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In this study the author tries to assess the effects of Theme-based Oral Approach (TOA) on the oral English proficiency of non-English majors as well as students' leaning motives and interests resulted from the approach in EFL class of China. The study follows the quantitative and qualitative method in light of questionnaire, interview, class observation with the causal-comparative study between treatment group and control group. The result shows that a majority of students with TOA improved their oral English learning more than those with Traditional Teaching Method (TTM). It also finds that TOA is able to motivate the students to speak in class and a certain percentage of students can overcome their psychological problems in expressing ideas. The findings are that TOA affects students' achievement in a favorable way which provides some theoretical, methodological and practical implications.

This article describes high context messaging in Chinese English-language mass media. A case study analysis of said mass media, during the 1996 Taiwan sovereignty/reunification controversy related to People's Liberation Army exercises in the Taiwan Straits, is done as a means of focusing on one singular event. The exercises were staged to dampen the first-ever Taiwanese presidential elections on March 23. "China Daily," the government-owned and government-controlled English language newspaper, is studied as a representative mass media channel (being inclusive of China Radio International and China Central Television newsreporting topics). The author was in China during the aforementioned military exercises. Contains 13 references. (Author/RS)

A study was conducted to determine which approach for vocabulary development--isolated word lists, context clues, or a combination of both--would yield the best results. One sample of 17 sophomores used isolated word lists. The second sample of 20 freshmen used context clues to determine word meaning. The third sample of 13 sophomores used a combination of the 2 methods. All three groups were given pre- and post-tests to determine their progress. Results indicated no significant difference in the mean gains among the sample thereby supporting the study's hypothesis that there would be no significant difference in teaching vocabulary words to high school students through isolated word lists, context clues, or a combination of both. (Contains 3 tables of data, related research, and 34 references; vocabulary pre- and post-tests, comprising more than half the document are appended.) (Author/CR)

Urban Heritage across Borders: Edirne, Turkey and Tsarevo, Bulgaria presents anthropological research on heritage and migration, deposited in urban spaces and embodied in the aptitude of present-day successors to inhabit the vicinities of the Bulgarian-Turkish border. The objective is to outline the different modalities of inheriting in an urban context, in situations of “migrating into the majority”, with a focus on the forms of crossing the border on the part of the contemporary heirs of the two migrant communities: “Thracian Bulgarians” and Turks who were born in Bulgaria but live in Turkey. The heritage of migration is a figure that unites the theoretical and methodological foundations of the current research and analysis. It is specified as urban heritage because cities and towns express the identities of communities that recognize themselves as “migrants” (refugees, resettlers, emigrants, et cetera). In other words, the concept of heritage brings together subjective experience, inhabiting spaces, objectification in the form of cultural and urban policies, the work of memory, striving towards symbolic legitimacy, and identity games. Last but not least, heritage is temporised as a relationship in local chronotopes but also as inheriting, i.e. through the generational perspective. The heritage of migration is transformed into capital when striving towards the symbolic possession of memory; it is a resource with regard to constructing identities and social positioning in the new society; it defines community borders. The heritage of migration is cultural and social capital of the individuals and the communities (values, symbols, services, networking, etc.) that can be exchanged, inherited or transferred. Supported by this capital, migrants are part of different fields (in Bourdieu’s use of the term), they fit in and combine the arrangements of different orders. A key methodological tool for researching heritage and inheritance is gift exchange, instrumentalised across the border. The two communities, border crossing and bequeathing liminality are analysed with the help of gift-exchange modalities and in view of the possibilities to set up social networks and get positioned in either society (horizontal network exchange); they are also mapped onto the symbolic rituals of preliminary counter-gifts between the migrants and the state (in order to acquire the status of citizens, refugees, insiders, etc.), i.e. vertical gift exchange with a transcendent institution. The research offered here is urban but it is not research on the two towns, nor is it research on the border; it is rather research on the “border people”, the resettlers, on their experience of migration, impressed upon urban spaces and made relevant via network exchange and institutional collaboration, social positioning and “double games” (Bourdieu) with the identities of successors. The heritage of migration is present in different layers of the palimpsests of the two towns analysed here, and the thread of liminality is maintained through the positioning of newcomers in an urban context. Destratifying the palimpsest presupposes attention towards (and “scraping off” of) the top layer, which constitutes the urban sociality of places where refractions of biographical experience or border situations occur and express identities and community ties, with the help of familiar and identifiable capital. This research strategy is instrumentalised as “the town of migration” (Edirne) and “the town of migrants” (Tsarevo). “Multi-sited ethnography” is used as a method of research (Marcus 1995). The essence of multi-sited research is to follow people, connections, associations, and relationships across space (because they are substantially continuous but spatially non-contiguous). Research design proceeds by a series of juxtapositions in which the global is collapsed into and made an integral part of parallel, related local situations, rather than something monolithic or external to them. In terms of method, multi-sited ethnography involves a spatially dispersed field through which the ethnographer moves – actually, via sojourns in two or more places, or conceptually, by means of techniques of juxtaposition of data (Falzon 2009: 1-2). The choice of sites for fieldwork does not cover a geographical area but it follows the logic of (gift) exchange in social networks. The two towns are brought together by the border, which is in their vicinities (Bulgaria is 20 km away from Edirne, while Turkey is 30 km away from Tsarevo), and by the movement of people, symbols and articles across the border, either in reality or in rituality. Following the successors, observations were made, interviews were recorded, conversations took place, and opinion polls were carried out in Ahtopol, Kiten, Primorsko, Plovdiv, Varna, Kirdzhali and Istanbul, as well as in the villages of Kosti and Brodilovo. The book includes excerpts of narratives and descriptions, and photographs representative of urban spaces. The monograph argues that the heritage of migration, of moving in space, maintains the border (social) position of the resettlers on either side of the Bulgarian-Turkish border, that it is a resource for constructing identities on a number of scales, infiltrated in places and territories of (gift) exchange to be inherited by the next generations. In times of change, crisis, or migration, the heirs, communities and individuals alike, “re-define” their heritage as symbolic or cultural capital that legitimates their status for the purposes of (gift) exchange in the social networks. The liminality of migrants allows them to double their network positions and the usage of heritage as capital/ resource in both societies relevant to their identification. The structure of the book affords multiple border crossings. Chapter 1, “Inheriting, borders, migration”, provides the theoretical framework and the research questions and solutions, it clarifies the relevant terminology, methodology, fieldwork research and the author’s take on everything discussed. Chapter 2, “Edirne: urban spaces and the heritage of migration”, leads from the border into the town. It is represented as an interaction between the habitat (with its delayed historicity and forms of inhabiting the town) and the urban habitus of the newcomers, who interiorised models and life-styles in Bulgaria prior to their relocation in the 1990s.Thus, Edirne is depicted as a town of migration and migrants, from the viewpoint of considering heritage and communal variety existent in residential areas via urban narratives and mental maps. A couple of methodological approximations relate how migrants fit into these spaces. To begin with, an approximation to the new Edirne and the residential area of the migrants, Şükrü Paşa; this is where entry to sites of everyday life is provided and, therefore, to social networks, forms of gift-exchange, inheriting border social positions, socialisation and integration in the locality. The other approximation has to do with crossing the invisible borders via strategies for inhabiting spaces, strategies for investment in social capital, double games and quests to legitimate the cultural capital of their heritage from Bulgaria, but also with the forms of mobility and crossing the state border pertinent to a border town. The model of constructing, transferring and accepting the heritage of migration as urban heritage is illustrated at the end of this chapter with the help of a symbolic projection of the (space-related) identities of urban residents. Chapter 3, “Tsarevo: a town of migration”, puts forward a different model of mapping out the urban heritage of migration. I argue that even though Tsarevo gave refuge to migrants a century ago, it is still “a town of migrants”; that is to say, their successors are the locals and the heritage of migration is shared urban heritage dissolved in the national entity. Due to the specific point of view adopted here, i.e. problematising the “Thracian” heritage, the approach to this research involves tracing the social networks of migrants, in which the prospect of inheriting migration is a considerable and legitimate symbolic capital that delineates the inhabited territory. As a result, the small town “grows” a network of villages around, in the Strandzha Mountains and by the seaside. This chapter negotiates the “Thracian” heritage as urban heritage, as heritage of the town residents, seen in the shape of embodied heritage with regard to inhabiting the spaces of the town, the mountain and the sea; the links with the villages in the vicinity are traced via social networks and the skill to live by the border. The objectified heritage is analysed through artefacts: the so called “Charon house” exemplifies the inclusion of a life story into the national history and the transformation of this cultural capital into economic capital after 1989. It is after 1989 that the ownership of property nationalised in the socialist period is restored to the “Thracian Bulgarians”. Thus, the heritage of migration turns out to be the heritage of the town as well; it has been analysed in its institutionalised status by means of the new heirs, who re-discovered their heritage with the help of the Thracian societies and their activities, featuring folklore, festivals and the projects for collaboration across the border. Chapter 4 is entitled “Heirs and heritage – spaces of mobility” because it approaches the problematics of borders and the heritage of migration with a focus on the youngest – the new generations of “Thracian Bulgarians”, on the one hand, and the children of migrants, on the other hand, who were born in Turkey and went through their socialisation there. The successful or unsuccessful inheriting of Bulgaria as cultural capital, passed on from parents to children, is represented with biographical strategies related to the education of the migrants’ children in the University of Thrace (Trakya University) in Edirne and in Bulgarian universities. The students on both sides of the border, young people on the go, were followed across the border in order to establish whether and how exactly they reproduce the “inherited” Bulgaria as the birthplace of their parents, as cultural and symbolic capital that they could transform into economic or social capital. The heirs in the other community, that of the “Thracian Bulgarians”, keep going back to take possession of their heritage with the help of expeditions meant to restore them to their roots, or tourist visits to Edirne and the surrounding villages, or participation in projects and festivals. This chapter puts forward another layer of urban heritage, i.e. the formal and informal study of the Bulgarian language as the study of culture and the institutionalisation of the heritage of Bulgarian nationals via institutions, social actors, and events. The institutionalised form of “the Bulgarian cultural heritage” is illustrated by “the Bulgarian traces in town” and by mental mapping of the image of the “Other” as demonstrated by students from the University of Thrace. This chapter ends with officialising the common urban heritage that includes the heritage of liminality and migration in Edirne by means of two examples of projects for trans-border collaboration, which construct the image of the common and shared border. This research reveals the layers of the urban border-line palimpsests through multiple border crossings. The structure of the book, however, reproduces its mirror image – constructing a palimpsest of sorts, in which the heritage of migration is layered by inhabiting, identification strategies, positioning with reference to the border, inheriting and/ or refusing to inherit, with a focus on the heirs, people who move across borders to “discover” their heritage. Меглена Златкова, 2016. Градски наследства и граници. Одрин и Царево   Publisher: Издателство "Контекст"ISBN: 978-954-8238-58-8 Градски наследства и граници. Одрин и Царево " представя изследване на миграциите и мобилността чрез наследството на граничността, утаено в градските пространства и въплътено в умението на наследниците да живеят в близост до границата. Книгата има за задача да очертае различните модалности на наследяването в градски контексти, в ситуации на " миграция в мнозинство " и формите на преминаване на границата от сегашните поколения на две общности мигранти: " тракийските българи " и турците, родени в България и живеещи в Турция. Фигурата на наследството на миграцията съчетава теоретичните с методологическите основания на изследването и анализа ми. Тя е конкретизирана и като градско наследство, защото в градовете се изразяват идентичностите на общностите, които се самоопределят като " мигранти " (бежанци, изселници, емигранти и др.). Т.е. чрез концепцията за наследството са обединени субективното преживяване и обитаване на пространствата и обективизациите като културни и градски политики, работа на паметта, битка за символна легитимност, игри на идентичности и с идентичности. И не на последно място, наследството е темпорализирано освен като взаимодействие в локалните хронотопи и като наследяване, чрез поколенческата перспектива. Наследството на миграцията е капитал в битката за символно овладяване на паметта, ресурс за конструиране на идентичности и социално позициониране в новото общество, чрез него се дефинират границите на общностите. То е културен и социален капитал на индивидите и общностите (ценности, символи, услуги, връзки и др.) , който те могат да обменят в социални мрежи, да наследяват и предават. Чрез този капитал мигрантите участват в различните полета.

This article has been published by the Journal of Research (Humanities), Punjab University 

This article has been published by the Journal of Research (Humanities), Punjab University 

Social Networking Sites (SNS) such as Facebook (FB) are currently highly used by students because technology has the potential to become a valuable resource to support their educational communications and collaborations. This paper attempts to present a comprehensive picture of what has been investigated in terms of the use of Facebook as an online English language-learning environment and inquires whether this learning model can enhance students' learning of English. It also aims to explore the students' perceptions towards learning English in the Facebook context following four treatments, language improvement, confidence, motivation and attitude. The sample who participated in the study was N = 65, in the department of English language and translation enrolled in a B.A program. Findings revealed that the EFL students believe that FB as an online learning environment facilitates, supports, and encourages their English language learning. In addition, the findings indicate that students' motivation and confidence towards English language learning improved via FB. The study also revealed that students had a positive attitude towards this learning model. In light of the findings of the study, it is recommended that TEFL teachers should plan learning classes that use SNS such as Facebook as a learning platform.

Entrusting students with the responsibility of creating a programme brings into play various cognitive and linguistic abilities as well as organizational and team work skills, such as researching a topic, planning and visualizing the format and presentation, editing a collection of shots and clips into a coherent whole, interviewing people, narrating and sub-titling, as well as dealing with weather, noise, unexpected technical and human problems, and the varied personalities and abilities within a team. This article briefly discusses the kind of assignments that have been given to students of the Media and Communication programme of the EFL University (formerly CIEFL) over the years, and details some of the responses that have been generated. (Contains 1 note.)

Personality integration and self-realisation in the global economy and coevolution with multilingual cultural environment of sustainable learning society by means of technologies actualise the paradigm shift in science, and create the necessity for transdisciplinary research to resolve the problem of transformation of the system of values in the context of acquisition of languages. The research aims to create a holistic model of autonomous learning for English acquisition in blended environment of e-studies in the context of adult non-formal education. The research is done on the basis of the holistic paradigm of the science. Holistic methodology is used for investigation of the holistic system. The research resulted in creating the holistic model and working out the recommendations to facilitate of the transformation of the system of values of participants at the programmes of English acquisition of adult non-formal education. The results of the research are significant for developing the concept of autonomous learning.

This study surveys the history of English language and the roles of English language education in Asian context. Through the historical survey on English dispersal in Asian countries, the first section of this study traces the dispersal of English from the 18th century and the development of English in Asian countries. The second section of this study explains the development and characteristics of English language education policies in Asian countries. These countries belong to the expanding circle according to Kachru's model, and in the expanding circle, English plays a very important role as a tool for interaction among nonnative speakers. This section surveys and compares the developmental characteristics of English language education in Asian countries. The third section emphasizes the important role of English education and the future of English language education in Asian countries. Also this section focuses on the characteristics of English as an International language, and emphasizes the role of English as a tool for inter-cultural communication in the world. The purpose of English language education in the Asian context is to cultivate young people who are well equipped with English capabilities and their own professional abilities. (Contains 1 figure and 1 footnote.)

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This study relates to the transformation of information and communications technologies (ICT) in education. It examines the teachers’ attitudes towards the use of ICT in their classrooms, and how well they are prepared with the integration of technology. Even though the role and effect of ICT in classroom is noticeable, it is still important to understand the factors affecting the teachers’ beliefs and intentions on its use. To explicate it, technology acceptance model (TAM) which was introduced and improved in West, and known as an effective, powerful (Venkatesh & Davis, 2000) will be used. However, since the original model has been criticized for being too limited since it only gives general information about the specific technology acceptance (Tsai, 2015) including Perceived Usefulness (PU), Behavioral Intention (BI), Attitude Towards Use (ATU), Perceived Ease of Use (PEU), an extended TAM will be applied by adding new constructs such as Technology Complexity (TC), Constructivist Teaching Beliefs (CTB), Computer Self-efficacy (CSE), Facilitating Conditions (FC). Mainly, this study will answer the following question: To what extent does extended TAM explicate English teachers’ technology use intentions in Turkey?

This study relates to the transformation of information and communications technologies (ICT) in education. It examines the teachers’ attitudes towards the use of ICT in their classrooms, and how well they are prepared with the integration of technology. Even though the role and effect of ICT in classroom is noticeable, it is still important to understand the factors affecting the teachers’ beliefs and intentions on its use. To explicate it, technology acceptance model (TAM) which was introduced and improved in West, and known as an effective, powerful (Venkatesh & Davis, 2000) will be used. However, since the original model has been criticized for being too limited since it only gives general information about the specific technology acceptance (Tsai, 2015) including Perceived Usefulness (PU), Behavioral Intention (BI), Attitude Towards Use (ATU), Perceived Ease of Use (PEU), an extended TAM will be applied by adding new constructs such as Technology Complexity (TC), Constructivist Teaching Beliefs (CTB), Computer Self-efficacy (CSE), Facilitating Conditions (FC). Mainly, this study will answer the following question: To what extent does extended TAM explicate English teachers’ technology use intentions in Turkey?

This study relates to the transformation of information and communications technologies (ICT) in education. It examines the teachers’ attitudes towards the use of ICT in their classrooms, and how well they are prepared with the integration of technology. Even though the role and effect of ICT in classroom is noticeable, it is still important to understand the factors affecting the teachers’ beliefs and intentions on its use. To explicate it, technology acceptance model (TAM) which was introduced and improved in West, and known as an effective, powerful (Venkatesh & Davis, 2000) will be used. However, since the original model has been criticized for being too limited since it only gives general information about the specific technology acceptance (Tsai, 2015) including Perceived Usefulness (PU), Behavioral Intention (BI), Attitude Towards Use (ATU), Perceived Ease of Use (PEU), an extended TAM will be applied by adding new constructs such as Technology Complexity (TC), Constructivist Teaching Beliefs (CTB), Computer Self-efficacy (CSE), Facilitating Conditions (FC). Mainly, this study will answer the following question: To what extent does extended TAM explicate English teachers’ technology use intentions in Turkey?

This study relates to the transformation of information and communications technologies (ICT) in education. It examines the teachers’ attitudes towards the use of ICT in their classrooms, and how well they are prepared with the integration of technology. Even though the role and effect of ICT in classroom is noticeable, it is still important to understand the factors affecting the teachers’ beliefs and intentions on its use. To explicate it, technology acceptance model (TAM) which was introduced and improved in West, and known as an effective, powerful (Venkatesh & Davis, 2000) will be used. However, since the original model has been criticized for being too limited since it only gives general information about the specific technology acceptance (Tsai, 2015) including Perceived Usefulness (PU), Behavioral Intention (BI), Attitude Towards Use (ATU), Perceived Ease of Use (PEU), an extended TAM will be applied by adding new constructs such as Technology Complexity (TC), Constructivist Teaching Beliefs (CTB), Computer Self-efficacy (CSE), Facilitating Conditions (FC). Mainly, this study will answer the following question: To what extent does extended TAM explicate English teachers’ technology use intentions in Turkey?

This study relates to the transformation of information and communications technologies (ICT) in education. It examines the teachers’ attitudes towards the use of ICT in their classrooms, and how well they are prepared with the integration of technology. Even though the role and effect of ICT in classroom is noticeable, it is still important to understand the factors affecting the teachers’ beliefs and intentions on its use. To explicate it, technology acceptance model (TAM) which was introduced and improved in West, and known as an effective, powerful (Venkatesh & Davis, 2000) will be used. However, since the original model has been criticized for being too limited since it only gives general information about the specific technology acceptance (Tsai, 2015) including Perceived Usefulness (PU), Behavioral Intention (BI), Attitude Towards Use (ATU), Perceived Ease of Use (PEU), an extended TAM will be applied by adding new constructs such as Technology Complexity (TC), Constructivist Teaching Beliefs (CTB), Computer Self-efficacy (CSE), Facilitating Conditions (FC). Mainly, this study will answer the following question: To what extent does extended TAM explicate English teachers’ technology use intentions in Turkey?

This study relates to the transformation of information and communications technologies (ICT) in education. It examines the teachers’ attitudes towards the use of ICT in their classrooms, and how well they are prepared with the integration of technology. Even though the role and effect of ICT in classroom is noticeable, it is still important to understand the factors affecting the teachers’ beliefs and intentions on its use. To explicate it, technology acceptance model (TAM) which was introduced and improved in West, and known as an effective, powerful (Venkatesh & Davis, 2000) will be used. However, since the original model has been criticized for being too limited since it only gives general information about the specific technology acceptance (Tsai, 2015) including Perceived Usefulness (PU), Behavioral Intention (BI), Attitude Towards Use (ATU), Perceived Ease of Use (PEU), an extended TAM will be applied by adding new constructs such as Technology Complexity (TC), Constructivist Teaching Beliefs (CTB), Computer Self-efficacy (CSE), Facilitating Conditions (FC). Mainly, this study will answer the following question: To what extent does extended TAM explicate English teachers’ technology use intentions in Turkey?

159 p. : 30 cm

English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semi-structured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the socio-cultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts. 

Global education is expanding all over the world as many communities are growing in members from different parts of the world. Communities are becoming highly culturally diverse, and the need for learning how to interact within this diversity has increased. As educators we are in the position of offering engaging and meaningful practices to develop cultural awareness while growing in communicative competence amongst students through the communicative approach. This paper presents a compilation of resources in an interactive website to support educators with a high interest of incorporating into their teaching practice strategies and activities that will empower students with necessary communicative skills to succeed in a globalized world and make a change of mind set about culturally diversity. Effective Practices for Global educators is a website that proposes interesting activities, such as music, riddles, idioms, icebreakers, and others to use during teaching global content. Videos, articles, and forums are part of the organization for the different activities. The website offers resources for educators to search other websites to learn more about topics like global education, communicative competence, and culturally responsive educators. Educators will also find forums and chat rooms to interact with others who have the same interests.

Global education is expanding all over the world as many communities are growing in members from different parts of the world. Communities are becoming highly culturally diverse, and the need for learning how to interact within this diversity has increased. As educators we are in the position of offering engaging and meaningful practices to develop cultural awareness while growing in communicative competence amongst students through the communicative approach. This paper presents a compilation of resources in an interactive website to support educators with a high interest of incorporating into their teaching practice strategies and activities that will empower students with necessary communicative skills to succeed in a globalized world and make a change of mind set about culturally diversity. Effective Practices for Global educators is a website that proposes interesting activities, such as music, riddles, idioms, icebreakers, and others to use during teaching global content. Videos, articles, and forums are part of the organization for the different activities. The website offers resources for educators to search other websites to learn more about topics like global education, communicative competence, and culturally responsive educators. Educators will also find forums and chat rooms to interact with others who have the same interests.

The purpose of this study was to examine which of three instructional modalities was more effective in enhancing the ability of nonnative English speaking children to read during the first grade. In this study, sixty-three first-grade children were randomly selected from four first grade classes from two primary schools in a university town in a nonnative English-speaking country during the second term of the academic year. The group was randomly placed in groups of 21. The first two served as the experimental groups (identity, and blending/manipulation) and the third group served as the language experience (control). Both the identity and blending/manipulation groups were instructed using different instructional modalities. The third group was not exposed to any direct instruction. The results of the study indicate that after the eight weeks of instruction, the children in the identity group made modest gains in posttest scores over those in the blending/manipulation group on two of the measures--the test of phoneme cue reading (TPCR) and the test of vocabulary (PPVT). While the identity group made statistically significant gains over the blending/manipulation group, it was observed that the implicit associations between orthography and phonology that the subjects made that may have aided them to gradually construct an orthographic-phonologic to decode words. Educators of limited English proficiency learners need to adopt instructional modalities that allow for the interplay of models which can have more noticeable effects on the reading programs in the early elementary years. (Contains 8 tables.)

To date there have been a lot of currently emerging studies focusing on English speaking anxiety experienced by Indonesian university students. Nevertheless, particularly the studies have not investigated university students in Lampung region as the new context. This study aims to describe the level, attitude and perception, and the causes of speaking anxiety in English among university students in the Lampung context. Descriptive research combining quantitative and qualitative approach was performed to conduct this study. 64 new state university students from the English Department were involved as participants in this study. A questionnaire and interview form related to speaking anxiety were used to collect the data whereby quantitative data was analyzed by using descriptive statistics while qualitative data was analyzed via content analysis. Results of this study showed that students experienced low anxiety level when speaking English as a foreign language, but mostly they provided the perception that speaking ability was a trigger for anxiety. Even though students' positive attitude towards English used in the classroom was reflected, their speaking skill in English was negative. Additionally, some main sources such as the limited of vocabulary, self-confident, and speaking opportunity were the causes of speaking anxiety.

To date there have been a lot of currently emerging studies focusing on English speaking anxiety experienced by Indonesian university students. Nevertheless, particularly the studies have not investigated university students in Lampung region as the new context. This study aims to describe the level, attitude and perception, and the causes of speaking anxiety in English among university students in the Lampung context. Descriptive research combining quantitative and qualitative approach was performed to conduct this study. 64 new state university students from the English Department were involved as participants in this study. A questionnaire and interview form related to speaking anxiety were used to collect the data whereby quantitative data was analyzed by using descriptive statistics while qualitative data was analyzed via content analysis. Results of this study showed that students experienced low anxiety level when speaking English as a foreign language, but mostly they provided the perception that speaking ability was a trigger for anxiety. Even though students' positive attitude towards English used in the classroom was reflected, their speaking skill in English was negative. Additionally, some main sources such as the limited of vocabulary, self-confident, and speaking opportunity were the causes of speaking anxiety.

How successful learners learn English has been one of the primary interest of scientists and researchers in recent years. Therefore, this study aimed to determine what language learning strategies the military personnel from different nations used while learning English. 56 subjects from 14 different nations deployed in three different military settings in the world participated in the study. Strategies Inventory of Language Learning was used to collect data about the research. According to the result of the study, although a native speaker of a language more or less used learning strategies to be a successful language user, he\she was not much better than the others at using learning strategies in every aspect. However it can be stated that some native speakers used language learning strategies more frequently than others.

Technological developments have attracted the attention of educational stakeholders around the globe and tempted them to incorporate these developments into their decisions in training students. Rural areas, on the other hand, have suffered from deprivation and unavailability of educationally relevant instruments and gadgets in education in general and foreign language teaching in particular. Educational centers, therefore, have suffered a lot and students bore the consequence of this deprivation and a lack of basic facilities which is directly because of lack of resources, time restriction and inequalities of budgeting, and even because of human resources. However, thanks to the development of online educational gadgets and related technology the situation has improved. The present study intends to evaluate the effectiveness of implementing the principles of online distance education in foreign language teaching and learning in a rural Iranian EFL context. In so doing, both concurrent and non-concurrent forms of online distance teaching in thirteen schools from rural areas of Gilan, Iran were put into practice. The study, through using a quantitative survey, showed that rural areas` students had more satisfaction in distance online teaching regarding their achievement and having more equal opportunities.

The study was conducted in order to reveal pre-service English teachers' conceptions of assessments regarding improvement, school accountability, student accountability and irrelevance as well as relations between different conception purposes. It also aimed to examine how participants' conceptions of assessment differ in relations to their differences on gender, years of learning English, age, grade point average and grade levels. 204 pre-service English teachers participated in the study. The data were collected using Teachers' Conceptions of Assessment Abridged Inventory (TCoA-IIIA) which is in 6 points Likert scale format ranging from strongly disagree to strongly agree. The obtained quantitative data were analyzed by Statistical Package for Social Sciences (SPSS 23) program. Descriptive statistics indicated that improvement conception had the highest value among all and participants were moderately agreed that assessment is used for improvement purposes. On the contrary, conceptions of irrelevance were unearthed as having the lowest value and agreement level of all. Then, Pearson product-moment correlation coefficient was used to investigate relations between conception levels. Correlation results indicated that improvement, school accountability and student accountability conceptions were positively and strongly correlated with each other. On the other hand, there was a negative correlation between improvement and irrelevance conceptions were found out. A multivariate test of variance (MANOVA) was utilized to examine any effects of individual differences on participants' conceptions of assessment. Multivariate test results indicated that even if there were differences in descriptive results for each variable, grade level is the only independent variables making statistically significant difference on participants' conceptions of assessment. Then, it was seen that even though grade level made a statistically significant difference among grade levels, results of the Bonferroni adjustment presented no significance difference when the variables considered separately. Finally, descriptive results from each item were further interpreted with reference to previous studies on conception of assessment in the literature. It was deduced that pre-service English teachers will mostly benefit from formative assessment methods even though the tool can range. Providing feedback to their prospective students will be of high priority for conducting assessment. Secondly, it was interpreted that summative assessment would play a key role for accountability. Therefore, pre-service English teachers would use both formative and assessment tools at the same to serve for different purposes.

In many African countries, English is the medium of instruction in higher education even though students may not always be entirely familiar with "standard" English. This study aimed at investigating the relevance of English language competencies for teaching and learning from the perspective of students and lecturers. The study was carried out in Namibia and guided by the conceptual framework of implicit theories. Through a self-administered questionnaire, data were collected from a sample of 286 undergraduate students and 34 lecturers. Students and lecturers differed statistically significantly in all their views on the topic under investigation. While most of the lecturers (85.3%) believed that their students would not have good English language competencies, the majority of students (87.8%) rated their English between good and excellent. Most lecturers believed that insufficient English language competencies would cause a variety of problems for students such as having difficulty expressing themselves in English, following lectures, taking good notes during lectures, understanding academic texts, and writing coherent essays; in contrast, the majority of students believed that they had no such problems. The results are discussed with regard to practical implications for teaching and learning in higher education.

Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers designed a CMC-ELT blended model and offered online English language teacher education courses at post-graduate level. A group of students enrolled in MA TEFL programme of Allama Iqbal Open University (AIOU) Islamabad Pakistan, was selected randomly and was guided through CMC-ELT blended model. The results of the study showed that the online support in distance education enhanced students' performance in terms of access, interaction and cost. The effective use of online support in distance education can improve the quality of English language teaching programmes in Pakistan.

As learning a foreign language poses a number of challenges for the students, it has become indispensable to search for "optimal" conditions to enhance opportunities of engaging in the target language. Within this context, the Mobile-Blended Collaborative Learning model has been integrated in and out of the classroom learning in order to enable language learners to practice English by means of collaborative, authentic language activities based on project-based learning approach. The purpose of this study was to explore the effects of using mobile instant messaging application, WhatsApp on the language proficiency of EFL students. Participants (N = 85) were enrolled in five upper-intermediate prep classes at a foundation university in Istanbul and took part in a seven-week Project Work. Data were collected through semi-structured interviews and focus group discussions, self- and peer evaluations of group work, a rubric for assessing project work, and log files of WhatsApp conversations. Results revealed practicing English in an authentic setting where the students used the target language for a real purpose facilitated their language learning, improved their communication skills and vocabulary knowledge, and made them recognize colloquial English. Additionally, instant messaging in an informal platform for educational purposes had positive effects on their performance and the quality of their work.

A study explored contextual influences upon the writing of students in their final year of secondary schooling. Six teachers in 6 subject areas and 12 students enrolled in 2 or more of these 6 classes were selected as case studies. The researcher spent an academic year observing the contexts in which writing occurred, recording class sessions, interviewing students and teachers about their perceptions of writing, and examining written texts. This corpus of contextual data demonstrated that student-teacher interactions were a critical influence on the nature of academic writing produced by the students. Analysis of these interactions revealed (1) that teachers' views of relationships between language and learning in their respective disciplines strongly influence the nature of writing in their classrooms; (2) that cultural, academic, and discipline-specific traditions frequently cause dissonance between teachers' pedagogical ideals and the writing they assign; and (3) that students' academic writing reflects the conflict between these first two findings. (Author/JD)

Writing in a language, whether the target or native, is regarded as a complex activity operating on multiple cognitive levels. This study aimed to uncover the factors which motivate teacher trainees of English to write in English in an EFL context. The study also investigated the differences in the ways teacher trainees are motivated in terms of some variables such as gender and the engagement in reading and writing activities in English outside of the classroom. A total of 270 Turkish trainee teachers of English participated in the study. The data obtained through a two-part questionnaire revealed that a great majority of the participants (n=203) read in English, compared to only half of them (n=108) preferred to write outside the classroom. Based on the findings, the study suggests that prospective English teachers need to be systematically supported and motivated to write in English both in and outside the classroom.

Writing in a language, whether the target or native, is regarded as a complex activity operating on multiple cognitive levels. This study aimed to uncover the factors which motivate teacher trainees of English to write in English in an EFL context. The study also investigated the differences in the ways teacher trainees are motivated in terms of some variables such as gender and the engagement in reading and writing activities in English outside of the classroom. A total of 270 Turkish trainee teachers of English participated in the study. The data obtained through a two-part questionnaire revealed that a great majority of the participants (n=203) read in English, compared to only half of them (n=108) preferred to write outside the classroom. Based on the findings, the study suggests that prospective English teachers need to be systematically supported and motivated to write in English both in and outside the classroom.

Writing in a language, whether the target or native, is regarded as a complex activity operating on multiple cognitive levels. This study aimed to uncover the factors which motivate teacher trainees of English to write in English in an EFL context. The study also investigated the differences in the ways teacher trainees are motivated in terms of some variables such as gender and the engagement in reading and writing activities in English outside of the classroom. A total of 270 Turkish trainee teachers of English participated in the study. The data obtained through a two-part questionnaire revealed that a great majority of the participants (n=203) read in English, compared to only half of them (n=108) preferred to write outside the classroom. Based on the findings, the study suggests that prospective English teachers need to be systematically supported and motivated to write in English both in and outside the classroom.

Writing in a language, whether the target or native, is regarded as a complex activity operating on multiple cognitive levels. This study aimed to uncover the factors which motivate teacher trainees of English to write in English in an EFL context. The study also investigated the differences in the ways teacher trainees are motivated in terms of some variables such as gender and the engagement in reading and writing activities in English outside of the classroom. A total of 270 Turkish trainee teachers of English participated in the study. The data obtained through a two-part questionnaire revealed that a great majority of the participants (n=203) read in English, compared to only half of them (n=108) preferred to write outside the classroom. Based on the findings, the study suggests that prospective English teachers need to be systematically supported and motivated to write in English both in and outside the classroom.

This research aims to determine the preference of prospective English teachers in performing computer and paper-based reading tasks and to what extent computer and paper-based reading influence their reading speed, accuracy and comprehension. The research was conducted at a State run University, English Language Teaching Department in Turkey. The participants were 96 prospective English teachers, 74 females and 22 males. Two types of data were collected in this research. First, the Questionnaire for Online Reading Comprehension was used to collect data about the participants' views on their computer and paper-based reading activities. Second, one experiment was conducted with 14 volunteering subjects to understand their reading speed, accuracy and comprehension in both computer and paper-based reading activity. The results of the research suggested that prospective English teachers preferred paper-based reading to computer version and their performance was higher in paper-based reading than computer. The study also revealed that reading speed on a computer screen was nearly 12% faster than paper-based reading for prospective English teachers. An appendix presents the Questionnare for Online Reading Comprehension (Adapted from Tseng, 2010).

This article addresses an objective description and reasons for the student's motivation in reading English text. Sixty students of tenth grade at SMA Negeri 55 South Jakarta participated on filling in 50 statements of 11 domains of motivation. An interview, another method to collect data needed and to meet a methodological triangulation, was employed to capture the participants' perspective. Findings revealed that reading curiosity is the highest domain of the students' motivation (92.22%), and social reason for reading is the lowest one (55.56%). Some interpretations are included in this paper.

The present study aims to investigate the socio- and applied linguistic functions and frequency of lecturers' language behaviors (code-switching (CS), code-mixing (CM), and translanguaging) in terms of showing lecturers' social identity in the Georgian educational discourse, namely, in teaching Business English (English for Specific Purposes - ESP) at the university level. An examination of Georgian discursive peculiarities is a novel addition to this field of research, as there are very few studies focusing on Georgian lecturers' language behaviors in English for Specific Purposes (ESP). Both quantitative (online questionnaires (70 students) and qualitative (8 lecturers' recorded lectures) research methods are used to illustrate the functions of using code-switching, code-mixing, and translanguaging in English for Specific Purposes (ESP) (lecturers' recorded lessons (80 hours). Surprisingly, in contrast to previous studies' findings, we found that the Georgian and English languages are equally used for informal and formal purposes. Both languages are used to express solidarity in classroom conversations. The given study is a unique example in which both English and Georgian are used as marked/unmarked ("We-code", "They-code") choices, as previous studies only considered L1 (first language) as "we-code" and a foreign language (English) was regarded solely as "they code." Within 80 hours of recordings (ESP), 549 cases of code-switching, 103 cases of code-mixing, and 177 cases of translanguaging, planned use of L1 (Georgian) were detected in teaching vocabulary. Consequently, using translanguaging can be beneficial to business English lecturers seeking to improve and fossilize students' Georgian business terminology. The business English lecturers consider the English language to be an inseparable part of their identity, however, they still incorporate the mother tongue in their lectures for encouraging the enhancement of the Business terminology in the Georgian language. [For the full proceedings, see ED654100.]

This study aimed at investigating the characteristics of effective English teachers and students as perceived by 35 teachers and 613 students, as well as according to the surveys regarding the English-teaching problems in Thailand. The instruments included two questionnaires on the characteristics of effective teachers and students as perceived by teachers and students, based on five categories: rapport, delivery, fairness, knowledge and credibility, organization and preparation. The questionnaire responses were analyzed both quantitatively and qualitatively. The quantitative data revealed that for the teachers the most important attribute was organization and preparation attributes such as teaching preparation and the use of effective teaching methodology. The qualitative data revealed that the rapport items were important, especially that the teacher should be patient, not insult the students, and give clear advice. However, the students gave more weight to such rapport items as, for example, the teacher having a positive attitude toward to the students and being helpful, generous and caring about them. The qualitative data also revealed that well-prepared lessons and providing fun activities were mostly required for effective teachers. English teaching problems involve four aspects: teachers, learners, English learning content, and other factors. Discussion and the recommendations of the study are included.

To better understand cue weighting in prediction, this study uses the visual-world eye-tracking paradigm and investigates how early English-Chinese bilinguals use contextual constraints and classifiers for prediction in their non-dominant language (Chinese) when these cues align or conflict, and whether cue proximity (e.g., cue-target distance) affects prediction.

Macmillan English Grammar In Context Essential

Subscribe to the transcripts at https://www.allearsenglish.com/subscribe When you run into someone that you have met before, maybe at a conference or even at a party, how can you share the context of how you met to make them recognize you in English? Find out how to do it for the best possible connection today.

Subscribe to the transcripts at https://www.allearsenglish.com/subscribe When you run into someone that you have met before, maybe at a conference or even at a party, how can you share the context of how you met to make them recognize you in English? Find out how to do it for the best possible connection today.

xiii, 225 p. 22 cm

xiii, 225 p. 22 cm

xiii, 225 p. 22 cm

Given the series of activities included in this module on the importance of cultural context in the teaching of second languages, the participant should be able to: (a) prepare a culturally relevant grammatical exercise for a specific group of Puerto Rican Spanish-speakers, (b) list several possible activities for using the learner's cultural background in the English as a Second Language (ESL) classroom, and (c) evaluates the relevance of the cultural context in existing materials available for Spanish/English bilingual programs. The module includes short-essay pre- and post-assessment of the participant and learning alternatives, which are presented in outline form. Specific readings are assigned for each activity. A bibliography ends the module. (JA)

In spite of the urgent need for research into the socio-political contexts of the teaching and learning of English as a second/foreign language, the predominant paradigm of inquiry into EFL in the Chinese context still focuses on the functional aspects of second language education. In order to provide a critical understanding of the larger context of the hegemony of "global English," this paper examines the teaching and learning of English in China as an integral part of the politics of the global spread of English as well as the political and ideological apparatuses of the third-world/postcolonial culture in China. Informed by Foucault's archaeological/genealogical methods, I trace the history of English language teaching in China, from colonial contexts in the 19th century to postcolonial conditions of English language teaching at the beginning of the 21st century. I argue that the teaching and learning of English in a third-world/postcolonial country is never a simple transparent process with clear-cut meanings. The ambiguous legacy of English language teaching, embedded in colonial/postcolonial relations, defines and complicates the connection between local specificities and the global context of the hegemony of English.

4 v. : 28 cm

4 v. : 28 cm