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This publication presents the Adult Language Levels (ALL) Management System as a curriculum and programmatic framework to assist administrators and teachers in implementing a competency-based English for speakers of other languages (ESOL) program. Chapter 1 presents theoretical investigations of adult learning and adult second language development and an explanation of competency-based adult education (CBAE) as an effective teaching approach. The suitability of competency-based principles for ESOL program development is also discussed. Chapter 2 focuses on the importance of and processes involved in conducting an assessment of learners' needs and interests. Chapter 3 highlights the language proficiency levels and testing procedures developed by Baltimore County adult educators to measure the English language abilities of limited English proficient adults. Chapter 4 describes how the instructor uses the results from the needs assessment and proficiency testing to individualize instruction. A sample lesson is included. Chapter 5 presents an overview of how to monitor student progress. Appendixes, amounting to over one-half of the publication, include (1) seven charts that display the life-skill tasks across proficiency levels and that form the foundation of the curriculum framework, (2) seven tables listing each competency task and its respective performance measure, and (3) an annotated bibliography of curriculum materials. (YLB)

Though pre-school education is not compulsory in Turkey, having foreign language education in kindergarten has been an upward trend lately. Besides, as there has been an increasing demand on language education in kindergartens, a large number of kindergartens have begun to give English language education so as to meet the demand. However, most of the English teachers working in kindergartens have difficulty in finding right instructional materials appropriate for kindergarten students since there is not an official curriculum for such schools developed by the Ministry of Education. The teachers thus usually need to develop their own materials. The fact that portfolios reflect learners' language learning process and involve various products that learners prepared during the process make them suitable for kindergarten students. The aim of this qualitative study is two-fold: (1) to reveal the advantages of using language portfolio in kindergartens and, (2) to put forward suggestions for how to enrich use of language portfolio and instructional materials in these schools as well as effective language learning.

This is a collection of comments and research on the problems of students studying at the tertiary level through the medium of a second language. It includes sections on vacabulary, reading skills, syntax, and speech. It also contains several studies of actual students and conditions at the University of Papua and New Guinea. (HW)

This is a collection of comments and research on the problems of students studying at the tertiary level through the medium of a second language. It includes sections on vacabulary, reading skills, syntax, and speech. It also contains several studies of actual students and conditions at the University of Papua and New Guinea. (HW)

This is a collection of comments and research on the problems of students studying at the tertiary level through the medium of a second language. It includes sections on vacabulary, reading skills, syntax, and speech. It also contains several studies of actual students and conditions at the University of Papua and New Guinea. (HW)

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The aim of this study is to gain more knowledge about the materials and teaching strategies used by an English teacher in Uzbekistan to teach seventh-grade students speaking. It was conducted using a case study research design. The study's instruments are the observation logs, interview questions, and documentation. Every step of the English teaching process for the seventh-grade class is observed by the researcher. The researcher also conducted interviews with five students and five teachers to get more data. The paperwork is used to verify the data from the observations. The study's results show that English teachers use a range of teaching techniques, such as question-answer display, translation, drilling, and debate.

The aim of this study is to gain more knowledge about the materials and teaching strategies used by an English teacher in Uzbekistan to teach seventh-grade students speaking. It was conducted using a case study research design. The study's instruments are the observation logs, interview questions, and documentation. Every step of the English teaching process for the seventh-grade class is observed by the researcher. The researcher also conducted interviews with five students and five teachers to get more data. The paperwork is used to verify the data from the observations. The study's results show that English teachers use a range of teaching techniques, such as question-answer display, translation, drilling, and debate.

This paper uses a combined methodology to analyse the conversations in supplementary audio-visual materials to be implemented in language teaching classrooms in order to enhance the Interactional Competence (IC) of the learners. Based on a corpus of 90.000 words (Coupling Corpus), the author tries to reveal the potentials of using TV series in "English as an Additional Language" (EAL) Classrooms by employing the methods of Conversation Analysis (CA) and Corpus Linguistics (CL). The paper specifically focuses on hyperbole in interaction through uncovering conversational sequences and embodied actions. The findings clearly show that the use of TV series can be an invaluable resource for language teachers by exposing learners to multi-model texts that contextualise the materials used through various interactional and semiotic, as well as linguistic, resources. (Contains 8 figures, 3 tables, and 8 screenshots.)

A year-long study was conducted with a class of 25 eighth graders, their English and science teachers, and the school computer supervisor at a school in Roselle (New Jersey). The structure and goals of the project, called PULSE, for Pupils Using Laptops in Science and English, are described. Research questions focused on the development of teachers' goals and practices and their relation to the technology, the development of project-based activities, the development of student writing skills, and the impact of local telecommunications on teacher and student interaction. A high level of student and teacher motivation, the role of the teacher in facilitating student use of the technology, and an increase in technological competence were themes that were significant in the positive experiences of teachers and students. The portability of the laptops and the availability of integrated tool-based software were particularly useful in science education. Most of the students used the laptops as portable diaries to keep journals, write stories, and complete assignments. A holistic measure of writing scores for a randomly selected group of students indicated marked improvement in their ability to communicate persuasively, organize their ideas effectively, and use a broad vocabulary effectively. The local bulletin board was heavily used by teachers, who also managed to leverage this project into a way of bringing other badly needed resources into their school. Seven figures and two tables present study findings. (Contains 21 references.) (SLD)

A year-long study was conducted with a class of 25 eighth graders, their English and science teachers, and the school computer supervisor at a school in Roselle (New Jersey). The structure and goals of the project, called PULSE, for Pupils Using Laptops in Science and English, are described. Research questions focused on the development of teachers' goals and practices and their relation to the technology, the development of project-based activities, the development of student writing skills, and the impact of local telecommunications on teacher and student interaction. A high level of student and teacher motivation, the role of the teacher in facilitating student use of the technology, and an increase in technological competence were themes that were significant in the positive experiences of teachers and students. The portability of the laptops and the availability of integrated tool-based software were particularly useful in science education. Most of the students used the laptops as portable diaries to keep journals, write stories, and complete assignments. A holistic measure of writing scores for a randomly selected group of students indicated marked improvement in their ability to communicate persuasively, organize their ideas effectively, and use a broad vocabulary effectively. The local bulletin board was heavily used by teachers, who also managed to leverage this project into a way of bringing other badly needed resources into their school. Seven figures and two tables present study findings. (Contains 21 references.) (SLD)

A year-long study was conducted with a class of 25 eighth graders, their English and science teachers, and the school computer supervisor at a school in Roselle (New Jersey). The structure and goals of the project, called PULSE, for Pupils Using Laptops in Science and English, are described. Research questions focused on the development of teachers' goals and practices and their relation to the technology, the development of project-based activities, the development of student writing skills, and the impact of local telecommunications on teacher and student interaction. A high level of student and teacher motivation, the role of the teacher in facilitating student use of the technology, and an increase in technological competence were themes that were significant in the positive experiences of teachers and students. The portability of the laptops and the availability of integrated tool-based software were particularly useful in science education. Most of the students used the laptops as portable diaries to keep journals, write stories, and complete assignments. A holistic measure of writing scores for a randomly selected group of students indicated marked improvement in their ability to communicate persuasively, organize their ideas effectively, and use a broad vocabulary effectively. The local bulletin board was heavily used by teachers, who also managed to leverage this project into a way of bringing other badly needed resources into their school. Seven figures and two tables present study findings. (Contains 21 references.) (SLD)

A year-long study was conducted with a class of 25 eighth graders, their English and science teachers, and the school computer supervisor at a school in Roselle (New Jersey). The structure and goals of the project, called PULSE, for Pupils Using Laptops in Science and English, are described. Research questions focused on the development of teachers' goals and practices and their relation to the technology, the development of project-based activities, the development of student writing skills, and the impact of local telecommunications on teacher and student interaction. A high level of student and teacher motivation, the role of the teacher in facilitating student use of the technology, and an increase in technological competence were themes that were significant in the positive experiences of teachers and students. The portability of the laptops and the availability of integrated tool-based software were particularly useful in science education. Most of the students used the laptops as portable diaries to keep journals, write stories, and complete assignments. A holistic measure of writing scores for a randomly selected group of students indicated marked improvement in their ability to communicate persuasively, organize their ideas effectively, and use a broad vocabulary effectively. The local bulletin board was heavily used by teachers, who also managed to leverage this project into a way of bringing other badly needed resources into their school. Seven figures and two tables present study findings. (Contains 21 references.) (SLD)

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The short-wave radio provides an excellent and cost-effective tool for teaching English as a Second Language (ESL), especially in remote or poor areas where Internet access may not be readily available. It allows the learner to hear multiple native English speakers talk in normal speed in a variety of accents. It also allows students to encounter new terms, expressions, and geographical locations. Radio is highly portable and relatively inexpensive. This paper addresses the advantages and disadvantages of using the radio, how radio propagation works, and suggestions for using the radio in the ESL classroom. The Internet and the World Wide Web have many advantages over radio use such as speed, interactivity, specialized site and chat room offerings, and other advantages, but these advantages are moot if this technology is out of reach for financial reasons for many who wish to learn English. Short-wave radio may be a much older technology, but its much lower cost makes it a viable pedagogical tool. A sample reception report is appended. (Contains 11 published and 5 Web site references on where to find more information about using the radio in the classroom.) (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)

The article discusses the problem of mastering new vocabulary at the English language classes. The brief review of the bilingual English-Russian printed and electronic Dictionaries used at the practical classes of English for the students of the first and second courses of the Germanic Philology Department of Kazan Federal University. The method of compiling thematic dictionaries, its approbation and results are presented.

This paper evaluates the affordability of "Quipper" as an online platform for teaching and learning English as a foreign language (EFL). It focuses on the extent to which features available in "Quipper" may correspond to fundamental components of Computer-Assisted Language Learning (CALL) pedagogy, as suggested by Chapelle (2003), including L2-input exposure, interaction and linguistic production. The evaluation results indicate that "Quipper" is affordable for use as an online teaching and learning EFL platform. More importantly, it corresponds to the three conditions of CALL pedagogy, thus making it a potential aid for activities used in teaching and learning foreign language.

Despite critical literacy being identified as a desired outcome of South Africa's new curriculum statement, in reality this does not seem to be occurring (DoE 2002, pp. 5, 11). Critical literacy is one way in which spaces of contestation and resistance can be opened up. In order to do so it is necessary to provide students with basic literacy skills. Currently in South Africa, this does not seem to be the case as many children are not reading at a minimal level. One of the reasons for this is that children have little access to mother tongue education. This article explores one of many challenges that inhibit the construction of language classes as spaces of resistance: the institutional constraints that arise from of South Africa's National Language Policy and schools individual language policies. It considers the failure of the National Language in Education Policy in its calls for mother tongue instruction and a multilingual approach. Using a critical approach, the article analyses the language policy and research instrument from one desegregated Johannesburg school. The analysis shows that the status quo of previous policies remains. The hegemony of English is entrenched at the expense of other languages and a multilingual constituency. This is expressed in a discourse of deficit. The construction of a survey to elicit parent views merely gives the illusion of choice revealing the disempowerment of parents. We argue that such an analysis is crucial in understanding views on language and language teaching that are entrenched in schools. It is also important that schools are supported in the construction of policies. If schools are unable to be critical of their own language practices, then it is unlikely that classrooms will be spaces of critical contestation. (Contains 3 footnotes and 4 tables.)

Taking IELTS? Get our free IELTS video training course nowToday we are going to help you with those tricky phrasal verbs! Learn three phrasal verbs in English using \"go\" and find out how to finally master phrasal verbs in a game! Three Phrasal Verbs with \"Go\" \"To go over\" : To cover, to talk... Read MoreThe post AEE 43: Learn 3 Phrasal Verbs in English Using \"Go\" appeared first on All Ears English Podcast | Real English Vocabulary | Conversation | American Culture.

Are you using the verb \"arrive\" correctly?On today's Tear Up Your Textbook Tuesday, learn when to (and when not to) use the verb \"arrive\" with native speakers! Taking IELTS?Get our free IELTS video training course now For a native English speaker, \"arrive\" is not always the most natural-sounding word to use. It probably fits best in formal situations, such as a job interview or a speech. Can't find native speakers to practice English with you?Can't get your English corrected by your native-speaking friends?Get a professional, native English teacher in seconds at italki.For a limited time, italki is offering 10 USD in free English lessons. Click here to get your 10USD in italki credits before this offer runs out! Instead of \"When did you arrive?\" a native speaker might ask \"When did you get here?\" or \"When did you get in?\" Both mean the same thing as \"arrive\", but are more common. How can you use \"get\" instead of arrive?Show us what you've got in the comments section below!

Educators in Toronto are using virtual reality to help immigrants and refugees learn English as a second language. We hear more about the high-tech promise of a virtual classroom.

Educators in Toronto are using virtual reality to help immigrants and refugees learn English as a second language. We hear more about the high-tech promise of a virtual classroom.

(Odia and English) The Disappearance of the Yadu Dynasty, Whatever Lord does is for the benefit of the living entity, In Eraka forest, Story of Sāmba, Disappearance of Lord, Using Angad, 

John Carter Brown Library copy acquired with the assistance of the JCB Associates

In this modern era of information and technology, CALL is widely regarded as a technique for language teaching and learning. When it comes to learning languages, computers are increasingly being used to aid in the teaching and learning process, particularly for English language teaching ELT . This is known as computer assisted language learning. Using CALL can be more productive in language teaching and learning. When it comes to teaching and learning, ICT is commonly regarded as a tool, but there are still a number of problems with effectively using CALL. Nevertheless, a certain level of sensitivity and knowledge of how the program might be utilised effectively is required for its incorporation into language training via CALL. The goal of this research is to examine the impact of computer assisted language learning in the context of English language teaching and learning, specifically the types of activities that are more likely to be successful. There is an outline of how computers have evolved in the classroom. Discussing the benefits and drawbacks of using CALL in the classroom will be done. Moving forward, this paper will cover a variety of computer based learning activities for English language training with a focus on CALL, the future of CALL, and how it might be further developed in the context of todays rapidly expanding technological landscape. This article will also discuss the complexity of CALL and its adaptive approach with respect to individuals understanding, as well as the contribution of CALL and its success in teaching English and aiding language learning. Amir "Using Computer Assisted Language Learning for English Language Teaching: An Adaptive Approach with its Current Development" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49398.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/49398/using-computer-assisted-language-learning-for-english-language-teaching-an-adaptive-approach-with-its-current-development/amir

In this modern era of information and technology, CALL is widely regarded as a technique for language teaching and learning. When it comes to learning languages, computers are increasingly being used to aid in the teaching and learning process, particularly for English language teaching ELT . This is known as computer assisted language learning. Using CALL can be more productive in language teaching and learning. When it comes to teaching and learning, ICT is commonly regarded as a tool, but there are still a number of problems with effectively using CALL. Nevertheless, a certain level of sensitivity and knowledge of how the program might be utilised effectively is required for its incorporation into language training via CALL. The goal of this research is to examine the impact of computer assisted language learning in the context of English language teaching and learning, specifically the types of activities that are more likely to be successful. There is an outline of how computers have evolved in the classroom. Discussing the benefits and drawbacks of using CALL in the classroom will be done. Moving forward, this paper will cover a variety of computer based learning activities for English language training with a focus on CALL, the future of CALL, and how it might be further developed in the context of todays rapidly expanding technological landscape. This article will also discuss the complexity of CALL and its adaptive approach with respect to individuals understanding, as well as the contribution of CALL and its success in teaching English and aiding language learning. Amir "Using Computer Assisted Language Learning for English Language Teaching: An Adaptive Approach with its Current Development" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-2 , February 2022, URL: https://www.ijtsrd.com/papers/ijtsrd49398.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/49398/using-computer-assisted-language-learning-for-english-language-teaching-an-adaptive-approach-with-its-current-development/amir

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On this week's show, we begin (1:08) with a conversation about our recent decision to use diacritics in Vietnamese names on the Saigoneer website. What are the benefits of using the language to its full extent, and what does the fact that most websites publishing in English don't use diacritics say about our relationship to Vietnamese?Then (21:16), we look at the ongoing COVID-19 outbreak centered on Da Nang - how has this development impacted daily life in Saigon, and what do we think of the protective measures being taken here?As always, we close with Bánh Mì Banter (31:38).

On this week's show, we begin (1:08) with a conversation about our recent decision to use diacritics in Vietnamese names on the Saigoneer website. What are the benefits of using the language to its full extent, and what does the fact that most websites publishing in English don't use diacritics say about our relationship to Vietnamese?Then (21:16), we look at the ongoing COVID-19 outbreak centered on Da Nang - how has this development impacted daily life in Saigon, and what do we think of the protective measures being taken here?As always, we close with Bánh Mì Banter (31:38).

Metacognition is not always a consistent part of ESL/EFL classrooms but is a learning strategy that can boost student achievement outcomes, especially when paired with other learning strategies and self-reflective group discussions. Research (Huang & Newbern, 2012; Liu & Goh, 2006; Nakatani, 2005; Teng, 2019a; Teng & Reynolds, 2019; Vandergrift & Goh, 2003) has shown that explicit instruction of metacognitive strategies (MCSs) in the four language domains can increase L2 proficiency. This project presents an instructor workshop and resource materials that are designed to promote the explicit instruction and use of MCSs in the language domains in adult EL classrooms. Workshop activities include the use of MCSs within other learning strategies and promote the creation of self-reflection questions and classroom learning tasks that facilitate EL and instructor metacognitive thinking. The use of MCS inventories in workshop activities can allow instructors to gauge their metacognitive awareness and that of their students. A final instructor project promotes the cumulation and presentation of learning strategies, MCSs, activities, and assessment of EL learning.

Using English Expressions for Real Life: Stepping Stones to Fluency for Advanced ESL Learners

In recent years, teachers have implemented technology into their teaching instruction to innovate the content and engage their students with the lessons. Likewise, during Covid -19 pandemic, teachers were forced to change their traditional teaching instruction to synchronous and asynchronous instruction. They had to research appropriate digital resources to use in their teaching instruction. Therefore, this paper aims to present a website that has been designed to benefit teachers and students in the teaching-learning process using synchronous and asynchronous education. This website provides digital resources to develop English language learners' vocabulary acquisition, oral reading fluency, and reading comprehension. Teachers can use these resources to encourage, engage, and support ELLs to scaffold their reading and vocabulary. The website provides lesson plans templates to use in asynchronous and synchronous settings. Teachers can use these lesson plans templates to prepare their lessons and adapt them to their students' needs. Additionally, academic articles have been included in the teachers' section of the website for teachers willing to know about teaching online. Engaging resources for students are retained on the website, where they can find exciting and entertaining reading passages and games to develop reading skills.

In recent years, teachers have implemented technology into their teaching instruction to innovate the content and engage their students with the lessons. Likewise, during Covid -19 pandemic, teachers were forced to change their traditional teaching instruction to synchronous and asynchronous instruction. They had to research appropriate digital resources to use in their teaching instruction. Therefore, this paper aims to present a website that has been designed to benefit teachers and students in the teaching-learning process using synchronous and asynchronous education. This website provides digital resources to develop English language learners' vocabulary acquisition, oral reading fluency, and reading comprehension. Teachers can use these resources to encourage, engage, and support ELLs to scaffold their reading and vocabulary. The website provides lesson plans templates to use in asynchronous and synchronous settings. Teachers can use these lesson plans templates to prepare their lessons and adapt them to their students' needs. Additionally, academic articles have been included in the teachers' section of the website for teachers willing to know about teaching online. Engaging resources for students are retained on the website, where they can find exciting and entertaining reading passages and games to develop reading skills.

In recent years, teachers have implemented technology into their teaching instruction to innovate the content and engage their students with the lessons. Likewise, during Covid -19 pandemic, teachers were forced to change their traditional teaching instruction to synchronous and asynchronous instruction. They had to research appropriate digital resources to use in their teaching instruction. Therefore, this paper aims to present a website that has been designed to benefit teachers and students in the teaching-learning process using synchronous and asynchronous education. This website provides digital resources to develop English language learners' vocabulary acquisition, oral reading fluency, and reading comprehension. Teachers can use these resources to encourage, engage, and support ELLs to scaffold their reading and vocabulary. The website provides lesson plans templates to use in asynchronous and synchronous settings. Teachers can use these lesson plans templates to prepare their lessons and adapt them to their students' needs. Additionally, academic articles have been included in the teachers' section of the website for teachers willing to know about teaching online. Engaging resources for students are retained on the website, where they can find exciting and entertaining reading passages and games to develop reading skills.

Written Version & Notes: http://doingenglish.com/blog/will-you-forget-your-english-if-you-stop-using-it/ Master English FAST: http://MasterenglishFAST.com Transcript: - Hello, I'm Julian Northbrook from https://doingenglish.com, coming to you from sunny, Ireland. It's been about six weeks since I came to Ireland and that I have been separated from my beloved family, with whom, I speak Japanese, on a day-to-day basis. And of course all of the media, the films, the TV, the radio that I used to listen to in Japanese every single day. And yes, being by myself, in a completely English-speaking environment, I do feel like my Japanese proficiency has dulled somewhat. I am not worried about this at all. Because I know exactly what to do, to bring it right back up in record time. And I do get that this is a real concern for a lot of people and that's what I'm going to talk about here in this video. Perhaps you lived in an English-speaking country and you've just gone back to your home country, either temporarily or permanently. Perhaps you were working in an international company and used English on a day-to-day basis there and you've now left that job and gone to something different, in your native language. Whatever the reason you may find yourself in a situation, where suddenly, you're not exposed to English on a day-to-day basis. You're not using English as much as you used to and you feel like you're going to forget everything. Like I said, this is a real concern. It's a real worry for many, many people. First and foremost, don't worry too much. You never actually forget something that you've learned. This dulling of your proficiency, is a result of the way that the brain works, the way that it manages multiple languages. Basically, if you got English in your head, and you're not using English right now; what your brain's gonna do is, it's almost gonna just, it's gonna push it to one side, put it to sleep, sedate it somewhat so that it's, again, out of the way. So that it's not draining precious cognitive resources, which can be allocated much better, to something that is immediately in front of us, that we've got to get done now. What this means then is that, your English, it doesn't disappear. It's just a little bit tired and a little bit sleepy. So what you've got to do is, you've got to wake it up and that is pretty simple to do. It's just a case of getting back into the habit of using English on a daily basis. Once you get back into the routine, it'll come right back up. Easy ways to do this is things like, you know, switching up the media that you consume, so that you're watching TV, films, things like that in English. Reading books in English, instead of your native language. Listening to the radio in English, instead of in your native language. All this exposure will just help to keep the English up and sharp and active in your brain. Just understand that it's good for keeping your level, not really for improving your level. However, a big mistake that many people make, is thinking that they can just listen to stuff all day and suddenly become fluent from that or go to an English-speaking country and just being there, is gonna make them highly proficient in the language. Whereas what they actually find is, that if they're not doing anything else, again, the level is just kept and that's about it. If you want to go beyond the level that you're currently at, yeah, you're gonna have to put some hard, intensive, focused study time in, to learn the language that you need. To practise it, and to actually force your English to get better and better. That however is a topic for another day. That's about all we've got time for for today's video. So, this is me, Julian Northbrook, signing out from another one. If you found this useful, give it a nice big old thumbs up. If you thought it was crap, whatever, give it a thumbs up anyway. If you haven't read my book, Master English Fast!, an uncommon guide to speaking extraordinary English, check it out at https://MasterEnglishFast.com. It'll show you step by simple step exactly what you've got to do, to bring your English level up to the level of Mastery. It's a good 'un. Like I said, check it out. Bye-bye. #DoingEnglish #JulianNorthbrook #learnEnglish

A study was conducted to determine whether a specific set of factors could be used to predict a student's success in completing an introductory English course in the general education curriculum at a small southern university. The sample included first-time freshmen enrolled during seven semesters (n=942). Variables were: (1) completion of the prerequisite requirement for the English course; (2) student age; (3) ACT Assessment composite score; (4) ACT reading score; (5) part-time or full-time status; (6) public or nonpublic state high school; (7) gender; and (8) traditional or General Educational Development high school diploma. Very few statistically significant relationships were found between various predictor variables and student success or failure. The study did not validate the need for current prerequisite for first college English courses. Results suggest that the current developmental education may not be providing the preparation needed for successful completion of beginning English courses. The model did confirm prior findings that ACT subscores are a valid predictor of success. (Contains 15 references.) (SLD)

This study aims to investigate the effect of using concordances and word processors on EFL graduates' performance in academic writing. To achieve this aim, the subjects were asked to use linguistics corpora and word processors to correct their grammatical and spelling mistakes in their written papers in a course that lasted for sixteen weeks. The sample of the study consisted of 48 MA students. Quantitative and qualitative measures were used to gain possible results of the effect of using concordances and word processors on the learners' achievement and performance in writing. Ratio gain relations were estimated, too. To find the participants' achievement, pre- and post-tests were used; semi-interviews and answers to a questionnaire were also analyzed to investigate their attitude toward using concordances and word processors in writing. The findings indicated that their performance improved due to the effect of using concordances; however, spelling and grammar word processor had a slighter effect on their achievement. Recommendations were included for further research.

This paper aimed to explore the effect of incorporating blended learning with Facebook and peer assessment for English for Business Communication course for college students. A total of 111 students from a public technological university participated in this study. The participants were divided into three Facebook site groups. A mixed method consisting of qualitative and quantitative approaches was employed to analyze the collected data, including the pre- and post-tests, qualitative data of peer assessment on Facebook sites, interview, a student self-efficacy scale, and a self-developed satisfaction survey questionnaire. The findings of this study indicate that incorporating Facebook in the English for Specific Purposes (ESP) course can effectively assist college students in learning business communication English. Students can improve their professional knowledge not only from the in-class instruction but also through peer assessing on Facebook. Additionally, the blended learning approach can significantly enhance the students' learning motivation and interest. Finally, some useful instructional strategies are provided to educators and practitioners in the English education field. (Contains 3 figures and 3 tables.)

The present paper entitled ‘A Study of the significance of Using Newspaper as an instrument to develop Reading and Comprehension Skills for Learning English as a Second Language’ states the issue of using an important media, namely newspapers (both printed and electronic variety) as a source of not only getting access to information but also an effective way of learning and mastering the English language. The main purpose of this study is to cultivate extensive reading habit in English as well as to encourage knowing the culture norms of the targeted language by using the effective & popular newspaper as a teaching tool. The work was based on Descriptive as well as Analytical study as a result of the research carried out with the help of a questionnaire conducted that has been statistically calculated in the form of percentages to the averages of Libyan and Indian participants (students and teachers) who read newspaper and reasons that make the others not read it, through this research the researcher is able to identify as well as see the significant advantages and benefits in using newspaper as teaching material/tool. At the same time, there are a few disadvantages that teachers and students should be aware of when using newspaper. Therefore, the researcher has seen that the use of English Newspapers will certainly encourage and motivate the students and help them to perfect their reading and comprehension skills. 

The present paper entitled ‘A Study of the significance of Using Newspaper as an instrument to develop Reading and Comprehension Skills for Learning English as a Second Language’ states the issue of using an important media, namely newspapers (both printed and electronic variety) as a source of not only getting access to information but also an effective way of learning and mastering the English language. The main purpose of this study is to cultivate extensive reading habit in English as well as to encourage knowing the culture norms of the targeted language by using the effective & popular newspaper as a teaching tool. The work was based on Descriptive as well as Analytical study as a result of the research carried out with the help of a questionnaire conducted that has been statistically calculated in the form of percentages to the averages of Libyan and Indian participants (students and teachers) who read newspaper and reasons that make the others not read it, through this research the researcher is able to identify as well as see the significant advantages and benefits in using newspaper as teaching material/tool. At the same time, there are a few disadvantages that teachers and students should be aware of when using newspaper. Therefore, the researcher has seen that the use of English Newspapers will certainly encourage and motivate the students and help them to perfect their reading and comprehension skills. 

The present paper entitled ‘A Study of the significance of Using Newspaper as an instrument to develop Reading and Comprehension Skills for Learning English as a Second Language’ states the issue of using an important media, namely newspapers (both printed and electronic variety) as a source of not only getting access to information but also an effective way of learning and mastering the English language. The main purpose of this study is to cultivate extensive reading habit in English as well as to encourage knowing the culture norms of the targeted language by using the effective & popular newspaper as a teaching tool. The work was based on Descriptive as well as Analytical study as a result of the research carried out with the help of a questionnaire conducted that has been statistically calculated in the form of percentages to the averages of Libyan and Indian participants (students and teachers) who read newspaper and reasons that make the others not read it, through this research the researcher is able to identify as well as see the significant advantages and benefits in using newspaper as teaching material/tool. At the same time, there are a few disadvantages that teachers and students should be aware of when using newspaper. Therefore, the researcher has seen that the use of English Newspapers will certainly encourage and motivate the students and help them to perfect their reading and comprehension skills. 

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The literary richness embedded in quotations has the potential to give students a fresh and creative angle which will inspire them to do better in studies and life. In this paper, I would like to discuss how the use of literary quotations in an EFL setting, can offer the student the benefits of both; language and literature. Tapping into their literary enhancing power not only builds students’ aesthetic sense but also allows them to connect to themselves and others in a better and more effective way. They also have the capacity to address many language areas like grammar, vocabulary, syntax, semantics, phonetics, culture and the four skills of communication. Acquiring competence in using and understanding quotations helps students in honing their speaking and writing skills. 

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 16 titles deal with the following topics: the effects of teacher-directed lessons on fourth and fifth grade students; self-concept and the comprehension of scientific reading; the readability of junior college textbooks; the effects of prereading strategies on comprehension; teaching reading in the secondary content areas; reading, study skills, and success in the content areas; the effects of structure in science communications on knowledge recall by college students; the cloze procedure in secondary American government classes; using context cues in sixth grade to complete cloze deletions; readability of textbooks, reading ability, and natural science reading ability in secondary biology classes; the effects of lowered readability and the use of a glossary upon reading comprehension; grammatical constructions in secondary science materials; a comparison of methods for teaching directed reading activities; reading abilities compared with the readability of social science textbooks; and reading ability levels of English and social studies textbooks. (MAI)

This guide is a product of the research component of the Basic Skills Resource Center. The research component involves the implementation of the learning strategies research agenda which includes a research study that focuses on learner strategies used in the acquisition of English as a second language (ESL). The Teacher's Guide demonstrates for ESL teachers how learning strategy instruction can be integrated into a ESL curriculum. Descriptions of learning strategies are provided as well as example lessons that can be used in teaching ESL.

Hoe to correctly use the word advice in English? What are some common sentences in English to ask for and give advice? This is what prof. Denilso de Lima teaches on this podcast.

Following a cohort of students from fall of kindergarten to spring of first grade, the authors investigated whether the general cluster profiles identified in Burrow et al.'s (2010) study remained consistent over time. If cluster profiles in the fall of kindergarten held, their goal was to investigate the differences between clusters in terms of their instructional reading levels at the end of the first grade. Because they could expect that the highest literacy cluster would remain significantly higher at the end of the first grade given that early literacy predicts achievement in succeeding grades (Juel, 1988), they investigated the performance of the other three lower performing groups. They had two research questions: (1) Would research-based cluster profile patterns remain consistent with the current dataset used (i.e., were the clusters generated similar in characteristics based on early literacy skills)?; and (2) If clusters profiles were consistent, how would the three lower ranked clusters perform based on their instructional reading levels at the end of first grade, while controlling for other student-level variables? Their findings support earlier research (Burrow et al., 2010) that demonstrated heterogeneity among Spanish-speaking English Language Learners (ELLs) in kindergarten. Further, they found that the same clusters that were identified in the Burrow et al. study remained consistent in their sample, even though they used data from another time period. When they examined reading level for the lower three clusters in their sample, they found that clusters 3 and 4, the two lowest clusters, were achieving at approximately the same level in reading at the end of first grade, while the mean reading level for cluster 2 was approximately 2/3 of a grade level higher. What distinguished cluster 2 from the other two clusters was higher performance on print-related tasks in fall of kindergarten. Although both cluster 2 and cluster 3 had average or above-average phonological awareness in fall of kindergarten, cluster 2 performed significantly better in alphabet knowledge and orthographic knowledge, the two domains made up of print-related skills (i.e., letter name and letter sound knowledge, spelling). This finding is consistent with previous research (Hammill, 2004; Scarborough, 1998) identifying written language skills as the most accurate predictors of later reading achievement, once children have begun formal literacy instruction. (Contains 3 tables and 1 figure.)

This technical report contains a dissertation submitted for the degree of Doctor of Philosophy in the University of Cambridge. This dissertation discusses the investigation of the hypothesis that the generation of multiple utterances, as with planning single utterances (Appelt, 1985), is a plan-based activity that is based on communicative acts. This requires the analysis of text in search for underlying communicative acts that achieve distinct effects of the hearer's knowledge, beliefs, and desires. Thus this dissertation investigates the communicative structure and communicative function of a range of explanations for knowledge based systems. Related to this is the issue of how focus constrains generation (Sidner, 1979; McKeown, 1982) and so a second theoretical aim is to investigate how attentional constraints relate to text planning and linguistic realization.