Education for Sustainability, 18(1), 16-33. Guskey, T.R. (2000). Evaluating Professional development: Thousand Oaks, CA: Corwin Press, Inc Hanushek, Eric A., 2010. ìGeneralizations about using value-added measures of teacher quality.î American Economic Review 100, no. 2 (May): 267-271. Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: theory and practice, 8(3), 381

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Textbooks as Resources for Education for Sustainable Development: A Content Analysis

References Amini, M., & Birjandi, P. (2012). Gender bias in the Iranian high school EFL textbooks. English Language Teaching , 5 (2), 134–147. Azizifara, A., Kooshaa, M., & Lotfi, A. (2010). An analytical evaluation of Iranian high school ELT textbooks from 1970 to the present. Procedia Social and Behavioral Sciences , 3 , 36–44. Bell, D. V. J. (2016). Twenty-first century education: Transformative education for sustainability and responsible citizenship. Journal of Teacher Education for Sustainability , 18 (1). 48–56. Cary, M. B

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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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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 Joyce, N. (1998). Is

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Discourse Analysis and Language Pedagogy: A Review

–363). Boston, MA: Springer. Cook, G. (1990). Discourse . Oxford: Oxford University Press. Cots, J. M. (1996). Bringing discourse analysis into the language classroom. Links & Letters , 3, 77–101. Cots, J. M. (2006). Teaching ‘with an attitude’: Critical discourse analysis in EFL teaching. ELT Journal , 60 (4), 336–345. Demo, D. A. (2001). Discourse analysis for language teachers (Report No. ED456672). ERIC Clearinghouse on Languages and Linguistics Washington DC. ERIC Digest. Retrieved from ERIC database. Fairclough, N. (1992). Discourse

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Assessing Speaking Proficiency: A Challenge for the Portuguese EFL Teacher


Speaking has been increasingly promoted in curricula, both nationally and internationally, as one of the major aims of foreign language teaching. However, the unique features of this skill make it the most challenging one to assess. Portuguese EFL teachers seem to be at odds with suitable assessment procedures designed to monitor students’ progress. This paper examines the rationale underlying some of the core concepts on educational classroom-based assessment, including their definitions and key characteristics, as well as briefly outlining the theoretical premises of the communicative competence model designed by Canale and Swain to suggest what may be assessed. It also focuses on a new approach to language assessment – learning-oriented assessment, by highlighting its twofold potential to be the link between instruction and what is learned and to promote effective student learning. The paper concludes with two different practical examples of how to assess speaking in the classroom with a learning-oriented perspective in mind.

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